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

Teaching Writing Across the Disciplines II

Session Chair: 
Norah Ashe-McNalley, University of Southern California
Fountain IV


  1. Susanne Hall, California Institute of Technology
    How do the content and form of effective comments on student writing vary across disciplines, especially in the quantitative STEM disciplines? How might students’ expectations and needs for feedback from a reader change based on whether they are writing a close reading of a poem or a technical report on an engineering project? This presentation addresses these questions by sharing results from a 2016 survey of 376 students at a highly selective STEM-focused university, as well as from in-depth interviews with 12 of those students.
  2. Deborah M. Sims, University of Southern California
    The overarching work of this paper is to delineate the unique challenges that women experience as workers, and further interrogate the ways those obligations specifically affect teaching and academic life on a university campus.  This type of inquiry is imperative for career professors whose livelihood and advancement is contingent upon student evaluations, socialization with peers and administrators, and other factors, which are influenced by a women’s ability to provide the proper emotional responses within the workplace. 
  3. Nancy Barron, Northern Arizona University
    Our presentation is an example of Faigley’s call to “tap energy” of existing communities of writing as we integrated the writing center into student public spaces, and have interns focus on projects that influence the culture of writing at our university. The interns will present their new Youtube Channel, the writing assistants will present work in public spaces, the faculty and staff will present their work with staff, and interns, and the director will present on administrative challenges of designing a pro-active community of practice.
  4. Heidi Hansen, Northwest College
    Through archival analysis of course syllabi, a two-year school assessed the current scope (frequency, type, and distribution) of writing across the curriculum to identify institutional strengths and weaknesses in teaching writing. The results of the study allow the institution to better target WAC/WID strategies for improving learning outcomes.
Session Cancelled: