114th Annual Conference - Pasadena, California
Friday, November 11 - Sunday, November 13, 2016

Teaching Writing Across the Disciplines I

Session Chair: 
Shefali Rajamannar, University of Southern California
Fountain IV


  1. Norah Ashe-McNalley, University of Southern California, Nathalie Joseph, University of Southern California
    Undergraduate student publication is instrumental to developing quality critical thinking, reading, and writing skills.  By allowing students the opportunity to participate in a formal academic discourse of their own, these journals create a way for students to take their research and writing beyond the classroom.  Students benefit on both sides of the publication process; authors as well as editorial staff develop a higher level of audience awareness and engagement in academic discourse.  
  2. Deepika Marya, University of Massachusetts Amherst
    Teaching interdisciplinary writing is often experienced as disruptive as it reveals contestations and boundaries between different methodologies that contribute to hierarchies between disciplines. Ranciere’s concept of ‘play’ advances a model inviting students to free writing from pre-conditioned boundaries. Using this concept is an invitation to emancipate the teaching and learning of interdisciplinary writing, enunciating new ways to write across disciplines.  
  3. Ljiljana Coklin, University of California, Santa Barbara
    This paper examines classroom practices related to teaching agency, encouraging civic engagement, and cultivating students’ public presence. More specifically, it looks at the following questions: How can students discover and define their agency? How can students see their agency in action?
Session Cancelled: