Session Materials
Session A: Thursday, June 23, 1:00-2:15
Expanding the Canon of WAC/WID Best Practices: Strategies for Addressing Advanced Challenges
A7. Panel • Kuenzel (1st Floor)
Solving challenges arising after implementation of basic WAC/WID strategies: improvement in student writing in WID programs plateaus because WI courses aren't coordinated to build on one another, and faculty are uncertain when and how to introduce their disciplines' genre conventions.
Elizabeth H. Curtin Salisbury University
An Advanced Faculty WAC/WID Seminar: Exploring Connections between Genre Conventions and Disciplinary Knowledge
Paul Anderson Elon University
Scaffolding Across the Major: A Rhetorical and Genre-Based Approach to Intentionally and Progressively Building Students’ Writing Abilities throughout Their Years of Study
A Catalyst for Faculty Learning: Strategies and Challenges in Using a Common Rubric for Implementing and Assessing ePortfolios
A10. Panel • Pond C (1st Floor)
Panel will discuss how a university-wide rubric used by an ePortfolio initiative serves as a catalyst for faculty conversations across disciplines. Though it is a useful assessment tool, our emphasis will be on how the rubric has prompted faculty conversations through use, adaptation, and revision for different contexts.
Leslie Cordie Auburn University
Ashlee Mills Duffy Auburn University
Jamie Sailors Auburn University
Bonnie Sanderson Auburn University
Writing in STEM: Considerations, resources, and techniques to connect writers with their audience
A12. Panel • Bates (1st Floor)
Students in STEM courses must communicate effectively with technical and non-technical audiences. To enable the development of these skills in majors and non-majors, providing real-world contexts, emphasizing interdisciplinary approaches for communication and critical analysis, effective use of writing resources, and identifying best practices in WID and WAC, play critical roles.
Joseph Cheatle Case Western Reserve University
Including Audience: Using WID to Help WAC
Hogan Hayes Sacramento State University
Mapping Writing Resources with the Potential to Facilitate Writing Skill Transfer into Upper Division Courses in the Biological Sciences
Becky J Carmichael Louisiana State University
From Non-Expert to Editor: Students Improving Wikipedia Content for Global Communities
Joyce Fernandes Miami University
Brianne Moore Miami University
Communicating scientific advances to the public: embedding writing instruction in a 200-level Biology content course
Expanding Students' Engagement with Risk and Reflection
A13. panel • Crofoot (1st Floor)
This presentation discusses stories of student engagement with risk, experimentation, failure, and discovery with writing that blurs the borders of disciplinary study. It offers insight into student reflection with examples of writing assignments, exercises, and interviews that engage students in developing these skills.
Meaghan Elliott University of New Hampshire
The Case for Food Writing as WAC Catalyst
Session B: Thursday, June 23, 2:30-3:45
The Role of Instructor and Peer Feedback in Improving the Cognitive, Interpersonal, and Intrapersonal Competencies of Student Writers in STEM Courses
B6. Panel • Anderson D (1st Floor)
Thanks to funding from NSF, researchers at the University of South Florida, The University of Pennsylvania, North Carolina State University, MIT, and Dartmouth are researching ways the assessment community can use digital tools to create valid measures of writing development and assess the efficacy of peer review.
Norbert Elliot New Jersey Institute of Technology
Joseph Moxley University of South Florida
Val Ross UPENN
Alex Rudniy Farleigh Dickinson University
Fostering Intercultural Communication in University Business Curricula
B7. Panel • Parker (2nd Floor)
Drawing from research into student and faculty experiences, the presenters address some of the struggles business faculty and students at different institutions encountered when teaching and learning within and across cultures. They describe and evaluate approaches for building effective intercultural curricula that bridge differences and enable more effective collaborative communications.
Geoffrey Clegg Penn State University
Heidi McKee Miami University
Xiaoqiong You University of New Hampshire
Peer response across disciplines in HE
B8. 5×10 Talk • Kuenzel (1st Floor)
Ofte and Duggan analyse Norwegian teacher-training students’ perceptions of peer response in EFL. Shultz and Gere explore to what extent peer response improves conceptual content learning in an American chemistry program. Karlsson and Gustafsson analyse Swedish PhD health sciences students’ reflections over peer response on research plans.
