This book explores roles that L2 writing specialists, IEP directors and instructors, writing center administrators, and others within writing studies might play in potential cross-campus dialogues on graduate student writing support.
Author: Steve Simpson (Assistant professor of communication)
Publisher: University of Michigan Press ELT
This book explores roles that L2 writing specialists, IEP directors and instructors, writing center administrators, and others within writing studies might play in potential cross-campus dialogues on graduate student writing support. It includes a diverse chorus of voices on graduate writing support--both seasoned, well-known researchers in second language writing and composition studies and fresh new voices and perspectives.
The essays in this volume show how to navigate the divide between traditional writing center theory and practices, developed to support undergraduate writers, and the growing demand for writing centers to meet the needs of advanced graduate ...
Author: Susan Lawrence
Publisher: University Press of Colorado
Re/Writing the Center illuminates how core writing center pedagogies and institutional arrangements are complicated by the need to create intentional, targeted support for advanced graduate writers. Most writing center tutors are undergraduates, whose lack of familiarity with the genres, preparatory knowledge, and research processes integral to graduate-level writing can leave them underprepared to assist graduate students. Complicating the issue is that many of the graduate students who take advantage of writing center support are international students. The essays in this volume show how to navigate the divide between traditional writing center theory and practices, developed to support undergraduate writers, and the growing demand for writing centers to meet the needs of advanced graduate writers. Contributors address core assumptions of writing center pedagogy, such as the concept of peers and peer tutoring, the emphasis on one-to-one tutorials, the positioning of tutors as generalists rather than specialists, and even the notion of the writing center as the primary location or center of the tutoring process. Re/Writing the Center offers an imaginative perspective on the benefits writing centers can offer to graduate students and on the new possibilities for inquiry and practice graduate students can inspire in the writing center. Contributors: Laura Brady, Michelle Cox, Thomas Deans, Paula Gillespie, Mary Glavan, Marilyn Gray, James Holsinger, Elena Kallestinova, Tika Lamsal, Patrick S. Lawrence, Elizabeth Lenaghan, Michael A. Pemberton, Sherry Wynn Perdue, Doug Phillips, Juliann Reineke, Adam Robinson, Steve Simpson, Nathalie Singh-Corcoran, Ashly Bender Smith, Sarah Summers, Molly Tetreault, Joan Turner, Bronwyn T. Williams, Joanna Wolfe
Building for sustainability: Dissertation boot camp as a nexus of graduate writing
support. Praxis: A ... In S. Simpson, N. A. Caplan, M. Cox, & T. Phillips (Eds.),
Supporting graduate student writers: Research, curriculum, & program design (pp
Author: Char Ullman
Through conducting an ethnographic study about doctoral students from traditionally underrepresented groups who are learning to conduct ethnographic research, this volume offers unique insight into the challenges and experiences through which these students develop their skills and identities as qualitative researchers. Foregrounding the stories and perspectives of students from minority backgrounds including Latinx, Black, differently abled, and queer students, Graduate Students Becoming Qualitative Researchers identifies how the process of learning to conduct ethnographic research underpins doctoral students’ success, confidence, and persistence in the academy. Chapters follow students during a one-year ethnographic research course during which they learn about ethnography, and also conduct observations, write field notes, interview participants, and gather artifacts. Offering important pedagogical insights into how ethnography and academic writing are communicated, the text also tackles questions of access and diversity within scholarship and highlights barriers to first-generation and minoritized students' success, including impostor syndrome, stereotype vulnerability, and access to time, knowledge, and capital. This volume will prove valuable to doctoral students, postgraduate researchers, scholars, and educators conducting qualitative research across the fields of education and rhetoric, as well as the humanities and social sciences. It will also appeal to those interested in multiculturalism and diversity within the education sector.
Praxis: A Writing Canter Journal, 10(2). Retrieved from www.praxisuwc.com/.
Philips, T. (2016). Writing center support for graduate students: An integrated
model. In Simpson et al. (Eds.), Supporting graduate student writers (pp. 159–
Author: Pejman Habibie
This book draws on the perspectives of authors, supervisors, reviewers and editors to present a rich, nuanced picture of the practices and challenges involved in writing for scholarly publication. Organized into four sections, it brings together international experts and junior scholars from a variety of disciplines to examine both publishing experiences and current research in the field. In doing so, it challenges the view that Native English speakers have a relatively easy ride in this process and that it is only English as an Additional Language (EAL) scholars who experience difficulties. The volume highlights central themes of writing for publication, including mentoring and collaborative writing, the writing experience, text mediation, the review process, journal practices and editorial decision-making, and makes a strong case for taking a more inclusive approach to research in this domain. This edited collection will appeal to students and scholars of applied linguistics, English for academic purposes, academic writing, and second language writing.
