This article revisits the relationships among gender, service, and composition pedagogy through a qualitative study of active-duty military officers who teach first-year writing at the United States Air Force Academy, one of the five major U.S. national military service academies. The U.S. national military service academies are under-studied sites of writing; there is little published about the experiences of the active-duty officers who comprise a significant portion of the first-year writing teaching faculty at these institutions. Interviews with the officers about their first-year writing pedagogy are framed by an analysis of military leadership policy as well as scholarship on writing teacher development, feminist composition pedagogy theories, and critiques of the role of service in composition studies. This study describes the officers’ first-year writing pedagogy and argues that the experience of these officers, framed through the theories of military leadership and the military service ethos, introduces a new way to understand how the concept of service could operate in first-year writing pedagogy. The officers’ experiences also support arguments that service in composition classrooms is still problematically gendered: even within a military environment, female officers report that they have less freedom than their male colleagues to demonstrate an ethic of care towards their first-year writing students.

Writing Studies’ emphasis on knowledge-transfer and learning stems from our pedagogical focus and is motivated by the fact that much of our research is about and our teaching is directed at students who will be entering other disciplines. Much of the research in the field has focused on tracing transfer and learning longitudinally through students’ college careers. This paper contributes to this larger body of research by presenting an approach to researching transfer and learning that focuses on the situated, moment-to-moment interactions that occur when students learn, when their dispositions form, and when they experience transfer. Initial findings from a study conducted at an R1 public university following this approach reveal that within these moments, students engage in complex boundary-marking interactions that iteratively define the material and discursive world and students’ place within it. The boundary marked in each iteration then affects future boundary-work, a phenomenon this study calls micro-transfer . The initial findings reveal that any given moment can have a profound impact on the trajectory of a student through a class, and that boundaries themselves have different characteristics and micro-transfer depends upon these characteristics. This study presents an initial set of categories of boundaries based on their flexibility and permeability and the field in which they form that could be a foundation for future research in boundary-work and micro-transfer in writing studies.

Diana George is professor emerita at both Virginia Tech and Michigan Technological University . In this interview, Diana reflects on moving late in her career to revitalize a first year writing program and writing center at a different university. She also discusses her approach to publication; institutional capital; finding balance across teaching, scholarship, service, and administrative duties; and the importance of collaboration and supportive colleagues.

Introduction: Group projects are a common pedagogical tool for technical and professional communication courses. These projects provide students with valuable learning experiences that they would not otherwise receive working individually. However, student group projects come with some unique challenges, such as unequal distribution of work, unequal levels of learning, and perceptions of fairness. Situating the case: While many instructor-led resources and strategies exist for facilitating group projects, fewer student-empowering strategies exist. Data provide one potential way to empower students to take ownership of their team experience and make more informed decisions throughout the teamwork process. About the case: This teaching case was born out of a response to the many teamwork problems that are outlined in the literature and that the author has observed as an instructor. This teaching case describes the implementation and outcomes of a data-driven framework for decision making called collect, analyze, triangulate, and act (CAT) that the author developed. After they learned about the CATA framework, the students completed a series of data-driven exercises during the team formation, team functioning, and team evaluation stages of the team project. Perceptions of CATA's effectiveness were collected after the project ended. Methods: A mixed-methods approach, which included a survey and a series of interviews, was used to gain insights into how both team members and team leaders perceived the CATA framework. Results: Survey results indicated that students found the CATA framework helpful in many team contexts. Students expressed particularly strong opinions about how CATA aided in the fairness and accuracy of peer evaluations, was helpful for self-reflection, and was useful for making informed arguments to convince team members of a decision. Interviews with team leaders revealed that appealing to data using the CATA framework was helpful in managing the team but had limited capacity to aid in managing conflict. Conclusions: Students realized many benefits from the CATA framework, and some team leaders even felt empowered in certain instances by appealing to data. However, instructors should still consider scaffolding data literacy and teamwork skills for students to be fully prepared for successful teamwork.

The quest to understand the nuances of professional communication using computational tools have continued since, and many researchers in our field have embraced the new interdisciplinary approach now known as data science. Our quick metadata search on the journals and conference proceedings in technical and professional communication (TPC) revealed an increasing number of articles associated with terms commonly used in data science (e.g., big data, content analysis, text mining, sentiment analysis, topic modeling, network analysis) originating from numerous disciplines (e.g., corpus linguistics, computational linguistics, artificial intelligence, statistics, business analytics). Yet, the field of TPC is just beginning to embrace the power of data-driven approaches. This special issue extends Orr’s work by taking a snapshot of current work in data-driven approaches to the study of TPC.

