© 2019 by Goucher College Writing Program  |   For Questions email phaye.poliakoff-chen@goucher.edu

Session I

Saturday, July 27th, 10:40 AM - 11:40 AM

Falkland

Issues of Inclusion and Access

What the Data Say: Using the National Census of Writing to Examine the Discipline's Inclusivity

Brandon Fralix, Bloomfield College; Jill Gladstein, Swarthmore College

The 2017 National Census of Writing (NCW) provides updated data about the state of the field. The presenters will use these data to examine contingent labor practices, especially at Minority Serving Institutions, and to examine the (non)inclusivity of the term Writing Program Administrator.

Writing Program as Access Sponsor

Tara Wood, University of Northern Colorado

This presentation brings together strands of mobility studies, social justice, and disability studies in order to forward a theory of writing program as access sponsor. Conceptually mapping the concept of access sponsor onto literacy sponsor allows for an investigation into the ways in which writing programs (and all they entail) function as a sponsor that either impedes or advances student opportunities for both literacy and social mobilities.

Heron

Creating Inclusive Journals in Writing Studies

Susanne Hall, California Institute of Technology; Michael Pemberton, Georgia Southern University; "Lori Ostergaard, Oakland University; Jacob Babb, Indiana University Southeast; Jim Nugent, Oakland University; Julianne Newmark, University of New Mexico

This roundtable features editors from journals in writing studies. We will offer guidance for publishing in our journals and discuss what inclusive editing means to us. We hope to increase access to our journals and promote reflection and critical conversation about the power journal editors have.

Galena

Assessing Access: Making Assessment More Inclusive and Accessible

Stephanie Wheeler, University of Central Florida; Virginia Schwarz, University of Wisconsin-Madison; Molly Ubbesen, University of Wisconsin-Milwaukee

In this proposed session, three panelists review historical and contemporary methods of writing assessment and argue that those designs have always been bound up in problematic constructions of dis/ability. Through interactive discussions, participants will contemplate what it means to be accessible, inclusive, and intersectional in our field.

Iron

A Writing Program (Administrator) in Transition: Negotiating Liminal Authority in Times of Change

Alex Gatten, University of Connecticut; Ruth Book, University of Connecticut; Reme Bohlin, University of Connecticut

Tenure Free

Graduate student WPAs reflect on the challenges and rewards of inhabiting multiple and sometimes conflicting positions. Each playing a role in a large and innovative curriculum redesign, these graduate students will discuss how the FYW program transition has invited the blending of roles across disciplines and typical academic hierarchies.

James

Creating An Inclusive Writing Program-Library Partnership: One Institution's Approach to Professional Development with New Stakeholders

Melissa Bowles-Terry, University of Nevada Las Vegas; Kaitlin Clinnin, University of Nevada Las Vegas; Brittany Paloma Fiedler, University of Nevada Las Vegas; Priscilla Gutierrez, University of Nevada Las Vega

This panel discusses how one institutions writing program and library partnered with contingent instructors, graduate teaching assistants, and undergraduate students to incorporate multiple perspectives into instructor professional development. Panelists will offer strategies to identify and include new stakeholder voices in writing program-library collaborations within audience members local contexts.

Essex A

Truth by Design

Designing Reading: Digital Texts, Document Design, and Reading Instruction

Carolyne King, The University of Delaware

This presentation draws upon two case studies of students engaging with digital texts and argues that as the material features of texts shape the reader's interaction, writing curricula must include new awareness to digital design and the ways that text designers understand the reader and reading processes.

The Study of Falsehoods: An Inquiry-Based Writing Course

Chris Anson, North Carolina State University; Kendra Andrews, North Carolina State University

This presentation describes a pedagogy based on the identification and study of falsehoods perpetuated in online media. Informed by the work of Sarah Arroyo and Gregory Ulmer and following the instructional methodology of David Jolliffe's "Inquiry as Genre" approach, a writing course will be presented that engages students in "deep inquiry" and the production of multiple genres devoted to the presentation of truth.

