Writing Fellows Research Articles

An academic writing program as displacement space: New stories and new positions

This qualitative study examined recounted experiences of nine faculty Academic Writing Fellows who participated in a year-long writing initiative that sought to foster productive academic writing practices. The initiative (including weekly writing groups, national writing mentors in each Fellow’s discipline, and two-weekend writing retreats) was designed to encourage habits and attitudes for successful academic writing through a community-based approach. Using Positioning Theory as an analytical lens, this study explored Fellows’ enactment of rights and duties and their evolving identities as academic writers. Our analyses indicate that the program functioned as a displacement space that allowed Fellows to explore their self-positioning as writers and to re-story themselves in productive ways. We argue that both spatial and temporal displacement contributed to participants’ opportunities for meaningful repositioning.

Undergraduate Writing Fellow Conceptions of Writing-to-Learn and Quality of Writing

Undergraduate Writing Fellow Conceptions of Writing-to-Learn and Quality of Writing

Indirect Light

Indirect Light Malachi Black (bio) i.m. Kathleen Roche (1982-2018) God of all comfort, closeyour hand over the tract houses of Livingston—lay shadow on the subdividedland of Christmas lights and cul-de-sacsand minivans—withdrawthe mortar from the bricks that bind the staggeredtownhomes and crackedchimneys over white-trimmed condominiums—swallow the mailboxesdown into the loam beneath each quarter-acrelawn—pull back the plotsof mulch and patchwork sod until they spilllike sewage through the streetsand brim the tunnels under Morristown, SouthOrange, and East Hanover—strengthen the cold, crooked bones that moldthe undertaker's gloveas his fingers smooth the satin lining of the pillowsin the caskets where the deadlay faded as old rugs—soften the rocks lodgedin the subsoil for the digger's [End Page 16] dented spade—brighten the headlightson the hearses as they benddown turnpike exits, leading another muteprocession to the cemetery'srusted fleurs-de-lis—ice the puckeredcalla lily petals in greensympathy bouquets, raised so they glintlike winter trumpetsin the echo of no sound— as freezing rainrests on the headstonesand snow falls underground— [End Page 17] Malachi Black Malachi Black is the author of Storm Toward Morning (Copper Canyon Press, 2014), a finalist for the Poetry Society of America's Norma Farber First Book Award and a selection for the PSA's New American Poets Series (chosen by Ilya Kaminsky). Black is a 2019 NEA Creative Writing Fellow, and his recent poems have appeared in The American Poetry Review, The Believer, and The Paris Review. He is an assistant professor of English and creative writing at the University of San Diego. Copyright © 2019 Emerson College

Designing Professional Learning to Support Student Success: Lessons from the Faculty Writing Fellows Seminar

The Faculty Writing Fellows Seminar was designed to develop university instructors’ skill in writing instruction: The 2015–16 professional development project offered faculty at Southern Oregon University a chance to read writing-pedagogy research, collaboratively develop their teaching practices, and—most importantly—put themselves in the shoes of student writers. The seminar had a positive impact on instructors’ teaching and students’ writing. Instructors showed growth in confidence, empathy, knowledge, and instruction. Their students’ essays outscored essays by students in nonparticipating instructors’ classes. The study argues for professional development that simultaneously builds pedagogical knowledge and skills and incorporates emotional and psychosocial aspects of teaching and learning.

Just another love bird poem

Research Article| November 01 2018 just another love bird poem Benjamín Naka-Hasebe Kingsley Benjamín Naka-Hasebe Kingsley Benjamín Naka-Hasebe Kingsley is an Affrilachian author. A Kundiman and University of Pennsylvania alumni, Ben is currently the twenty-second Tickner Writing Fellow and recipient of a Provincetown Fine Arts Work Center fellowship, as well as scholarships from Tin House, Sewanee, and Voices of Our Nations Arts Foundation. He belongs to the Onondaga Nation of Indigenous Americans in New York. In 2017, his work was published in Best New Poets 2017 (ed. Natalie Diaz), the Iowa Review, Narrative, Ninth Letter, PANK, PEN America, Poetry Review, Prairie Schooner, Rattle, and Tin House, among others. Search for other works by this author on: This Site Google the minnesota review (2018) 2018 (91): 41–42. https://doi.org/10.1215/00265667-7137193 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Benjamín Naka-Hasebe Kingsley; just another love bird poem. the minnesota review 1 November 2018; 2018 (91): 41–42. doi: https://doi.org/10.1215/00265667-7137193 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 Books & JournalsAll Journalsthe minnesota review Search Advanced Search The text of this article is only available as a PDF. Copyright © 2018 Virginia Tech2018 Article PDF first page preview Close Modal You do not currently have access to this content.

