Graduate Writing Across the Disciplines

Identifying, Teaching, and Supporting

Edited by Marilee Brooks-Gillies, Elena G. Garcia, Soo Hyon Kim, Katie Manthey, and Trixie G. Smith
Copy edited by Don Donahue. Designed by Mike Palmquist. Cover art and design by Malcolm Childers.

CoverIn Graduate Writing Across the Disciplines, the editors and their colleagues argue that graduate education must include a wide range of writing support designed to identify writers’ needs, teach writers through direct instruction, and support writers through programs such as writing centers, writing camps, and writing groups. The chapters in this collection demonstrate that attending to the needs of graduate writers requires multiple approaches and thoughtful attention to the distinctive contexts and resources of individual universities while remaining mindful of research on and across similar programs at other universities.

Table of Contents

In PDF Format PDF Format     In ePub Format ePub Format

Front Matter

Introduction: Graduate Writing Across the Disciplines, Marilee Brooks-Gillies, Elena G. Garcia, and Soo Hyon Kim
DOI: 10.37514/ATD-B.2020.0407.1.3

Part 1: “Read and write like a grad student” OR ‘Inside’ the Institution: Graduate Writing Courses and Programs, Elena G. Garcia

Snapshots, Surveys, and Infrastructures: An Institutional Case Study of Graduate Writing Courses, Laurie A. Pinkert
DOI: 10.37514/ATD-B.2020.0407.2.01

Voicing Graduate Student Writing Experiences: A Study of Cross-Level Courses at Two Master’s-Level, Regional Institutions, Brian R. Henderson and Paul G. Cook
DOI: 10.37514/ATD-B.2020.0407.2.02

Developing an English for Academic Purposes Course for L2 Graduate Students in the Sciences, Jennifer Douglas
DOI: 10.37514/ATD-B.2020.0407.2.03

Part 2: “If you really want to know something, teach it” OR Learning to Write by Teaching Writing: Professionalization through Instruction, Katie Manthey

Graduate Student Perspectives: Career Development Through Serving as Writing-Intensive GTAs, Amy A. Lannin and Martha A. Townsend
DOI: 10.37514/ATD-B.2020.0407.2.04

Towards an Integrated Graduate Student (Training Program), Elliot Shapiro
DOI: 10.37514/ATD-B.2020.0407.2.05

The Space Between: MA Students Enculturate to Graduate Reading and Writing, Terri Fredrick, Kaylin Stravelli, Scott May, and Jami Brookman-Smith
DOI: 10.37514/ATD-B.2020.0407.2.06

Creating a Culture of Communication: A Graduate-Level STEM Communication Fellows Program at a Science and Engineering University, Steve Simpson, Rebecca Clemens, Drea Rae Killingsworth, Jesse Priest, and Julie Dyke Ford
DOI: 10.37514/ATD-B.2020.0407.2.07

Part 3: “Help each other. Find a writing group!” OR Collaborations and Programs ‘Alongside’ Curriculum, Marilee Brooks-Gillies

Making Do by Making Space: Multidisciplinary Graduate Writing Groups as Spaces Alongside Programmatic and Institutional Places, Marilee Brooks-Gillies, Elena G. Garcia, and Katie Manthey
DOI: 10.37514/ATD-B.2020.0407.2.08

Graduate Writing Groups: Helping L2 Writers Navigate the Murky Waters of Academic Writing, Soo Hyon Kim and Shari Wolke
DOI: 10.37514/ATD-B.2020.0407.2.09

Camping in the Disciplines: Assessing the Effect of Writing Camps on Graduate Student Writers, Gretchen Busl, Kara Lee Donnelly, and Matthew Capdevielle
DOI: 10.37514/ATD-B.2020.0407.2.10

Crossing Divides: Engaging Extracurricular Writing Practices in Graduate Education and Professionalization, Laural L. Adams, Megan Adams, Pauline Baird, Estee Beck, Kristine L. Blair, April Conway, Lee Nickoson, and Martha Schaffer
DOI: 10.37514/ATD-B.2020.0407.2.11

Part 4: “Stop reading. Start writing. The best dissertation is a done dissertation.” OR Examining Discourse Communities and Genres, Soo Hyon Kim