100 RHETORICA Hui Wu, “Guiguzi," China's First Treatise on Rhetoric: A Critical Trans­ lation and Commentary, Carbondale: Southern Illinois UP, xiv + 180 pp. 2016. ISBN: 9780809335268 "Guiguzi," China's First Treatise on Rhetoric: A Critical Translation and Commentary consists of Hui Wu's translation of the classical Chinese text of Guiguzi, accompanied by an introduction to the original text, notes on the translation, and a glossary of the key terms in Guigucian rhetoric. C. Jan Swearingen also contributes a concluding commentary on the similarities and differences among the rhetorics of Guiguzi, the sophists, and the PreSocrates , as well as Plato and Aristotle. This book offers the field a muchneeded direct encounter with indigenous Chinese rhetorical theories and concepts. In the past two decades, both comparative and Chinese rhetorical studies have significantly remapped our sense of "the" rhetorical tradition. Mary Garrett, Xing Lu, Arabella Lyon, LuMing Mao, and C. Jan Swearingen (to name a few) have reinterpreted key Chinese rhetorical concepts, terms, and modes of meaning-making in order not only to understand Chinese rhet­ oric in its own contexts but also to change the paradigms of rhetorical criti­ cism in the present age of globalization. However, not much scholarly attention has been paid to translations of classical Chinese treatises. Limited primary textual evidence and inaccurate translation have contributed to ori­ entalist (mis)readings of Chinese rhetorical theories, in which the Chinese tradition is held to lack rhetorical thinking. Such a deficiency narrative has spurred comparative rhetoricians to study Chinese rhetoric without the bur­ den of the Eurocentric model, and here I am thinking of Xing Lu's Rhetoric in Ancient China, Fifth to Third Century B.C.E.: A Comparison with Classical Greek Rhetoric. I am also thinking of LuMing Mao in his "Essence, Absence, Useful­ ness: Engaging Non-Euro-American Rhetorics Interologically." Being well aware of the "paucity of primary texts and inadequate trans­ lations," Hui Wu allies herself with attempts to remake the Chinese rhetorical tradition (p. 7). In particular, Wu distinguishes the Guigucian rhetoric from Confucian rhetoric. The latter expresses a strong mistrust of eloquence and stresses a strict connection between language use, action, and moral orders. In Wu's estimation, the addition of Guiguzi to the landscape of rhetoric "offers an opportunity for critical studies of an indigenous rhetorical theory and practice excluded from the rhetorical canon in both China and the West" (p. 9). By bringing Guiguzi back into conversations of non-Greco-Roman rhe­ torics, the translation and commentaries of Wu and Swearingen redefine the scope of rhetoric, innovate with Guigucian rhetorical terms and concepts, and offer us language to think outside of Eurocentric logic and rationality. In order to situate her translation in the sociopolitical context of the orig­ inal, Wu first takes her readers back to the pre-Qin Warring States period (475-221 BCE). In so doing, she reassesses Guiguzi by critiquing the dominant receptions of the book in both Chinese and Western contexts. While Guiguzi is conventionally seen as a magic book on war strategies, Wu dissociates it from issues of military deployment. According to Wu, although Guiguzi, Master Guigu, is the presumed teacher of the zong-heng practitioners (who Reviews 101 were travelling persuaders famous for eloquent military consultations), his rhetorical theory is "independent" from that of his students, because "the entire treatise [Guiguzi] hardly develops any notions or terminologies directly related to the school's [the zong-heng school's] war strategies" (p. 20). Further, instead of accepting that Guiguzi is unfathomably difficult or enigmatic, Wu portrays it as a "profound theory of rhetoric" (p. 20). Closely related, she rejects the common Western characterization of Guiguzi as a "Chinese Sophistic," as if it intends to teach manipulation and distrust. She further points out that such a Western understanding forces us to understand Guiguzzi in terms of the debate between Plato and the sophists about communi­ cative ethics. In Wu's English translation, Guiguzi is neither a magic book on military affairs nor a mysterious or deceptive anti-rhetorical doctrine. It is instead a treatise about a rhetorical theory that relies on yin-yang philoso­ phy, the Dao, and moral doctrines to develop rhetorical tactics for building human...