Ingunn Ofte Norwegian University of Science and Technology
Peer Response in L2 writing development in Norwegian Teacher Training
Jennifer Duggan HiST
Peer Response in L2 writing development in Norwegian Teacher Training
Magnus Gustafsson Chalmers University of Technology
Anna Karlsson Gothenburg University
Peer-review-based examination in a PhD-level course "Introduction to Research" at the Sahlgrenska Academy, Gothenburg University, Sweden
Ginger Shultz University of Michigan
Anne Ruggles Gere University of Michigan
Investigating How Students Learn Chemistry Content through Peer Review of Writing
Undisciplined Knowledge? Researching Departmental Cultures of Support for Writing and General Education
B9. Roundtable • 2105A (2nd Floor)
How do instructors reconcile their disciplinary course goals and a wider writing curriculum? In this panel, we share research findings about how course documents at a Research I university reflect this challenge. Then, a department program coordinator will share how collaborating with our WAC team helps her address these concerns.
Christopher Manion Ohio State University
Jennifer Michaels Ohio State University
Cynthia Lin Ohio State University
Evan Thomas Ohio State University
Melissa Beers Ohio State University
Pedagogy and the Institution: Inclusivity, Disciplinary Reciprocity, and Disability
B11. Panel • CROFOOT (1st Floor)
This panel explores the complex interaction of pedagogy and institutionalism in three different settings. Speaker 1 examines Paul Feyerabend's work against institutionalized racism and argues for Feyerabend's WAC pedagogical value. Speaker 2 explores writing as both an object and discipline in complex institutional settings. Speakers 3 and 4 discuss teaching with a disability in relation to institutional expectations and management.
David Calonne Eastern Michigan University
Paul Feyerabend and a Pedagogy of Inclusivity
Chad Wickman Auburn University
Writing Pedagogy and the Inclusivity of Difference
Bill West University of Minnesota
Creating Accommodations in an Online Technical Writing Course for a Disabled Instructor
Elizabeth Mackey University of Minnesota
Creating Accommodations in an Online Technical Writing Course for a Disabled Instructor
Collaborations and Crossroads
B12. Panel • Bates (1st Floor)
Sherri Craig Purdue University
Are We WAC Yet? An Assessment of Two Linked Courses and Their Struggle for Collaboration
Kenya Mitchell University of California, Davis
Writing at the Crossroads: Diversity at the nexus of out-of-school and academic literacies
Susan Ruff MIT
Michael Carter North Carolina State University
Characterizing Employers’ Expectations of the Communication Abilities of New Engineering Graduates
Session C: Thursday, June 23, 4:00 – 5:15
Contextualized Writing Assessment
C1. Panel • Anderson B (1st Floor)
We explore the relationship between the need to assess writing done in specific contexts, and the potential of assessment tools or rubrics that can move across contexts. We offer methods that can be adapted to multiple disciplinary contexts without sacrificing a robust view of writing's context-specific rhetorical and linguistic features.
Suzanne Lane MIT
Combining Local Assessment and Research: A New Tool for Assessing Students' Writing Knowledge across the Curriculum
R. Scott Partridge Purdue University
Identifying successful features of extended definition writing in Chemistry: A corpus study
Elizabeth Kimball Drew University
Language Diversity and the Hidden Learner: A Study on the VALUE Rubric on Reading
All Graduate Students Can Be WACky: Supporting Graduate Student Writers Across the Curriculum
C5. Panel • Crofoot (1st Floor)
This interactive panel presentation will describe the successful rejuvenation of a graduate writing consultation program within our university's WAC program, considering how socially situated and genre-mediated understanding of writing and its rhetorical work can improve graduate student professional development.
Alison Bright UC Davis
Matthew Zajic UC Davis
Encouraging a Different View of Writing: Transitioning to a Multimodal Model in WAC Courses
C7. Panel • Pond A (1st Floor)
This panel focuses on varied initiatives already incorporated in our WAC and other writing courses to educate our students and faculty about multi-modal genres. These initiatives included: redesigning curriculums and assignments, implementing professional development workshops, and taking strategic action to educate faculty about the purpose and need for more multi-modal writing instruction. Our presentation will examine how these methods have allowed us to cross disciplinary boundaries, and connect with instructors across the curriculum.
Deborah Coulter-Harris University of Toledo
Anthony Edgington University of Toledo
Paul Conner University of Toledo
Multilingual Learning, Teaching, and Professional Development in the Modern University
C8. 5×10 Talk • 2015A (2nd Floor)
As international enrollment in U.S. higher education has increased, a growing body of research has emerged to focus on pedagogies that address needs and build on strengths of the new, multilingual mainstream. In this presentation, speakers consider how multilingual professional development efforts have evolved across the curriculum in three diverse campus contexts.
