Within response scholarship, although there is some literature addressing response in the context of thesis projects, the student perspective is notably absent. This article brings the students’ perspectives into focus as it is collaboratively written by three thesis students and their adviser. Three main findings are presented discussing the relationship between the thesis adviser and student and the feedback provided throughout the process. First, context plays a critical role in the manner in which the relationship is viewed by both the thesis adviser and student, with factors such as age, prior coursework and supervision of the student, the thesis adviser’s knowledge of the topic, IRB protocols, etc. playing an important role in how both the student and adviser perceive the relationship. Second, written and verbal feedback each play crucial roles in the feedback process, with their relationship often being reciprocal as the written feedback plays an agenda-setting role for verbal exchanges. And, lastly, students’ emotional responses to their thesis adviser’s written feedback are often directly related to the labor that the feedback will create rather than the tone or focus of the feedback itself.

In this webtext, I approach the composition course as an assemblage of technologies that inhibits moving beyond White Mainstream English (WME). The assemblage of state-assigned learning outcomes, the American Community Survey (ACS) data on language, and the composition course reinscribe WME. However, this assemblage of technologies works against itself when reassembled appropriately. Through mapping technologies, I reassemble these technologies to 'break' learning outcomes...

This program profile describes the development and implementation of The Black Ink Project at Morehouse College. The Black Ink Project is a curricular initiative intended to support the development of writing abilities among the Men of Morehouse and immerse them in the writing process in the tradition of articulating servant leadership for which the institution is known. Their study informs them of the Black Experience in Africa, America, and the Diaspora. Key to the success of The Black Ink Project is the preparation of faculty, equipping them with the knowledge of culturally relevant pedagogy and strategies for teaching and assessing writing across the curriculum and within the disciplines.

Ignoring race is understood to be a graceful, even generous, liberal gesture. To notice is to recognize an

All of us involved in writing centers (indeed, all of us in education) must recognize that the educational community of the 1990s will continue to grow more diverse culturally, linguistically, scholastically.Given this diversity, students, teachers, and tutors will become more, not less, interdependent.The ready, predictable answers and assumptions that existed once in a monocultural classroom or university don't exist anymore."Success" will not be meted out by one authoritative figure, but will be measured by the mutual nature of the success, hinging on the degree to which all members of this threesome of tutor, student, and teacher can become what Paulo Freire calls the "subjects" of their own learning process.Our hopes for these redefined social relationships in the writing center carry with them hopes for a redefined sense of academic literacy as well.Multicultural student populations will not only change social relationships but challenge monolithic conceptions of academic literacy.We will need to seek out views of student literacy that will emphasize interdependence, such as the ones articulated in David Bleich's The Double Perspective , Marilyn Cooper and Michael Holzman's

A project in writing-across-the curriculum was launched within a nationally ranked baccalaureate degree program in accountancy at a Boston area college. The project team, which comprised faculty from accountancy and technical communication, attempted to integrate technical communication skills, principally writing, into an accounting information systems course. To improve student writing in this way, the team had to determine what kinds of writing activities would successfully introduce accounting students to the discourse of their profession, and had to select, from all the communication skills that might be taught, only those that should be taught to complement the specialized content of the accounting information systems course. The team's collaborative process produced three critical planning decisions that greatly simplified the integration: 1) establishing Joseph Juran's TQM notion of fitness-for-use for evaluating the quality of student communications; 2) selecting only those forms of communication used in the profession's discourse community in assignments; and 3) teaching only those communication skills that support and enrich the principal technical skills taught in the accounting course. This strategy demonstrates that communication skills can be integrated within a technical course so as to enhance the students' understanding of technical content while improving the students' proficiency in written communication.

All of us involved in writing ccnters (indeed, all of us in education) must recognize that the educational community of the 1 990s will continue to grow more diverse culturally, linguistically, scholastically. Given this diversity, students, teachers, and tutors will become more, not less, interdependent. The ready, predictable answers and assumptions that existed once in a monocultural classroom or university don't exist anymore. "Success" will not be meted out by one authoritative figure, but will be measured by the mutual nature of the success, hinging on the degree to which all members of this threesome of tutor, student, and teacher can become what Paulo Freire calls the "subjects" of their own learning process. Our hopes for these redefined social relationships in the writing center carry with them hopes for a redefined sense of academic literacy as well. Multi-cultural student populations will not only change social relationships but challenge monolithic conceptions of academic literacy. We will need to seek out views of student literacy that will emphasize interdependence, such as the ones articulated in David Blcich's The Double Perspective , Marilyn Cooper and Michael Holzman's Writing as Social Action^ and Deborah Brandt's Literacy as Involvement. By situating literacy in social relationships and communal action, these studies have begun, as the title of a recent article by Bleich makes

Willard Thorp, Newton Arvin, Edward B. Irving Jr., Charles Norton Coe, Joseph H. Summers, John M. Bullitt, Thomas M. Raysor, Austin Wright, Edwin H. Cady, Donald Heiney, Frederick L. Gwynn, Wallace W. Douglas, M. L. Rosenthal, Alexander Cowie, Alan S. Downer, Horst Frenz, Albert D. Van Nostrand, Ralph W. Condee, Books, College English, Vol. 20, No. 4 (Jan., 1959), pp. 195-204