The aim of this article is to examine handbooks of rhetoric produced for the purpose of the teaching and training of French preachers in the second half of the seventeenth century - as of today such handbooks have rarely been studied by the scholars. I will endeavour to assess their role in a history of rhetoric considered less as a theory or a pedagogy than as an art of producing oral speeches. After having explained the circumstances of their production, I will study their attempt to modernize the principles and techniques inherited from classical treatises on a specific topic, namely the usage of passions, when it comes to talking from the pulpit.

Despite community college teachers teaching nearly 50 percent of all first-year composition, our experiences and hands-on knowledge are not viewed as scholarly contributions to writing studies. The scholarship of writing studies needs to be expanded through redefining what constitutes scholarly work as well as providing mentoring to two-year faculty who possess critical knowledge on composition and pedagogy.

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Research Article| December 01 2018 Memories of Robert Newman: Teacher, Scholar, Mentor Marilyn J. Young Marilyn J. Young Marilyn J. Young is the Wayne C. Minnick Professor of Communication emerita at Florida State University in Tallahassee. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2018) 21 (4): 707–716. https://doi.org/10.14321/rhetpublaffa.21.4.0707 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Marilyn J. Young; Memories of Robert Newman: Teacher, Scholar, Mentor. Rhetoric and Public Affairs 1 December 2018; 21 (4): 707–716. doi: https://doi.org/10.14321/rhetpublaffa.21.4.0707 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2018 Michigan State University Board of Trustees2018 Article PDF first page preview Close Modal You do not currently have access to this content.

This article argues for understanding Kenneth Burke’s linguistic pedagogy as a teaching practice rooted in the appreciation of disability. It explores connections between the Cold War cultural context and the present day, describing how a nuanced approach to disability pedagogy can resist impulses toward competition and conflict in the classroom and on the world stage.

Building on studies of alternative rhetorics, this article envisions personal writing pedagogy as a relational endeavor that fosters rhetorical alliances among disparate communities. I detail a particular course design through which “personal reflection” becomes a means of enacting more radical forms of belonging.

The 9th conference of the European Association for the Teaching of Academic Writing (EATAW) was held in subtropical conditions from 19th -21st June 2017 in Egham, UK.More than 400 participants from over 40 countries gathered at Royal Holloway, University of London to deliberate 'what teachers of academic writing can offer the global academy in terms of imaginative, creative and principled responses to the increasingly international, diverse and marketised reality of higher education' (EATAW 2017).As two of the co-organisers of the conference, and guest editors of this special issue, we want to thank our colleagues in the Centre for the Development of Academic Skills and other supporting departments at Royal Holloway for the assistance and hard work that a conference of this scale required.We are also grateful for the guidance of the EATAW board and the planning committee of the 2015 conference.Lisa Ganobscik-Williams and George Ttoouli are due our deep gratitude for their expert guidance, patient understanding and timely responses, despite the competing pressures and multiple responsibilities that both they and we have experienced.Many thanks go to all those who acted as reviewers, and of course to the contributors, who offered so many compelling and thought-provoking contributions and were responsive and timely throughout the review, revision and proofreading process.The conference theme, 'Academic Writing Now: Pedagogy, Policy and Practice', was intended to generate contributions articulating a response to the shifting realities of Higher Education at the levels of policy, pedagogy and practice.The call for proposals was enthusiastically received, and the conference included 168 contributions in the form of 116 paper presentations, 8 symposia, 15 workshops, 20 poster presentations and 9 Lightning Talks.Perhaps not unsurprisingly, the themes most represented were pedagogy and practice, with some very insightful contributions on policy.Our three keynote speakers offered challenging perspectives on each of these three themes; their talks will be available on the EATAW 2017 website until autumn 2019, for those who wish to revisit them. 1 EATAW 2017 Keynote SpeechesProf. Rowena Murray launched the conference with the recognition of the expertise that our profession offers to the academy, and acknowledged the difficulties inherent in having a voice in policy.She posited the 'retreat' model that she and others have developed for academic writing as a possible means of disengaging from everyday activities to create space for policywriting.However, her problematisation of the various modes of disengagement that writers seek in order to prioritise writing not only articulated the scope of the challenge, but also identified a 1 The keynote speaker videos are among 53 videos of sessions from EATAW 2017, hosted privately on YouTube so that they will be available in perpetuity.The entire playlist can be accessed here.

