The Pittsburgh Study of Writing, David Bartholomae and Beth Matway.
This essay presents results from a comprehensive study of writing in the undergraduate curriculum at the University of Pittsburgh. (Published October 4, 2010)
This paper investigates the development of writing initiatives in Central and Eastern Europe and the former Soviet Union. The author shows how the identity of the stakeholders involved in the introduction of such initiatives has resulted in writing being taught largely in English as a second language, and the teaching of writing in local languages has been widely neglected. (Published April 14, 2010)
Teaching Writing in the Social Sciences: A Comparison and Critique of Three Models, Kristine Hansen and Joyce Adams.
Three approaches to teaching writing in the social sciences are described and evaluated using Beaufort's five knowledge domains of expertise as a lens through which to judge the success of each in offering students a cognitive apprenticeship in their discipline. (Published February 28, 2010)
Review of Learning to Communicate in Science and Engineering: Case Studies from MIT, Mya Poe, Neal Lerner, and Jennifer Craig, 2010. Cambridge, MA: MIT P, [ISBN 978-0-262-16247-0. 256 pages, including index. (hardcover).] Foreword by James Paradis.
A book review by Martha Patton, University of Missouri (Published November 30, 2010)
Calls for Special Issues
Along with the current drive to internationalize higher education has come a heightened institutional concern for the writing of our second language (L2) students. While there has been a recent burgeoning of research on L2 writers, the focus has been mainly on how these writers fare in composition courses. Given the increasing numbers of both residential and visa second language writers in higher education as well as the growing understanding of the complexities of writing across languages, cultures, and disciplines, we have a pressing need for more research from composition and L2 writing perspectives that explores the experiences of L2 writers and the expectations of faculty who teach these writers across the curriculum. (Guest edited by Michelle Cox, Bridgewater State College, and Terry Myers Zawacki, George Mason University)
Note: If you would like to serve as guest editor for a special issue, or if you would like to suggest a topic for a special issue, please contact Michael Pemberton, editor, at firstname.lastname@example.org or (912) 478-1383.