Discourse Community Fail! Negotiating Choices in Success/Failure and Graduate-Level Writing Development, Michelle LaFrance and Steven J. Corbett
DOI: 10.37514/ATD-B.2020.0407.2.12

Disciplinary Corpus Research for Situated Literacy Instruction, Sarah Blazer and Sarah E. DeCapua
DOI: 10.37514/ATD-B.2020.0407.2.13

Genres and Conflicts in MBA Writing Assignments, Nigel A. Caplan
DOI: 10.37514/ATD-B.2020.0407.2.14

Contributors

About the Editors

Marilee Brooks-Gillies is Assistant Professor of English and the Director of the University Writing Center at Indiana University-Purdue University Indianapolis. Her scholarship is situated within cultural rhetorics and writing center studies with an emphasis on place-making in communities of practice. Her work has been published in The Peer Review, Across the Disciplines, Harlot, and enculturation. Her current projects focus on power dynamics, emotional labor, assessment practices, and professional development in writing centers. When she’s not writing, mentoring, teaching, or trying to sleep, she enjoys hiking with her family and crafting with yarn.

Elena G. Garcia is Associate Professor in the Department of Literacies & Composition and the Faculty Director of the Writing Center at Utah Valley University. Her research and institutional work focuses on writing support for graduate students and faculty, working-class and workplace writing, and fostering inclusive institutional and research relationships.

Soo Hyon Kim is Assistant Professor of English at the University of New Hampshire in the United States. She earned a Ph.D. in Second Language Studies at Michigan State University, and a master’s degree in TESOL at the University of Illinois at Urbana-Champaign. Her main research interests include second language writing, second language acquisition (SLA), English for Academic Purposes, and mixed methods research methodology.

Katie Manthey is Assistant Professor of English and Director of the Writing Center at Salem College, a small women’s college in Winston Salem, NC. Her research and teaching are focused around professional writing, cultural rhetorics, dress studies, and fat studies. She is a body positive activist and moderates the website Dress Profesh, which highlights the ways that dress codes are racist, cissexist, ageist, classist, etc. Her work has appeared in Jezebel and Oppression and the Body: Roots, Resistance, and Resolutions, and is currently working on a manuscript titled Writing the Body: Fat Fashion, Body Positivity, and Ethical Reading, which is under contract with the University of Nebraska Press.

Trixie G. Smith is Director of The Writing Center and the Red Cedar Writing Project at Michigan State University, where she is Associate Professor in the Department of Writing, Rhetoric, and American Cultures and Assistant Director of the graduate program. Her teaching and research are infused with issues of gender and activism even as they revolve around writing center theory and practice, writing across the curriculum, and teacher training. Likewise, these areas often intersect with her interests in pop culture, community engagement, and the idea that we’re just humans learning with/from other humans (you know, with bodies, feelings, lives outside the academy).

Publication Information: Brooks-Gillies, Marilee, Garcia, Elena G., Kim, Soo Hyon, Manthey, Katie, & Smith, Trixie G. (Eds.). (2020). Graduate Writing Across the Disciplines: Identifying, Teaching, and Supporting. Across the Disciplines Books. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/ATD-B.2020.0407

Online Publication Date: May 15, 2020.

ISBN: 978-1-64215-040-7 (PDF) | 978-1-64215-041-4 (ePub) | 978-1-64642-022-3 (pbk.)
DOI: 10.37514/ATD-B.2020.0407

Contact Information:
Marilee Brooks-Gillies: marilee.brooks@gmail.com
Elena G. Garcia: elena.ma.garcia@gmail.com
Soo Hyon Kim:sookim1234@gmail.com
Katie Manthey: katiemariemanthey@gmail.com
Trixie G. Smith: smit1254@msu.edu

Across the Disciplines Books

Series Editor: Michael A. Pemberton, Georgia Southern University

Acrobat Reader DownloadThis book is available in whole and in part in Adobe's Portable Document Format (PDF). It is also available in print at University Press of Colorado.


Copyright © 2020 Marilee Brooks-Gillies, Elena G. Garcia, Soo Hyon Kim, Katie Manthey, and Trixie G. Smith as well as the authors of individual chapters in this collection. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 370 pages, with notes, illustrations, and bibliographies. This book is available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital formats for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website.