This article calls for the fields of literacy and composition studies to develop more progressive understandings of the aging process as not only biological, but as culturally and socially situated. Drawing from age studies, we investigate a contribution to the Digital Archive of Literacy Narratives (www.thedaln.org) as an approach that complicates prevailing notions of aging and literacy. We argue that an age studies approach to literacy provides teacher-researchers and students a language to conceptualize aging together. The article concludes with specific recommendations for composition teacher-researchers to conduct oral history collection events with students and older adults.

Educators and researchers from a range of fields have devoted their careers to studying how reading develops and how to support students who find reading challenging. Some children struggle specifically with learning to decode print, the central issue in what is referred to as dyslexia.However, research has failed to identify unique characteristics or patterns that set apart students identified as dyslexic from other readers with decoding challenges. Nevertheless, an authoritative discourse that speaks of a definitive definition, a unique set of characteristics, and a specific form of intervention saturates policy and practice around dyslexia, and teacher educators are under increasing pressure to include this state-sanctioned information in their classes. Literacy educators’ experiences teaching reading in schools and preparing literacy professionals can add valuable perspectives to the conversation about dyslexia; however, currently their voices are largely silent in conversations around dyslexia research, policy, and practice. The current research was designed to address this gap through an intensive interview study, in which we employed a Disability Critical Race Studies framework, along with Bakhtin’s notions of authoritative and internally persuasive discourse to explore the perspectives, understandings, and experiences of literacy teacher educators regarding dyslexia.

To counter inequitable, hierarchical classroom structures, research in the fields of language and literacy studies often looks to the affordances of online spaces, such as affinity spaces, for learning that is collaborative and knowledge that is distributed; yet, researchers continue to locate theirstudies in virtual spaces, outside classroom walls. This study, situated in a high school writing class, repositions the familiar classroom practice of peer feedback as a way to access affinity space features. Using qualitative case study design and grounded theory analysis, the study reveals that,when supported by an emphasis on social connection, the practice of peer feedback served as a portal for students with a range of writing experience and interest to collaborate and exchange honest feedback, practices indicative of affinity space features. Yet, traditional expectations preserved teacher roles and student roles in ways that prevented the class from more fully accessing the affinity space features of distributed expertise, porous leadership, and role flexibility. Discussion expands the field’s understanding of affinity spaces and their application in physical classrooms by outlining new features, theorizing these classroom spaces, and advocating for a reimagine dvision of peer feedback in ELA classrooms where role reciprocity and flexibility resist traditional,inequitable classroom structures.

In this article, I propose Critical Race English Education (CREE) as a theoretical and pedagogical construct that tackles white supremacy and anti-black racism within English education and ELA classrooms. I employ autoethnography and counterstorytelling as methods that center my multiple identities and lived realities as I document my racialized and gendered experiences in relation to my journey to Ferguson, MO and my experiences as a secondary ELA teacher. The research questions guiding this study are the following: (1) As a Black male English educator and language and literacy scholar, how am I implicated in the struggle for racial justice and what does it mean for me to teach literacy in our present-day justice movement?; (2) How are Black lives mattering in ELA classrooms?; and, (3) How are we using Black youth life histories and experiences to inform our mindset, curriculum, and pedagogical practices in the classroom?This article explicates findings from three interconnected stories that work to show how CREE can be operationalized to better understand the #BlackLivesMatter movement in its historical and contemporary dimensions. The data analyzed stem from my autobiographical narratives,observations, social media artifacts, and images. I aim to expand English education to be more synergistically attuned to racial justice issues dealing with police brutality, the mass incarceration of Black people, and legacies of grassroots activism. This analysis suggests implications that aim to move the pedagogical practices around the intersections of anti-blackness and literacy from the margins to the center of discussion and praxis in ELA contexts.

This paper outlines the development of the “Reader Engagement framework”, a tool for helping emerging writers understand what might keep readers reading – or stop readers from reading – a text. The Reader Engagement framework has been under development for the past five years, primarily in the context of undergraduate English proficiency classes at a large university in Flanders. Using the principles of constructivist grounded theory (Charmaz 2014), a preliminary framework was sketched using as data the margin comments of one reader who noted points of engagement or disengagement while reading student texts. Additional rounds of data collection included the engagement perceptions of student-readers, as well as those of teacher-readers from various disciplines. Thus far 1087 readers have been consulted, and the categories in the framework seem to be largely saturated. Though further refinement is necessary, the framework has been found successful as a teaching tool, and as an assessment and feedback tool. It also seems to have potential for offering writers a new way of conceptualising writing.

This paper highlights a rather overlooked area of academic writing: that of publication by teachers of academic writing. The research focuses on exploring UK teachers’ views of the importance of publishing in terms of its impact on their practice, profession, and institution. Interviews were carried out with nine teachers of academic writing who worked within English for Academic Purposes at UK universities and were actively publishing. Data was collected in the form of their views and accounts of experiences of publishing, and the obstacles they had encountered. The study concludes that publishing by teachers of academic writing is considered a valuable parallel activity to their teaching, understanding and support of students with writing. It also seems that publishing could improve both the teachers’ individual reputation in their institutions and the status of their profession. However, it was also noticeable that many barriers to publishing exist, including lack of time, support and mentoring, as well as a more serious problem of hostility from line managers. Networks, collaborative initiatives and more informal writing opportunities may encourage teachers of academic writing to publish more themselves.

This research aims to evaluate the impact of an inclusive writing approach, which strives to embed academic literacy into subject curriculum, an initiative that ran across schools at a UK-based post-1992 university in 2015-16. As an exploratory investigation, this research drew on a redesigned social science transitional module, where academic writing provision is closely in line with the subject content and assessments. This project explores student perceptions and experiences of the embedded writing provision and the extent to which the intervention contributed to student attainment. Data were drawn from focus group discussions, where 41 students participated, and from student grades for the comparison of attainment rates across 2014-15 and 2015-16. The focus groups were analysed using NVivo 11 to identify key themes in relation to student views of the embedded academic literacy provision. Student grades were explored using MS Excel for the relative progress across academic years. The findings reveal the positive impact of the provision on students’ attainment and confidence as learners and writers in higher education. This paper concludes with pedagogical implications and a discussion of potential areas for further research to investigate the diversification of support modes as to accommodate different learning styles of students.

Peer review fosters student critical thinking and self-evaluation (Wood and Kurzel 2008). Numerous studies show that peer review is effective in improving student writing (Althauser and Darnall 2001, Bean 2011), and that it benefits the students receiving as well as those giving the feedback (van den Berg, Admiraal and Pilot 2006). However, these issues have not been greatly researched in Greece. Greek culture bestows great authority to the teacher and students are not accustomed to peer feedback.I have embarked on a small-scale, exploratory, classroom-based study conducted at Deree - The American College of Greece where English is the medium of instruction. Data include first and revised drafts of three academic writing assignments, written peer comments, and learner reflections on the peer reviewing experience. To further explore student attitudes toward peer review, I also administered an online questionnaire. Initial quantitative and qualitative analyses reveal (a) in general student reviewers and reviewees alike accept peer review as an appropriate pedagogical activity; (b) students revise their writing taking into account peer feedback and (c) as reviewers, students were not more critical in giving feedback when doing peer review anonymously. Preliminary results are interpreted with an understanding of the limitations of the ongoing study.

Previous classroom observations, and examination of students’ written drafts, had suggested that when summarising or paraphrasing source texts, some of our students were using software tools (for example the copy-paste function and synonym lookup) in possibly unhelpful ways. To test these impressions we used screen capture software to record 20 university students paraphrasing a short text using the word-processing package on a networked PC, and analysed how they utilised software to fulfil the task. Participants displayed variable proficiency in using word-processing tools, and very few accessed external sites. The most frequently enlisted tool was the synonym finder. Some of the better writers (assessed in terms of their paraphrase quality) availed themselves little of software aids. We discuss how teachers of academic writing could help students make more efficient and judicious use of commonly available tools, and suggest further uses of screen capture in teaching and researching academic writing.

All across continental Europe and the United Kingdom, academic writing teaching or development is slowly becoming part and parcel of existing institutional frameworks intended to enhance student writing and professional research communication. While more and more universities are investing in such infrastructures of support internally, a relatively new phenomenon is also consolidating: the steady rise of privatised, for-profit writing development businesses that draw their client base from academic institutions. Prompted by EATAW 2017, the conference organised at Royal Holloway, University of London, this think piece raises some fundamental questions regarding the privatisation of academic writing development and invites colleagues to consider its assumptions, emergence and implications in their local, higher education contexts.

A Psychology academic skills module and challenges in its delivery are outlined. Adaptations described include embedding specialist support for the teaching of academic writing and linking content to assessments and careers. Increased student satisfaction and qualitative feedback indicated that changes were beneficial. The need for further evaluation is discussed.

Novice tutors often conceptualize learning how to tutor as a kind of metaphorical journey, one with a compelling, but not fully recognized, destination. Cognitively speaking, they are learning how to tutor while at the same time learning what the activity of tutoring means. This paper seeks to position tutor education within the conceptually rich field of teacher education, especially as it is informed by insights from sociocultural theory (SCT). Using tutors’ reflective narratives, the author illuminates how orientation to task, a fundamental concept in SCT, changes over time through frequent and intensive reflective writing, when carried out in combination with practical tutoring activities. Specifically, the data suggests that proleptic engagement (identifying elements of the future expert self in ongoing novice activity) and affective engagement are important signals of development. The journey is particularly challenging because – to interrogate the metaphor – the novice is trying to build the track while riding the train to the terminus.

Stacey Waite’s Teaching Queer: Radical Possibilities for Writing and Knowing offers a crucial provocation for rhetorical studies. As “The Mt. Oread Manifesto on Rhetorical Education” reminds, pedag...

In her position as both teacher and administrator in the late nineteenth century, Mary Church Terrell navigated the racism and sexism of an increasingly bureaucratic educational landscape to emerge as a powerful, activist voice for children. Through a closer look at the strategies she and others used to advocate for social uplift via children and the home, we can continue to uncover the uneven rhetorical terrain black women navigated as they advocated for youth within an environment that constructed black children as outside of normative conceptions of childhood.

There is abundant research evidence on the effectiveness of explicit writing instruction and peer-assisted writing. However, most of the research articles investigating these evidence-based writing practices fail to include clear and detailed descriptions of the interventions. Consequently, researchers and educational practitioners have no perception of the crucial ingredients underlying these interventions, hindering replication, dissemination, and implementation of evidence-based writing practices. In the present study, we provide in-depth insight into two instructional writing programs via an analytic description of both programs. More particularly, EI+PA students received explicit writing instruction and practiced their writing collaboratively, while EI+IND students received the same explicit writing instruction; however, they practiced by writing individually. Both interventions were analytically described by means of a reporting system. Following this procedure, the writing lesson programs were more particularly described by defining design principles, instructional teaching activities, and student learning activities.

This paper gives an analytic description of why and how an instructional writing program on the improvement of cross-genre writing skills in German secondary grade level has been designed and implemented. From a diagnostic research phase, and according to theoretical expectations, coherence management and perspective taking proved to be ability components that substantially contribute to text quality across different genres. To train these two abilities in a didactical setting, two 11-unit writing courses were analogously constructed and administered in 5th and 9th grades. There were 12 intervention classes and 12 control classes in each grade, forming 48 classes with 1.145 participants. The decisions that lead to the design of the intervention study and the corresponding didactical settings are explained and justified in detail, and the developed self-learning materials are described in terms of their assumed learning potentials and the underlying didactical principles. Based on the obtained empirical experiences, the intervention is critically evaluated with respect to good intervention research and its proper description.

Graduate students often encounter obstacles related to written science communication that can set them back in their path towards degree completion. Efforts to support these students should be informed by what they actually need or desire; yet oftentimes, programs are developed based on assumptions or intuitions. In other cases, proven models from literature are used to develop programs; however, due to a lack of justification for approaches and vague descriptions of daily teaching and learning activities, the intricacies of design are relatively unknown. Thus, in institutes looking to establish research writing resources or build on existing infrastructure, more research is needed to demonstrate how needs assessment can directly transfer to program development. In this paper, I describe how findings from a campus-wide needs assessment of graduate students (N = 310) and faculty (N = 111) informed the development of design principles for a week-long dissertation writing workshop. The complete description of the intervention, including how main elements and content align with socio-cognitive perspectives to writing, can facilitate replication; theory building; and communication about effective writing instruction. This work also offers a springboard for future research and program development and establishes a blueprint.

This article is an introduction to the special issue on how to report writing interventions in research publications. The six contributions included in this special issue systematically describe a broad range of writing interventions aimed at learning to write in primary, secondary, and higher education. Based on these contributions and on earlier recommendations of scholars in the field of writing intervention research, we established a set of recommendations for reporting key elements of writing interventions. These elements include characteristics of the context of the intervention, theories and/or empirical studies of writing, learning to write, and teaching writing, and design principles of the intervention at both a macro and micro level. These recommendations can be considered as a checklist for authors, reviewers, and editors when reporting or reviewing intervention studies.

