One Does Not Simply Transfer (Knowledge): Supporting First-Generation College Students in WAC/WID

I1. Panel • Room C (LEAGUE 3RD FLOOR)

Focusing on the relationship between WAC/WID and first-generation college writers, this panel examines how socioeconomic class, race, and gender influence first-generation students’ perceptions of “good” argumentation, disciplinary knowledge, and academic fluency. Through their research and experiences at three different institutions, panelists offer concrete strategies for acknowledging difference and promoting inclusion.

Farida Habeeb University of Southern California
Academic Practice (Makes Perfect): Bridging the Divide between High School and College Writing for First-Generation Writers

Michelle Iten Virginia Military Institute
Argument and Social Class: Differences Before the Curriculum

Aubrey Schiavone University of Michigan
First-Generation College Students’ Writing Practices Across Disciplines

They Write, They Learn: Successful Multimodal Strategies for Engaging STEM Students

I2. Panel • Founders A (ALUMNI CENTER)

This multi-presenter, multi-disciplinary session will offer a cross-disciplinary plan to reinvent the construction and the delivery of typical writing assignments in STEM classrooms, transforming them into dynamic assignments that engage students and give them practice with electronic media. The session will integrate a variety of digital practices to initiate discussion.

Sharon Burns University of Cincinnati Clermont College
Darwin Church University of Cincinnati Clermont College
Katie Foran-Mulcahy University of Cincinnati Clermont College
Chris Goodman University of Cincinnati Clermont College
Dexter Hulse University of Cincinnati Clermont College
Jo Ann Thompson University of Cincinnati Clermont College
Bozena Widanski University of Cincinnati Clermont College

Powerpoint Presentation (.ppt)

The Paradox of Difference as a Unifying Factor and the WACiness that Ensues

I3. Panel • Founders B (ALUMNI CENTER)

Learn about the “Writing COP” model for a campus-wide writing initiative from four, non-English, community college professors. A case study with data from our first three years will be used to guide participants through an experiential activity for identifying their own opportunities for extreme changes in learning outcomes.

Tony L. Kroll Mountain View College
Sarah Hutchings Mountain View College
Patricia Lyons Mountain View College
Tamar Slider Mountain View College

Conducting WAC Research in Difficult Settings

I4. Panel • Henderson (LEAGUE 3RD FLOOR)

Two WAC researcher/practitioners—one veteran from the U.S., one novice from China—report on their mixed methodological studies. Gao’s study involves 180 students from her university, who began compulsory study of English in primary school. Townsend’s smaller cohort includes 26 high-profile scholarship football players at her Division I institution.

Martha Townsend University of Missouri
Li Gao Northwest Agriculture and Forestry University

Powerpoint Presentation (.ppt)

Improving WAC/WID Programs with Alternative Concepts

I5. Panel • Founders C (ALUMNI CENTER)

This panel demonstrates how WAC/WID administrators and programs benefit from using concepts borrowed from the professional practices of theatre production, marketing, and non-profit fund raising. Presenters will explain these alternative concepts from their own professional education and experience and show the application to writing initiative programs and assessment.

Margaret J. Marshall Auburn University
Nicole Gamache Auburn University
Kileen Marshall ACLU of Montana

Three Origin Stories about WAC/WID–Challenging Cherished Beliefs

I6. Panel • Hussey (LEAGUE 2nd FLOOR)

This panel offers historical studies that speak to and challenge cherished ideological commitments — that recognition of expert-led WAC initiatives helped rhetoric and composition develop a disciplinary identity separate from English; that WID courses nurturing disciplinary specialization and professionalization are best taught by faculty in the disciplines rather than English faculty; and that styles of writing in WAC/WID disciplines and professions can counter the power and hegemony of an idea of single, educated English.

Anne Geller St. John’s University
Neal Lerner Northeastern University
Laura Lisabeth St. John’s University
David Russell Iowa State University

Powerpoint Presentation (.pptx)  Strunk & White and Progressive Education (.doc)

Supporting multilingual students and scholars across the curriculum: Three perspectives

I7. Panel • Kalamazoo (LEAGUE 2nD FLOOR)

At universities worldwide, multilingual students and scholars must enter complex, sometimes negative linguistic landscapes in which prior practices may collide with current expectations. This session’s three presentations offer positive framing, new perspectives on research, teaching and tutoring, and theoretical concepts to guide future efforts at extending support across the curriculum.

