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Session E

Friday, July 26th, 3:20 PM - 4:20 PM


Digital Interventions: Bringing Curriculum Design & Teaching into the Twentieth-First Century People of People of Color Caucus

Mark McBeth, John Jay College of Criminal Justice & The Graduate Center/CUNY; Olivia Woods, The Graduate Center/ CUNY; Christopher Morabito, The Graduate Center/CUNY; Jason Myers, The Graduate Center/CUNY; Damele Collier, The Graduate Center/CUNY

Relying on the resources of online resources, this panel addresses rhetorical resolutions of a millenial problem: how language (under)represents agents who reclaim identities of their own invention. Panelists redress unheard claims,unexposed evidence, and unrecognized warrants of marginalized communities as counter-discourses of 21-century survival.


Assessing curricular changes that emphasize intensive exposures to authentic genres in the first-year writing classroom

Danielle Zawodny Wetzel, Carnegie Mellon University; Joanna Wolfe, Carnegie Mellon University; Susan Tanner, Carnegie Mellon University; Emily Dejeu, Carnegie Mellon University; Nisha Shanmugaraj, Carnegie Mellon University

This panel reports upon ongoing curricular changes and their preliminary assessment in a first-year writing program. The presenters share a variety of data, including student perception surveys, focused interviews with students about their writing knowledge, and computer assisted rhetorical analysis of student writing.


Radical Redesign, Part II: Revising the University of Maryland's FYW Curriculum towards Social Justice and Civic Engagement

Jessica Enoch, University of Maryland; Justin Lohr, University of Maryland; Brandy Williams, University of Maryland; Brittany Starr, University of Maryland; Sarah Bonnie, University of Maryland; Marina Luray Seamans, University of Maryland

The presenters in Radical Redesign, Part II will discuss the various aspects of the programmatic redesign of their first-year writing course a course that will now overtly foreground rhetorical educations relationship to civic engagement and social justice.


Finding Funding for a WPA Consultant-Evaluator Visit

Shirley Rose, Arizona State University, Director of WPA Consultant-Evaluator Service; Michael Pemberton, Georgia Southern University, Associate Director of the C-E Service; Susan Miller-Cochran, University of Arizona; Gina Szabady, Lane Community College (Oregon) (not confirmed); Dominic DelliCarpini, York College of Pennsylvania

Roundtable session, sponsored by the WPA Consultant-Evaluator Service, focused on strategies for funding a C-E visit. Presenters describe finding funding for a C-E visit at their institutions. The session will then open up for attendees to brainstorm ideas for finding funding. Session will adjourn early so participants can consult one-om-one with members of the Consultant-Evaluator Service one-to-one.


Reframing Transnational Experiences: Writing Programs, International TAs, and Intercultural Pedagogies

Megan Schoettler, Miami University; Yan Li, Miami University; Hua Zhu, Miami University

This panel will explore the experiences of international teaching assistants, an underexplored area of research. Building on existing scholarship, personal experience, and primary research, this panel will discuss international TAships from multiple perspectives.

Essex A

Transfer and Tacit Knowledge

Felt Sense: A Case Study of Tacit Writing Knowledge

Aimee C. Mapes, The University of Arizona

A case study of Nina, a college student writer followed for five years as part of UA's Longitudinal Study of Student Writers (2012-2017), this presentation considers the importance of tacit knowledge in supporting writing development based on Ninas reflections during interviews, writing samples, and surveys.

From Remediation to Inclusivity: Revising Basic Writing at a Catholic University in Miami, Florida

Paige Banaji, Barry University; Aimee Jones, Barry University

This presentation shares the curricular revision and assessment of the Basic Writing course at Barry University, a Catholic university in Miami, Florida. In order to foster inclusivity, the course shifts pedagogical focus from prescriptive methods for composition to a genre-based approach that emphasizes rhetorical awareness, reflective writing, and writing transfer.

Essex B

Conscious Choices: Enhancing Civic Mindedness through Writing

Tracy Ann Morse, East Carolina University; Kate Harrington, East Carolina University; Jenn Sisk, East Carolina University; Celestine Davis, East Carolina University

We have made conscious choices as a WPA and writing instructors to challenge students to think, engage, and write with a civic focus. This panel will explore program level to curriculum and assignment level initiatives to engage students with the goal to enhance their awareness of themselves in their communities.

Essex C

Supporting Student and Faculty Development

Community College WPAs: Advocating for Inclusion in the Workplace

Lizbett Tinoco, Texas A&M University-San Antonio
Two-Year College

This presentation will discuss research-driven narratives of community college WPAs who use many rhetorical tools available to them to enact advocacy in the workplace.