To enable a proper evaluation of the results of writing interventions for scientific replication and theory building, it is of vital importance that the design principles underlying an intervention and operationalization thereof are clearly described. A detailed description of a writing intervention is also important from a practical point of view, to foster dissemination and successful implementation of the intervention into practice. In this paper we propose a framework for reporting on the design principles of multifaceted intervention programs in a systematic manner. Unique features of this framework are that we (1) separate the design principles for the focus and mode of instruction, (2) systematically describe how these principles are integrated and operationalized into learning and teaching activities, (3) systematically describe the professional development teachers need to be able to execute the teaching activities. We demonstrate how this framework can be applied, with a worked example of an intervention that we designed, implemented and tested in elementary schools in the Netherlands. The framework provided in this paper makes core features of writing interventions transparent to reviewers, other scholars, and educational practitioners, and warrants that an intervention includes all necessary elements in the most optimal way. Moreover, this type of framework facilitates the comparison of interventions across contexts and countries.

This article presents the design principles underlying the instruction provided in a Self-Regulated Strategy Development (SRSD) study that resulted in substantial improvements in the opinion writing of second and third grade students. The analysis focused on the SRSD instruction students received in the classroom as well as the practice-based professional development (PBPD) teachers received on how to implement SRSD for opinion writing. A newly developed model of writing that draws on both social/contextual and cognitive conceptualizations was used to identify the theoretical aims, instructional focuses, and corresponding instructional activities for (1) creating a PBPD community where teachers learned to apply SRSD for opinion writing, (2) reshaping teachers’ classrooms so that these writing communities were conducive to SRSD instruction, (3) strengthening the capabilities and motivations of teachers to provide SRSD instruction for opinion writing, and (4) improving the capabilities and motivations of students to compose more convincing opinion essays. This analysis is the most comprehensive examination of SRSD instruction presently available, providing greater clarity for researchers and practitioners on how this instructional approach operates and achieves its aims. Our analyses also demonstrated that there is a high degree of interconnectivity among the instructional activities underlying SRSD, as many of them are designed to meet multiple aims, cutting across professional development, classroom instruction, and student and teacher development.

The British Academic Written English (BAWE) corpus (www.coventry.ac.uk/BAWE) comprises almost 3,000 pieces of university student writing distributed across four domains (Arts & Humanities, Life Sciences, Social Sciences, Physical Sciences) and four levels of study (from first year undergraduate to taught Master's level). The texts had all been submitted as part of regular university coursework, and had been awarded top grades, indicating that they had met disciplinary requirements in terms of level and task. The corpus was compiled to enable identification of the linguistic and generic features associated with successful university student writing. Our detailed analyses of the corpus led to the identification of thirteen genre families, and supports the premises that university students write in a wider variety of genres than is commonly recognised, and that student writing differs across genres, disciplines and levels of university study. This review introduces the BAWE corpus and the associated genre family classification, then explains how they can be accessed and used for teaching and research purposes, how they have been used to deepen our understanding of academic writing in English, and where

Drawing on an analysis of a usability teaching case with users who are deaf and who communicate using American Sign Language, we argue that there is a need for industry and the academy to refocus on more accessible testing practices, situated more decidedly within the social, cultural, and historical contexts of users. We offer guidelines for more inclusive practices for testing with users who are deaf prompting designers, developers, and students to think about systems of behavior, such as audism, cultural appropriation, and technological paternalism that undermine accessibility in their design and practices. More broadly, we propose ways in which instructors of technical communication can leverage usability tools and research methods to help students better understand their users for any artifact they design and create.

This article explores whether amateur Web designs would deter Web users from engaging with a business after viewing a wWebsite---and if their expectations and value judgments are influenced by business size and scope. This topic is important to small business owners, practitioners, and educators because credibility judgments by Web visitors may be quick and detrimental to a small business if they do not yield a positive response and subsequent engagement with the small business. This study provides an opportunity to broaden our understanding of Web visitor credibility judgments about small businesses and introduces a new thread to the discussion about alignment of consumer expectations, Web design teaching, industry best practices, and the shaping of universal values as they relate to the rhetoric of the Internet.

Teaching the graphic novel in English and literature courses can be a challenge, because some of the most commonly used techniques for analyzing literature are not entirely compatible with the analysis of a multimodal form like comics. Additionally, the traditional classroom can be a problematic context for the graphic novel, especially in large lecture spaces, with their unimodal, instructor-centered design. The experience of teaching graphic novels in an active learning classroom suggests that a multimodal approach placed in a learning space designed for multimodal approaches can enhance and improve the experience of teaching the graphic novel in undergraduate courses.