Scott Chiu California Lutheran University
Translingual Writing Group: A Translingual Approach to Creating Better Writers at the Writing Center

Cynthia Castillo California Lutheran University
Translingual Writing Group: A Translingual Approach to Creating Better Writers at the Writing Center

Tracy Volz Rice University
Linda Driskill Rice University
Exploring theories related to multilingual writers’ uptake of research genres


Kyle McIntosh University of Tampa
Transitioning from ESL to WAC/WID: A longitudinal study of international students

Linguistic Experimentation, Multimodal Discourse & Writing with Social Media Platforms

I8. Roundtable • Founders D (ALUMNI CENTER)

Questions how composing in different media, languages, or modes intersect or interrogate disciplinary boundaries by exploring the potentialities of Twitter as a teaching tool, how everyday texts may help students develop an awareness of rhetoric and register, the representation and acceptance of marginalized dialects in academic discourses, and multimodal approaches to fostering writing across the curriculum.

Valerie Guyant University of Wisconsin – Eau Claire
Deborah Ernie Campbell University of Wisconsin – Eau Claire
Ellen Osterhaus University of Wisconsin – Eau Claire
Kate Aho University of Wisconsin – Eau Claire

Beyond the CxC Core: Innovations that arise from teaching communications in the disciplines

I9. Panel • Room D (LEAGUE 3RD FLOOR)

Join us for a look at how we’ve elevated LSU CxC’s core programming by layering unique elements that directly address today’s multimodal communication concerns and transcend traditional WAC/WID models. See how we’ve structured meaningful experiences to advance students’ communication skills while also fostering interdisciplinary collaboration, critical thinking, research, leadership, and global awareness–all to prepare students for life beyond the classroom.

Rebecca Burdette Louisiana State University
Becky Carmichael Louisiana State University
Boz Bowles Louisiana State University
Vincent Cellucci Louisiana State University
Annemarie Galeucia Louisiana State University
Kevin DiBenedetto Louisiana State University

Presentation (pdf)

Creating New Approaches to WAC Programs and Journals

I10. 5×10 Talk • Koessler (LEAGUE 2nD FLOOR)

This panel offers rich, analytical snapshots of five WAC projects. Three presentations discuss development or reinvention of university WAC programs. One presentation shares experiences with high school students and WAC in an outreach tutoring project. A final presentation focuses on a new academic journal that will publish college writing assignments.

Jerrice Donelson University of Michigan – Dearborn
Scribe Tribe Writing Tutors: Adding to the fabric of teaching writing across the curriculum

Jonathan Dueck The George Washington University
Susanne Hall California Institute of Technology
Prompt: A New Journal of Writing Assignments

Allison Harl Ferrum College
From the Ground Up: Instituting a New WAC Program at a Small, Private Liberal Arts College

Brock MacDonald University of Toronto
Andrea Williams University of Toronto
Yes We Have No First-Year Composition: a Decentred WACProgram in a Canadian Context

Bonnie Smith Whitehouse Belmont University
Andrea Stover Belmont University
Jim Al-Shamma Belmont University
A New Incubator for Writing: Reconsidering WAC in an Established, Vertical, Multidisciplinary Core

Disciplinary Discourses

I11. Panel • Room 4 (LEAGUE 1st FLOOR)

Jennifer Clary-Lemon University of Winnipeg
Devin Latimer University of Winnipeg
ChemRhet: A Canadian WID Approach to Scientific Writing

Powerpoint Presentation (.ppt)

Sharon McCulloch Lancaster University
Holding our disciplinary ground: Disciplinary writing in the age of audit

Presentation PDF  Powerpoint Presentation

Cary DiPietro OCAD University
Tyler Evans-Tokaryk (Respondent) University of Toronto
Moving beyond integrity: accommodating disciplinary, cultural, linguistic and modal differences in the policy and pedagogy of plagiarism

Presentation PDF

Insights into WAC at Three Levels

I12. 5×10 Talk • Michigan (LEAGUE 2nd FLOOR)

This panel presents applications at the theoretical, classroom, and faculty workshop levels. Teaching for Transfer offers instructors the chance to teach reading and writing differently. Original assignments advance students’ social and ideological understandings of language. Faculty members’ creativity after WAC workshops is examined.

Justin Hayes Quinnipiac University
Glenda Pritchett Quinnipiac University
Theorizing Transfer: New Intersections of Critical Thinking and WAC/WID

Presentation Powerpoint

Mary McDonald Cleveland State University
What Participants Changed: The Impact of Two Summer WAC Faculty Workshops at a Large, Midwestern, Urban University


Stephanie Moody Kent State University
Using Original Research Assignments to Investigate Language Use Across Contexts