Vicki Tolar Burton Oregon State University
Writing Across Borders in the Age of International Ed., INC.
Greer Murphy Woodbury University
Worlds Apart? International Students, Source-Based Writing, and Faculty Development Across the Curriculum
Alyssa Cavazos University of Texas – Rio Grande Valley
Multilingualism Across Academic Disciplines: Insights from Self-Identified Multilingual Faculty and Students
Session D: Friday, June 24, 9:00-10:15
Doing It Better: What Systematic Analysis Can Teach Us about WAC and WID
D1. Panel • Founders D (ALumni Center)
Presentation 1 reports results of a follow-up study to a 1995 examination of WAC textbooks. The second presentation argues for the inclusion of Writing Fellows during initial stages of WID development. Finally, the third presentation analyzes WAC faculty's narratives and reports differences between faculty in social sciences and humanities.
Amy Mecklenburg-Faenger Park University
Chris Warnick College of Charleston
What is Still Wrong with WAC Textbooks?
Timothy Oleksiak Bloomsburg University
Pragmatic and Theoretical Relationship between Writing Fellows and WEC in New WID Initiatives
Mary Lou Odom Kennesaw State University
They Are Not All the Same: Using Disciplinarity Difference to Support WAC Faculty
Disciplinarity and Its Discontents
D3. Panel • Henderson (League 3rd Floor)
Presenters in this panel use the lens of threshold concepts to briefly examine constructions of disciplinarity in four sites within three universities. Originally identified by JHF Meyer and Ray Land, threshold concepts are concepts that learners must 'see through and see with' for full and immersive learning within communities of practice. Recent research has argued that academic disciplines are examples of such communities. After brief presentations, panelists lead participants in a guided discussion to consider the implications for disciplinary identities and writing instruction within and across the sites.
Linda Adler-Kassner University of California, Santa Barbara
Heidi Estrem Boise State University
Shannon Brennan University of California, Los Angeles
Helping Graduate Students Become Successful Writers: A Graduate Writing Center Deploys both Disciplinary Writing Consultants and Generalists to Best Meet Disciplinary Writing Needs
D4. Panel • Room 4 (LEAGUE 1st FLOOR)
Writing consultants from engineering, science, and education will join two generalists to discuss helping graduate students to write in their disciplines. The consultants will explore the value of disciplinary knowledge in writing instruction and support, as well as the benefits of dialogue and cross-training between disciplinary and generalist consultants.
Enrico Sassi North Dakota State
Matt Warner North Dakota State
Kristina Caton North Dakota State
Drew Taylor North Dakota State
Shweta Sharma North Dakota State
Phil Bode North Dakota State
Bridging Content with Literacy: Strategies and Structures that Close the Achievement Gap
D5. Panel • Kalamazoo (LEAGUE 2nd FLOOR)
This panel will share how to implement writing across the curriculum and how important it is for the success of students. We will share knowledge and tips on how to serve a diverse student population by including literacy into daily classroom lessons in ELL, Science, Math, Art, FCS, and SPED.
Jocelyn Reiss Lincoln North Star High School
Susan Frack Lincoln North Star High School
Camelle Kinney Lincoln North Star High School
Bailey Feit Lincoln North Star High School
International WAC: Translation and Conceptualization
D7. Panel • Founders B (ALUMNI CENTER)
Joyce Meier Michigan State University
Julia Kiernan Michigan State University
Taking It Forward: WID/WAC Implications of "Translating" Projects from a Bridge Writing Class
James P. Austin Fort Hays State University
Calibrating WAC/WID Abroad: Theorizing Difference Among Students at International Universities
Zhoulin Ruan Xi’an Jiaotong Liverpool University
Students' Perceptions and Practices in L2 Disciplinary Writing at An English Medium University in Mainland China
Session E: Friday, June 24, 10:30-11:45
The New Research Phases of the International WAC/WID Mapping Project
E2. Panel • Hussey (LEAGUE 2nd FLOOR)
This panel will describe and seek to develop interest in the next two phases of the ongoing research known as the International WAC/WID Mapping Project (Thaiss and Porter, 2010; Thaiss, Bräuer, Carlino, Ganobcsik-Williams, Sinha, 2012). These new phases will depend for their success on broad participation by WAC/WID and other writing/literacy program leaders and developers around the world.