Faculty Beliefs in Successful Writing Fellow Partnerships: How Do Faculty Understand Teaching, Learning, and Writing

Faculty Beliefs in Successful Writing Fellow Partnerships: How Do Faculty Understand Teaching, Learning, and Writing

Foreign Language Writing Fellows Programs: A Model for Improving Advanced Writing Skills

AbstractWithin the growing field of scholarly literature on foreign language (FL) writing pedagogy, few studies have addressed pedagogical questions regarding the teaching of writing to advanced language learners. Writing fellows peer tutoring programs, although typically associated with first language writing instruction, likely can benefit and support advanced language students learning to write in FL contexts. Using a mixed‐methods approach, the authors compared two sections of an upper‐division Portuguese literature class that employed writing fellows tutors with two sections that did not. Data suggest that incorporating writing fellows into FL contexts affected how students learned to write: (1) the papers of students who worked with writing fellows exhibited more developed thought, (2) students who worked with writing fellows employed more successful writing strategies, and (3) students who worked with writing fellows exhibited changes in their writing processes for future writing assignments. These conclusions suggest that the inclusion of peer tutors such as writing fellows may be an effective pedagogical practice for teaching writing to advanced FL learners.

Writing-related Attitudes of L1 and L2 Students Who Receive Help from Writing Fellows

Writing-related Attitudes of L1 and L2 Students Who Receive Help from Writing Fellows

Contributors

Other| March 01 2014 Contributors Small Axe (2014) 18 (1 (43)): 200–202. https://doi.org/10.1215/07990537-2642881 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Contributors. Small Axe 1 March 2014; 18 (1 (43)): 200–202. doi: https://doi.org/10.1215/07990537-2642881 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 Books & JournalsAll JournalsSmall Axe Search Advanced Search Nadia Ellis is an assistant professor in the English department at the University of California, Berkeley. Her book Territories of the Soul is forthcoming from Duke University Press.Christopher Ian Foster is a doctoral candidate in English at the Graduate Center, CUNY, and a Writing Fellow at Queens College. His dissertation project is on twenty-first-century African literature and migration, and he is an organizer for the Postcolonial Studies Group at the Graduate Center.Peter James Hudson teaches in the Department of History at Vanderbilt University. His essays have appeared in Small Axe, Radical History Review, Race and Class, and Transition: An International Review, and he is currently completing a manuscript titled “Dark Finance: Wall Street and the West Indies, 1873–1933.” He is coediting “Black Canada,” a special issue of the C. L. R. James Journal, and is... Issue Section: Contributors You do not currently have access to this content.

Preparing Faculty, Professionalizing Fellows: Keys to Success with Undergraduate Writing Fellows in WAC

Preparing Faculty, Professionalizing Fellows: Keys to Success with Undergraduate Writing Fellows in WAC

Another country not my own: Crossing disciplinary borders, forging alliances within the framework of a (communication across the curriculum) CAC initiative in the sciences

This paper outlines within the framework of action research, the process of implementing a communication across the curriculum (CAC) programme in the Faculty of Pure and Applied Sciences. It highlights the link between institutional context and the dialectical implications of merging the skills, agenda and focus of multidisciplinary teams while maintaining a balance of power. It is suggested that these challenges may be met by forging effective alliances with those who are intrinsically motivated to achieve a common goal, adopting a context driven rather than a norm driven approach and applying creativity and resourcefulness within this context. Guidance for similar undertakings is offered and the direction of future work is outlined. “I soon realized that no journey carries one far, unless, as it extends into the world around us, it goes an equal distance into the world within”-Lillian Smith Key words: Communication across the curriculum (CAC), writing fellow (WF), writing across the curriculum (WAC), inter-disciplinary