What Students Want: Advanced Grammar Instruction

Dina Lopez, Texas Tech University
Two-Year College

This presentation is part of an ongoing study of student agency and affordances in advanced grammar. The study will:

~ codify students' self-assessment on strengths and weaknesses in their writing

~ survey students for their preferences in grammar and punctuation methodologies

~ survey writing centers about their concerns and solutions for students' advanced grammar skills

There is Room at the Cross: Including Dual Enrollment Students in conversations of Inclusion

Jerrice Donelson, Michigan State University

A research-in-progress perspective using XA/UX methods to further discuss implications of dual enrollment students missing in WPAs conversation of inclusion and how not including these students further impoverishes the collective toward institutional initiatives of access, equity and equality.

Laurel AB

Inviting Undergraduate Researchers to the Assessment Table

Emily Cope, York College of Pennsylvania; Gabe Cutrufello, York College of Pennsylvania; Kim Fahle, York College of Pennsylvania; Travis Kurowski, York College of Pennsylvania; Elana Rapp, York College of Pennsylvania; Keelan Tollinger, York College of Pennsylvania


This panel considers the value of collaborating with undergraduates on assessment as a means of mentoring UR in writing studies. Undergraduates and faculty will describe our efforts collaborating on two assessment projects. Panelists will then facilitate a workshop, helping audience members consider assessment and mentoring options in their local contexts.

Laurel CD

Broadening the Conversation across the Institution

Heavy Lifting: How WPAs Facilitate Knowledge Transfer for Faculty

Lisa Tremain, Humboldt State University

Transfer scholarship has tended to neglect to investigate how programs and instructors are ”like students”engaged in transfer of learning, and how WPAs work recursively to facilitate this transfer. This project investigates how WPAs facilitate exposure to and uptake of theories from the field for contingent and/or lecturer faculty.

Our Journey from a Marginalized Writing Program to Radical Inclusion: Addressing Current Challenges

Joyce Adams, Brigham Young University

Our Journey from a Marginalized Writing Program to Radical Inclusion: Solving Current Challenges BYU social science professors felt their students needs were not addressed in writing classes taught by English Department faculty. A new College Writing Specialist helped create discipline-specific writing courses and trained tutors in genres other than traditional research papers. This former marginalized writing program seeks help with current challenges.

Occlusion in a First-Year Composition Genre Set: Assessing Assignment Sheets and Grading Rubrics

Dustin Morris, University of Delaware

Assignment sheet and rubric studies are part of a genre set when used in a writing intensive classroom, but instructors may not see a strong connection between these documents while students understand may be weaker. To this end, I examine the relationship between the assignment sheets located in a Writing Program and the grading rubrics used to assess the final  products.

Kent AB

Of Coping and Catharsis

Work-Life Unity: From Balance to Blend

Vivian Kao, Lawrence Technological University

The idea of work-life balance encourages separation between work and the life outside of work, thus maintaining a power structure in which employers bestow the benefits of a fulfilling life to employees. WPAs can instead work toward unifying work and life to achieve wholeheartedness in every decision, task, and interaction.

Job Shaming & WPAs

William DeGenaro, The University of Michigan Dearborn

My presentation examines job shaming in the context of writing programs: To what extent do WPAs shame others? To what extent are WPAs shamed? What does shaming look like? How does shaming impact WPAs lives and work?

Kent C

Advocating for Writing-Program Change

Going it Alone: Tackling Consultant Evaluator Recommendations as a Solo WPA

Erin Banks-Kirkham, La Sierra University

This presentation shares the results of a consultant evaluator visit and the continuing struggle to achieve goals to improve writing instruction, programs, and assessment as the only WPA at a small, private university.

Renovating the Table: Reclaiming the FYW Curriculum in the "Post-Remedial" Age

Becky L. Caouette

In this interactive presentation, participants are invited to consider from scratch the instruction their students need, regardless of how these needs correspond to pre-existing remedial, mainstream, advanced, or corequisite models. We will consider strategies we might employ and curricular choices we might make in order to best meet these needs.

Using the WPA Outcomes Statement to Model Teaching and Learning Across the Campus

Beth Brunk-Chavez, University of Texas at El Paso

This presentation will focus on how the WPA Outcomes statement served as a model for incorporating our university's QEP. Discussion will include the articulation of the "Edge Advantages" into course goals and objectives, the process of identifying and developing curriculum and activities, and the practice of building Advantages into online classes. An FYC course will be featured.