Faculty Writing Support: Emerging Research from Rhetoric and Composition Studies
Edited by Jaclyn Wells, Lars Söderlund, and Christine Tulley
Copy edited and designed by Mike Palmquist.
This edited collection offers 11 studies that illustrate the different ways writing studies researchers can use their training to study how faculty write. Moving beyond the lore that often dominates conversations about faculty writers, Faculty Writing Support explores how our discipline can expand its understanding of how faculty write and how they can be supported. The contributors raise questions about how graduate students transition to faculty writers, what types of support faculty writers want at different stages of their careers, and how and why faculty write together. Drawing on research methods including surveys, interviews, case studies, and audio recordings of writing groups, the contributors to Faculty Writing Support offer a first look at grounded research interventions with faculty and advanced graduate student writers. The collection acts as a call for writing studies to turn its disciplinary attention to faculty writing within higher education.
Table of Contents
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In ePub Format 
Editors’ Introduction, Christine Tulley
DOI: 10.37514/PER-B.2025.2555.1.3
Chapter 1. Planning, Tinkering, and Writing to Learn: A Model of Planning and Discovery as Composing Styles for Professional Academic Writers, Dana Lynn Driscoll
DOI: 10.37514/PER-B.2025.2555.2.01
Chapter 2. Faculty Presence, Influence, and Authority in Interdisciplinary, Multi-Level Writing Groups, Aileen R. Taft, Rebecca Day Babcock, and Maximillien Vis
DOI: 10.37514/PER-B.2025.2555.2.02
Chapter 3. Faculty Writers as Proximal Writers: Why Faculty Write Near Other Writers, Jackie Grutsch McKinney
DOI: 10.37514/PER-B.2025.2555.2.03
Chapter 4. People Keep Knocking (or, I Have Answered 50 Emails Today): Balancing Work and Research as a WPA, Lars Söderlund and Jaclyn Wells
DOI: 10.37514/PER-B.2025.2555.2.04
Chapter 5. Complicating Techno-Afterglow: Pursuing Compositional Equity and Making Labor Visible in Digital Scholarly Production, Paul Muhlhauser and Jenna Sheffield
DOI: 10.37514/PER-B.2025.2555.2.05
Part 2. How to Support Faculty Writers
Chapter 6. Writing Support for Faculty of Color, Laura R. Micciche and Batsheva Guy
DOI: 10.37514/PER-B.2025.2555.2.06
Chapter 7. What Professional Academic Writers Want from Writing Coaching, Beth L. Hewett
DOI: 10.37514/PER-B.2025.2555.2.07
Chapter 8. Intentional Institutional Support for Future Faculty: A Focus on Grant and Professional Writing, Charmian Lam
DOI: 10.37514/PER-B.2025.2555.2.08
Chapter 9. Moving Beyond “A Basket of Skills and a Bunch of Publications”: Developing a Writerly Identity through Facilitating Faculty Writing Groups, Kristin Messuri and Elizabeth Sharp
DOI: 10.37514/PER-B.2025.2555.2.09
Chapter 10. Leading Faculty Writing Academies: A Case Study of Writerly Identity, J. Michael Rifenburg and Rebecca Johnston
DOI: 10.37514/PER-B.2025.2555.2.10
Chapter 11. Faculty Who Write with Their Graduate Students: A Study of Non-Peer Writing Collaborations, Kristina Quynn and Carol Wilusz
DOI: 10.37514/PER-B.2025.2555.2.10
Afterword. Researching and Restructuring the “Scene(s)” of Faculty Writing, Kristine Blair
DOI: 10.37514/PER-B.2025.2555.3.2
About the Editors
Jaclyn Wells is Associate Professor of English and Writing Center Director at the University of Alabama-Birmingham, where her research focuses on scholarly publishing in rhetoric and writing, writing center studies, composition pedagogy, and community literacy. Her work has appeared in College Composition and Communication, the Writing Center Journal, Rhetoric of Health and Medicine, Pedagogy, and Community Literacy Journal, among other journals and edited collections. With Allen Brizee, she is author of Partners in Literacy: A Writing Center Model for Civic Engagement.
Lars Söderlund is a UX Research Analyst and Writer at Baymard Institute, a Denmark-based research company, where he conducts and writes articles about large-scale usability testing of ecommerce sites. He previously published academic research at Western Oregon University, where his articles on composition and technical writing were published in College Composition and Communication, IEEE Transactions on Professional Communications, and the Journal of Technical Writing and Communication, informing graduate students, UX professionals, and fellow professors about the mechanics of academic publishing and non-standard models of usability.
Christine Tulley is owner of Defend, Publish & Lead, LLC and founder of the Master of Arts in Rhetoric and Writing at The University of Findlay, where she directs faculty writing support initiatives. Her research examines scholarly writing habits, academic time management, and faculty development in How Writing Faculty Write and Parenting, Professionalism and Productivity. A frequent Inside Higher Education contributor, Tulley provides guidance on academic writing productivity and career advancement.
Publication Information: Wells, Jaclyn, Lars Söderlund, and Christine Tulley (Eds.). (2025). Faculty Writing Support: Emerging Research from Rhetoric and Composition Studies. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2025.2555
Web Publication Date: April 5, 2025
Print Publication Date: Pending
ISBN: 978-1-64215-255-5 (PDF) 978-1-64215-256-2 (ePub) 978-1-64642-770-3 (pbk.)
DOI: 10.37514/PER-B.2025.2555
Contact Information:
Jaclyn Wells: wellsj@uab.edu
Lars Söderlund: lsoderlu@gmail.com
Christine Tulley: tulley@findlay.edu
Perspectives on Writing
Series Editors: Rich Rice, Texas Tech University, and J. Michael Rifenburg, University of North Georgia
This book is available in whole and in part in Adobe's Portable Document Format (PDF). It will also be available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2025 Jaclyn Wells, Lars Söderlund, and Christine Tulley and the authors of individual parts of this book. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 298 pages, with notes, figures, and bibliographies. This book will also be available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital format 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. For permission requests and other questions, such as creating a translation, please contact the copyright holder.