Chris Thaiss UC Davis
Aparna Sinha California Northstate University
Michele Zugnoni UC Davis
Development of a Strategic Writing Plan for Multilingual and Native English Speaking Students in a Medical Laboratory Curriculum
E4. Presentation • Founders C (ALUMNI CENTER)
The medical laboratory science faculty and writing specialists developed a strategic plan to improve discipline-specific writing skills with intentional support for multilingual students and scaffolded assignments. This presentation will share the study's purpose, goals, research questions, methodology, and writing development plans for this medical science-based curriculum.
Donna Spannaus-Martin University of Minnesota
Janice Conway-Klaassen University of Minnesota
Charlotte Romain University of Minnesota
Lorna Ruskin University of Minnesota
Session F: Friday, June 24, 2:15-3:30
Graduate Writing: Inside and Outside the Classroom
F2. PANEL • Henderson (LEAGUE 3rD FLOOR)
This panel presents a discussion of graduate writers and the various ways that they develop their identity and competence as academic writers. Reporting and analyzing views and perspectives of writing activities in classrooms, boot camps, interdisciplinary writing groups, and graduate writing centers, the speakers formulate a dialogue on the value of graduate writing practices in transdisciplinary spaces.
Paula Carlino University of Buenos Aires / CONICET
GICEOLEM: research-training community, research team, and writing group. Diversity and inclusion within the University of Buenos Aires
Rachael Cayley University of Toronto
Dissertation Boot Camps: Facilitating Writing, Facilitating Identity Formation
Meghan Hancock University of Louisville
New Graduate Students’ Experiences With Writing: A Cross-Disciplinary Case Study
Genre Pedagogy in Three Contexts
F7. Panel • Founders C (ALUMNI CENTER)
This session raises three questions about genre pedagogy: How
can writers be helped to write powerful personal statements in grant
applications? How can ‘hybrid genres’ like the scoping project report be
taught? How does writing about social justice in disciplinary contexts
impact students’ abilities to negotiate political action?
Hannah Dickinson Hobart and William Smith Colleges
Disciplining Violence
Meeta Padmanabhan University of Wollongong
The scoping project report: a unique task in a Masters of Engineering course
Ann Johns San Diego State University
Working in a Cross-curricular, Anomalous Genre: The Personal Statement
Session G: Friday, June 24, 3:45-5:00
Speaking and Writing Across Difference
G1. Panel • Founders A (ALUMNI CENTER)
This panel suggests practical habits of mind for teachers, students, and writers communicating across differences. Presenters discusses creole-speaking students in a virtual learning environment, disciplinary writers' translating their work for non-disciplinary audiences, gender identity in WAC/WID faculty conversations, and the importance of transdisciplinary literacy.
Schontal Moore University of the West Indies
Is It a Different World, Where I Come From?: Fostering Online Graduate Students' Writing in a Creole-Speaking Environment
Ryan McCarty University of Michigan
Translational Remainders in Disciplinary Writing and Writing for Non-Disciplinary Audiences
Sandra Tarabochia University of Oklahoma
Gender in Conversation: A Case Study of Faculty Talk about Teaching Writing
Susan Carlton Bowling Green State Uinversity
Transdisciplinarity as an Extension of WAC/WID
Student-Centered Approaches to Teaching Multimodal Composing
G4. Panel • Michigan (LEAGUE 2nd FLOOR)
This session brings together approaches to integrating visual composing and multimodality into academia via (studies of) novel as well as more traditional, academic genres. All three papers have clear pedagogical purposes and are concerned with giving students apt opportunities for expressing themselves within their disciplines and for unpacking expectations within their disciplines.
Andreas Eriksson Chalmers University of Technology, Sweden
Lene Nordrum Lund University
Data Commentary in Science Writing: perceptions and strategies within disciplines
Shuwen Li University of Minnesota
Composing Across Different Modes: A Case Study of a Student's Self-Initiated Video Project
Faith Kurtyka Creighton University
Trends, Vibes, and Energies: Building on Students' Strengths in Visual Composing
Amy Zenger American University of Beirut
Learning about writing across difference: A visual perspective
Impacting student writing in a STEM course through WID enhancements and facilitated small-group workshops
G6. Panel • Founders D (ALUMNI CENTER)
STEM WID courses seek to impart the substance of their disciplines as well as their writing styles, but serving both of these ends can be challenging. ANOVA of our research indicates that weekly facilitated peer review groups significantly improve writing and learning. Session participants will brainstorm ideas for student collaboration.