Using Peer Writing Fellows in British Universities: Complexities and Possibilies

Using Peer Writing Fellows in British Universities: Complexities and Possibilies

Making It Your Own: Writing Fellows Re-evaluate Faculty "Resistance"

Faculty to Writing Across the Curriculum (WAC) is an issue that has been recognized by WAC program directors and practitioners for decades, yet it remains unresolved. Perhaps the problem is not per se, but how we interpret and react to it. Faculty is typically viewed as an impediment to the pedagogical change WAC programs hope to achieve. Moreover, the label of resistance is often used without further examination of the underlying causes. Based on research and experience as doctoral Writing Fellows in the Borough of Manhattan Community College WAC Program, we argue that so-called resistances are often justified concerns in regard to implementing WAC under given institutional, disciplinary, departmental, and personal constraints. We also suggest that if we listen and respond to these concerns, they become means to facilitate faculty engagement with WAC. By working through their concerns and adapting WAC to their context, faculty can take ownership of WAC and further develop the practice. Thus, what at first appears to be an impediment to deep-rooted pedagogical change—resistance—can be used to encourage faculty to make WAC their own.

Designing and Reporting Experiments in Chemistry Classes Using Examples from Materials Science: Illustrations of the Process and Communication of Scientific Research

As part of an inorganic chemistry class, students proposed and conducted short, quantitative experiments based on engaging materials science topics such as NiTi memory metal, amorphous metal, ferrofluid, and polydimethylsiloxane (PDMS) elastomer. After their experiments were completed, the students prepared a technical report in archival journal format and a short press release for nontechnical audiences. Drafts of these reports were critiqued by an undergraduate Writing Fellow and by a classmate. This exercise gave students an opportunity to develop and carry out a research project and communicate their results to technical and nontechnical audiences. The methodology described in the article could be adapted to a variety of chemistry courses as a means for promoting inquiry-based learning and communication skills.

Writing across the Curriculum: A Guide to Developing Programs

Preface - Elaine Maimon Writing Across the Curriculum - Susan H McLeod An Introduction Getting Started - Barbara E Walvoord Faculty Workshops - Joyce Neff Magnotto and Barbara R Stout Starting A WAC Program - Karen Wiley Sandler Strategies for Administrators Writing Across the Curriculum and/in the Freshman English Program - Linda H Peterson Writing-Intensive Courses - Christine Farris and Raymond Smith A Tool for Curricular Change WAC and General Education Courses - Christopher Thaiss Writing Components, Writing Adjuncts, Writing Links - Joan Graham The Writing Consultant - Peshe C Kuriloff Collaboration and Team Teaching The Writing Center and Tutoring in WAC Programs - Muriel Harris Changing Students' Attitudes - Tori Haring-Smith Writing Fellows Programs Conclusion - Margot Soven Sustaining Writing Across the Curriculum Programs

Writing across the Curriculum: A Guide to Developing Programs

Preface - Elaine Maimon Writing Across the Curriculum - Susan H McLeod An Introduction Getting Started - Barbara E Walvoord Faculty Workshops - Joyce Neff Magnotto and Barbara R Stout Starting A WAC Program - Karen Wiley Sandler Strategies for Administrators Writing Across the Curriculum and/in the Freshman English Program - Linda H Peterson Writing-Intensive Courses - Christine Farris and Raymond Smith A Tool for Curricular Change WAC and General Education Courses - Christopher Thaiss Writing Components, Writing Adjuncts, Writing Links - Joan Graham The Writing Consultant - Peshe C Kuriloff Collaboration and Team Teaching The Writing Center and Tutoring in WAC Programs - Muriel Harris Changing Students' Attitudes - Tori Haring-Smith Writing Fellows Programs Conclusion - Margot Soven Sustaining Writing Across the Curriculum Programs