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Session D

Friday, July 26th, 2:00 PM - 3:00 PM


Social Justice, L2 Writers, and Radical Inclusion

L2 students and Writing Centers: Expectations vs. Reality

Dr. Inas Mahfouz, Assistant professor and writing program coordinator at the American University of Kuwait;

People of Color Caucus

The paper examines the expectations and reality surrounding the interactions between L2 students, writing center staff, and instructors. The researcher analyzes interviews with stakeholders and some tutoring sessions to assess expectations and reality. The paper highlights some guidelines to improve the services of writing centers and help L2 students.

Clearing a Place at the Table for King's Radical Legacy: Moving Beyond MLK's Two Canonical Works in Basic Writing Curriculum

Nkenna Onwuzuruoha, Ph.D. student of University of Utah

People of Color Caucus

This presentation will offer a case for incorporating readings on social justice into the classroom that are not but have been inspired by Martin Luther King's "I Have A Dream" speech or "Letter from Birmingham Jail" and highlight three alternatives that speak to King's legacy.


A Genre-Based Online System of Writing Assessment

Suzanne Lane, Director of Writing, Rhetoric and Professional Communication at MIT; Andreas Karatsolis, Associate Director of Writing, Rhetoric and Professional Communication at MIT

We introduce an online writing assessment system using generative rubrics: genre-specific and strategy-focused developmental rubrics. The system relies on human readers, combines holistic and traits-based scoring, automatically generates comments, and can be used for writing placement, grading of course work, outcomes assessment, and longitudinal research.


Transformative Assessment Through Student Inclusion: Students as Collaborators in the Direct Assessment of Student Writing

Jeff Pruchnic, Wayne State University; Hillary Weiss, Wayne State University; Sarah Primeau, Wayne State University

This talk will report on a pilot study where first-year composition students assess writing and participate in designing curricular improvement. We argue that this inclusion can have a positive, transformative effect on the ways that pedagogy and curriculum are viewed by both students and instructors.


Methodological Inclusion for Methodological Rigor: Revising Research with Feminist Aims

Lacey Wootton, American University; Thomas Polk, George Mason University; Robyn Russo, Northern Virginia Community College

We will present research findings indicating a lack of feminist methodology (especially attention to marginalized populations, collaboration, and activism) in recent writing-studies research and then give participants the opportunity to discuss revisions to their own research (as scholars, teachers, and WPAs) to incorporate more feminist-methodological rigor.

Essex A

Linking a corpus & repository for research, teaching, & professional development

Hadi Banat, Purdue University; Ji-young Shin, Purdue University; Bradley Dilger, Purdue University

This interactive workshop introduces WPAs to a web-based archive linking a corpus of multilingual student texts with a repository of pedagogical materials. User-centered activities familiarize WPAs with the platform and demonstrate possibilities for research, teaching, and professional development. We conclude by inviting user experience feedback and discussing opportunities for collaboration.

Essex B

How Inclusive Can (and Should) We Be?

Whisper or Shout: How Present Should The Voice Of "Writing Studies" Be In "Mixed Company"?

Emily Simnitt, University of Oregon

This scenario-based presentation describes a writing program-sponsored reading group that brings contemporary social justice-oriented writing studies research into conversation with under-theorized campus writing instruction. I ask CWPA colleagues: How might the group bring in other voices to achieve the aim of supporting social justice-oriented writing instruction in the 21st century?

Coming to the Table Together: Increasing Inclusiveness for the First-Year Writing


Nicole Weaver, Le Moyne College

This presentation will explore the emerging themes of a qualitative interview study focusing on the First-Year Writing Program (FYWP) at a four-year college. More specifically, I will discuss how potential future changes to the FYWP can be respectful and inclusive of the program’s history and its faculty.

Helpfulness and the Perception of Inclusiveness in FYW

Mathew Gomes, Santa Clara University

As writing research considers issues of student success, we must also consider capacious and student-centered concepts of success, such as inclusiveness. Results from three surveys of FYW programs in multiple institutional locations indicate a scale for measuring students perceptions of inclusiveness, and suggest inclusive classrooms associate with helpful writing experiences.

Laurel AB

#PeerLearning Starts at the Top: Early Adopters As Mentors for Increasing Programmatic Commitment to Feedback and Revision

Jennifer Stewart, Director of Composition at University of Tennessee at Chattanooga; Melissa Meeks, Director of Professional Development for Eli Review; Chad Littleton, Lecturer at University of Tennessee at Chattanooga; Jessica Miller, Adjunct Faculty at University of Tennessee at Chattanooga


How do we inspire instructors with heavy teaching loads to assign more rigorous, low-stakes feedback and revision? This session details selecting diverse faculty, cultivating early adopters who transition into mentors, and generating buy-in for programmatic change. Participants leave with a framework for implementing programmatic changes appropriate to various institutional contexts.

Laurel CD

Leveraging Programmatic Tension for Action: A Case Study and Heuristic for WPAs

Tricia Serviss, University of California at Davis; Stacy Wittstock, University of California at Davis; Beth Pearsall, University of California at Davis; Kayla Chao , University of California at Davis; Kendon Kurzer, University of California at Davis

Via programmatic case study, we examine WPA threshold concept/practices of community formation as both a problem and heuristic for our writing program. We share a WPA heuristic focused on stakeholder relationships to assess writing communities, identify productive tensions to leverage, and prioritize resulting needed actions/opportunities.

Kent AB

Maintaining Equilibrium at the Center of Change

"A Place of Darkness": Student Affective Responses to Writing-About-Writing Pedagogy

Sandie Friedman,George Washington University

A central truth of WAW pedagogy, that writing must be learned in each context, may be unsettling for students; the concepts and metacognitive skills, which we offer in place of how to write, feel nebulous. We examine excerpts from student texts to consider the emotional implications of WAW pedagogy.

The Zen WPA: Navigating the Unexpected in Writing Program Administration

Susan Thomas, The University of Sydney, Australia


While there is a wealth of professional resources on what to expect in Writing Program Administration, navigating the unexpected has received significantly less scholarly attention. Drawing on theories of organizational design and psychology, as well as Zen, this presentation offers strategies for meeting unexpected challenges with the cool of a buddha. 

Kent C

Spreading the Word about Writing Programs

Invited to Your Own Table: Building Institutional Presence for Writing Programs

Tim McComrack, John Jay College, CUNY

Our success as a writing program came during a period of benign neglect by the administration.  But now, when we want to grow further we need to be noticed .  Just what are the steps to make successful writing program work visible? How do we move from happy necessity to academic powerhouse?

What Students Don't Know Can't Help Them: Inclusive Marketing for Writing Initiatives

Lindsey Harding, University of Georgia; Christina Lee, University of Georgia

Determining who has access to college writing services is critical to student, program, and overall university success. Presenters will share research-in-progress to identify the student populations receiving and not receiving information about available writing services. They will then collectively brainstorm inclusive marketing strategies to improve the accessibility of writing support.