Tereza Joy Kramer Saint Mary’s College of CA
Joseph Zeccardi Saint Mary’s College of CA
Krista Varela Saint Mary’s College of CA
Rebecca Concepcion Pacific University
Fairness, Inclusivity, Kindness: Developing meaningful learning experiences for ALL students in WAC/WID environments
G9. 5×10 Talk • Koessler (LEAGUE 3RD FLOOR)
Panel members will share teaching and tutoring strategies that promote improved access to writing instruction for all students, regardless of (dis)ability status, language status, prior writing knowledge, or self-efficacy level. The talks will include real-life classroom and writing center applications, actual student writing, and first-hand student commentary.
Kelly A. Shea Seton Hall University
Kindness in the Classroom: "Accommodations" for All Students
Jo Ann Vogt Indiana University
Look First At Yourself: Fostering A Culture of Fairness for All Writers
Assessing Writing-Intensive Courses Across the Disciplines
G11. Panel • Kalamazoo (LEAGUE 2nd FLOOR)
This panel discusses approaches to assessing writing-intensive requirements across the disciplines at three public universities. Presentations focus on different elements of assessment: strategic planning and implementation while promoting WAC program development; efficacy of a mixed methods protocol; and findings of a comparative study of outcomes in 1- and 3-credit courses.
Jonathan Cisco University of Missouri
Amy Lannin University of Missouri
'How Do You Know That Works?': A Mixed Methods Approach to Assessing Student Writing in Writing Intensive Courses
Tom Deans U of Connecticut
1-Credit Writing-Intensive Courses in the Disciplines: Results from a Study of Outcomes in Four Disciplines (Allied Health, Animal Science, Economics, Nutritional Sciences)
Donna Evans Eastern Oregon University
Can['t] Get There from Here
Session H: Saturday, June 25, 9:00-10:15
Cognitive Approaches to Difference: Implications for WAC of Current Neuroscience Research
H3. Panel • Hussey (LEAGUE 2nD FLOOR)
Addressing the theme of "difference," this interactive panel will explore the potential influence of new discoveries about the brain on curricular, pedagogical, and ideological perspectives and practices associated with WAC. It will focus, in particular, on issues that have been associated with student success–identity, self-efficacy, metacognition, and reflection.
Irene Clark California State University
William Macauley University of Nevada, Reno
Jennifer Eidum Zinchuk Elon University
Understanding Identity through Writing: Foundational Knowledge, Critical Thinking, and Professional Identity in Four Disciplines
H6. Panel • Kalamazoo (LEAGUE 2nd FLOOR)
Four faculty members from various disciplines and one undergraduate who participated in the St. John's University Writing Fellows Program offer their perspectives on how writing helps students develop their social and professional identities. In particular, the panel will offer insights into how writing helps students learn to conduct evidence-based analyses – one of the core aspects of professional identity generally.
Phyllis Conn St. John’s University
James A. Croft St. John’s University
Joseph M. Serafin St. John’s University
Rebecca Wiseheart St. John’s University
Michel J. Benjamin St. John’s University
Sustainable WAC: A Whole Systems Approach to Launching and Developing WAC Programs
H7. Panel • Henderson (LEAGUE 3RD FLOOR)
This panel will introduce a theoretical framework for WAC program development that takes into account the diverse contexts of today's institutions of higher education, aids WAC program directors in thinking strategically as they develop programs, and integrates a focus on program sustainability.
Michelle Cox Cornell University
Jeff Galin Florida Atlantic University
Programs and Practices Two Decades Later: WAC Today in Secondary Schools
H11. Panel • Koessler (LEAGUE 2nd FLOOR)
Programs and Practices: Writing Across the Secondary School Curriculum (Farrell-Childers, Gere & Young) described WAC programs 20+ years ago. Presenters share their current experiences then lead an interactive discussion of WAC work as a catalyst for systemic change, bridge programs, and engagement in learning for the future.
Melanie Dever Mill Creek Middle School
Ethan Konett Huron High School
Jeanette Jordan Glenbrook North High School
Anne Ruggles Gere University of Michigan
Pamela B. Childers The WAC Clearing House
Session I: Saturday, June 25, 10:30-11:45
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
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
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
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
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
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
Sharon McCulloch Lancaster University
Holding our disciplinary ground: Disciplinary writing in the age of audit
Cary DiPietro OCAD University
Moving beyond integrity: accommodating disciplinary, cultural, linguistic and modal differences in the policy and pedagogy of plagiarism
Tyler Evans-Tokaryk (Respondent) University of Toronto
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
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