Essex B

Quiet, Informal Works-in-Progress Writing

Casie Fedukovich

This casual works-in-progress session is intended to provide accountability, support, and a quiet place to work for all CWPA attendees. Whether you're looking for solo downtime to write, read, or grade or for a partner to look over a draft, this space is for you. Open to all!

Essex C

Models of Collaboration

Do It Ourselves (DIO): Collaborative DIY and Decentering Middle Class Whiteness for Student and Faculty Success

Jessica L. Parker, Metropolitan State University of Denver; Jane Chapman Vigil, Metropolitan State University of Denver

This interactive session will focus on moving from DIY (do it yourself) to DIO (do it ourselves) to foster collaboration inside and across programs. We will discuss how this has worked in our program and collaborate with attendees on DIO solutions to equity problems we face in common.

 

Y Tu Traductor También: Reframing Familiar Pedagogies Through Interdisciplinary Collaboration

Patti Poblete, Henderson State University

This presentation considers how interdisciplinarity can strengthen our program pedagogy, particularly in the way we approach and prevent plagiarism. Attribution is often pigeonholed as citation, but thats scholarly whack-a-mole. As WPAs, we need to reconceive the way we talk about plagiarism, but that means getting outside of our comfort zone.

Laurel AB

Can Students Write? How do We Know?

Re-envisioning "Portfolio Norming": Challenging Programmatic Practices for More Equitable Assessment

Mandy Macklin, University of Washington, Seattle; Candice Rai, University of Washington, Seattle

The presenters will describe their research on their attempts at being radically inclusive with shifting required portfolio assessment sessions to better align with broader shifts we are making in our writing program toward translingual practices.

Why Can't Graduate Students Write?: Making the Case for Transfer Pedagogy in the University of Tennessee's Graduate Studies Programs

Kimberly Turner, University of Tennessee

I explore how 1) transfer theory provides a framework for developing graduate studies curricula, & 2) how graduate writing prompts scholars to rethink transfer theory. I examine how rethinking graduate programs through the lens of transfer better equips graduate students for the highly-situated writing tasks required at the graduate level.

Laurel CD

The Value of Voice: Sustaining Learning Communities as Inclusive Models of Faculty Development

Laura Yoo, Howard Community College; Alexis Teagarden, UMass Dartmouth; Jennifer Messier, George Mason University

Mentoring

Research demonstrates that faculty value learning community (LC) models for professional development and that LCs effect positive change in student learning. But sustaining inclusive LCs is a challenge. This panel reports on how three institutions implemented LC models to promote sustained professional development across faculty rank, experience, and disciplinary background.

Kent AB

From WPA-L Dumpster Fire to Radical Inclusion: Rhetorical Listening through Structured Dialogue

Teresa Grettano, University of Scranton; Laurie McMillan, Pace University

Attendees will participate in structured dialogue about the discursive culture on the WPA-L and in the field. In small groups, participants will answer questions about their experiences with and beliefs about inclusion, exclusion, and silencing in timed rounds, hopefully to practice rhetorical listening so as to develop understanding and empathy.

Kent C

The Possibilities (and Limits) of Inclusion

In Acknowledgement of Systemic Limitations of Radical Inclusion

Al Harahap, University of Oklahoma

Calls for academia and its work to become more diverse and inclusive are enthusiastically met with scholarship and practices rushing to do this work. However, I argue that we have not yet come to terms with our systemic limitations and first need to do so in order to reconcile the gap between radical intent and radical action.

A Modest Proposal for Antiracist Programmatic Assessment

Amanda Rose Pratt, University of Wisconsin--Madison

Drawing on personal experience with Dynamic Criteria Mapping, I suggest that asking writing instructors what we really value--without clear opportunities for critical reflexivity--can reinscribe problematic and racist logics about student writing. From there, I challenge the audience to consider what an antiracist programmatic assessment might look like across institutions.

Including the Multilingual Writer in FYC: Understanding L2 Writer Success, Failure, and Retention

Anne Turner, University of New Mexico

In this presentation, I propose four core strategies needed for successful student transfer from ESL programs into FYC: social constructs of writing (including cultural identity and argumentation), writing as a process (drafting strategies), revision skills (content revision and proofreading), and expressive writing (content creation and style).