Not long ago, prominent figures in English studies found scholarship on teaching literature underwhelming—especially compared to scholarship on teaching writing. This essay's analysis of citations in recent articles documents that scholarship on teaching literature has since developed into a genuine scholarly conversation. However, considerable room for further development remains.

This article is the third in a series that represents the author's multiple phases of teaching Eliza Haywood's eighteenth-century story “Fantomina” in the first-year English classroom at a women's college. The article characterizes the most recent phase as epitomized by the problem of trigger warnings in the college classroom, specifically in relation to “Fantomina.” It first defines trigger warnings and explains the ongoing arguments for and against them. It then describes the author's initial confusion and ambivalence about student requests for trigger warnings. Finally, the article explains how and why the author's feelings about trigger warnings have evolved over time and how this might eventually affect her teaching.

This article addresses the absence of substantial and sustained online teaching communities of college literature professors and uses the website Pedagogy & American Literary Studies to illustrate the strategies and challenges involved in building that community. We argue that pedagogy scholarship and public, online work needs more reverence from the literature field.

This article provides a critical narrative of a flipped professional development program for experienced graduate teaching associates teaching a second-year writing course. We use a narrative approach to demonstrate that decisions about how and what to flip in a professional development program are intimately linked to the local exigencies—material, cultural, and pedagogical—that constitute administrative, teaching, and learning contexts. Furthermore, we theorize that our decision to flip professional development aligns with feminist ethics of power distribution and collaboration, raises questions about how this also changes the visibility of faculty's administrative labor, and may contribute to misperceptions about the intellectual work and expertise required for service and writing program administration. We close by proposing design as a critical and defining feature of WPA work.

This article dwells on the “I” who arrives in the university classroom by offering an earnest assessment of the vulnerabilities that one teacher-scholar of African American literature and culture brings with her into the classroom. Observations unfold by way of a critical, reflexive engagement with theories of haunting and Toni Morrison's novel Beloved, in order to account for some of the roots and routes, histories and inheritances, that call this I into being.

This exploratory case study investigated an experienced second language writing instructor's written feedback practice in an ESL freshman composition class. The purpose of the research was to explore and examine contextual factors and their impact on instructor written feedback practices in order to provide situated descriptions of relationships between written feedback practices and contextual factors. Data were collected from one experienced ESL writing instructor and one ESL writer in a variety of forms: surveys, interviews, a stimulated-recall task, classroom and instructor-student conference observations, instructional materials, and student written product. The study found that the instructor's decision-making in selecting specific feedback forms was guided by a number of written feedback practice principals in conjunction with other contextual factors such as the instructorperceived level of students' writing proficiency, the availability of writing conference, the nature of writing issues, students' writing performance in the previous writing assignments, lesson history, and knowledge about effective feedback practice. The study suggests L2 writing instructors' written feedback decisions are the product of different combinations of multiple-contextual factors and the nature of the written feedback practice principles is a task-specific manifestation of teacher cognition specifically configured for written feedback practice.

As more classes are moving from the brick and mortar environs to online instructional spaces, the experiences of future teachers with communication technologies in online contexts merit attention. The authors describe the study of an Online Writing Partnership to examine participants' beliefs about the efficacy of online instruction and the quality of student/teacher relationships that are built via online means. Findings indicated four contextual threads of particular salience to the participants of the study, threads which contributed to a general sense of frustration with the online context for teaching: (1) social presence between participants; (2) the nature of relationships established between teachers and students; (3) the role and authority of a teacher in those relationships; and (4) their preconceived expectations of learning environments. Preparing future teachers for experiences in online teaching and learning may require providing avenues for examining their beliefs about the work required to form effective student/teacher relationships in virtual spaces.

Writing about historical change involves advancing causal explanations that show how events impact people and how their emotions contribute to historical outcomes such as wars and revolutions. This study uses Martin and White's (2005) Appraisal framework to examine how the language of emotion (Affect), an overlooked feature of historical discourse, is used by L2 writers of an under-examined genre, the Factorial Explanation. The study was conducted in a content-based, politicalhistory course for 63 upper-intermediate learners of English at a Japanese university. Results show that while writers made extensive use of the Affect categories Positive Inclination and Negative Satisfaction, which were often realized as adjectives and verbs, nominal formulations for building cohesion were infrequent. Writers also tended to intensify Affect resources by construing feelings as static attributes rather than destabilizing forces of change. The paper makes recommendations for teaching genre-specific language features to aid learners in construing the emotion of history.