Carrie Forbes, Peggy Keeran. student writing, learning, and English as an
Additional Language (EAL) is provided through the Research Commons and
administratively managed by the Student Learning Commons, another
department located ...
Author: Carrie Forbes
Providing practical and theoretical chapters on academic library services for graduate students, this volume helps information professionals support this often-overlooked campus population to address their multiple roles and identities as students and as future faculty members or professionals. As more and more students attend graduate programs, many higher education institutions have established professional development programs to help graduate students learn the wide range of skills needed to be successful as both students and as future professionals or academics. To presuppose that graduate students are proficient library users is a mistake. Graduate students need and want help, and many libraries are now offering specialized services for this diverse population. Contributors to this edited volume provide case studies and practical advice on academic library services for graduate students that support their multiple roles on campus and address the complex social and emotional issues related to their other roles as parents, working adults, caretakers, and more. As academic libraries shift from functioning primarily as collections repositories to collaborating as key players in discovery and knowledge creation, value-added services for graduate students are even more central to libraries' changing missions. This book makes an important contribution to the ongoing professional conversation and is a useful tool for librarians who want to better support graduate students at their institutions. Provides case studies and practical advice for specialized library services for an often-overlooked academic population Highlights innovative designs for instructional and outreach programming, as well as physical library spaces, that target the needs of graduate students Describes best practices for tailoring library services to the unique needs of graduate students with divergent career goals Demonstrates how academic librarians can contribute to lifelong learning and workplace information literacy by supporting graduate students, not only as students but also as future academics and professionals Details collaborative endeavors that result in services and programming which address the holistic needs of 21st-century graduate students
inquiry, context, and process, offers new ways for us to help graduate students
move from finding information to analyzing and synthesizing ... In the introduction
to the recently published Supporting Graduate Student Writers: Research ...
Author: Grace Veach
Publisher: Purdue University Press
This volume, edited by Grace Veach, explores leading approaches to teaching information literacy and writing studies in upper-level and graduate courses. Contributors describe cross-disciplinary and collaborative efforts underway across higher education, during a time when "fact" or "truth" is less important than fitting a predetermined message. Topics include: working with varied student populations, teaching information literacy and writing in upper-level general education and disciplinary courses, specialized approaches for graduate courses, and preparing graduate assistants to teach information literacy.
Research Literacies and Writing Pedagogies for Masters and Doctoral Writers explores emerging innovations in supporting the development of research literacies in post/graduate writing.
Author: Cecile Badenhorst
Post/graduate students experience enormous challenges in research writing. New writing pedagogies make explicit the often-hidden research literacies. Research Literacies and Writing Pedagogies for Masters and Doctoral Writers explores emerging innovations in supporting the development of research literacies in post/graduate writing.
The range of student services offered by existing graduate student centers
includes advising and support of graduate ... mentoring and advising programs
for faculty and students , especially for marginalized populations ; writing
Author: Melanie J. Guentzel
This volume identifies the needs of graduate and professional students (a demographic historically underepresented by student affairs professionals) and advises how student services professionals help these students address their needs. Traditionally, the psychological aspects of the graduate and professional student experience have fell on academic departments or the graduate college. An increasing number of student services professionals, however, are now including the graduate and professional student under their umbrella of service. This volume is a response to the demand from these professionals for more research based information and advice addressing the needs of these graduate and professional students. This is the 115th volume of New Directions for Student Services, a quarterly journal published by Jossey-Bass. Click here to view the entire list of New Directions Student Services titles.
The student research grant award is granted twice yearly to help support
graduate student research on a variety of sexually related topics . " Guidelines
and entry forms for SASE . Open to SSSS students pursuing graduate study .
Contains a list of entries that provide potential markets for writers, covering magazines, publishers, syndicates, and contests, providing information on submission requirements, pay scale, freelance work, and listings of editors and agents.
of Spring semester 2005 , 44 W - courses had been developed , involving 88 TAs
and 3992 students . ... The psychology department , also long committed to
improving and supporting student writers , also hired instructors who would take
responsibility ... The English department enhanced their commitment to
professionalizing their graduate students , and CWIL worked with them 206
Author: Wendy Strachan
Study of univ writing across curriculum program.
Graduate teaching assistants teach two courses each semester or teach a single
course and tutor in the Reading Writing Center . The first - year writing program
relies on the support of this fully established Reading Writing Center and on a ...
Author: Leo M. Lambert
Publisher: Stylus Pub Llc
The product of a survey of 500+ institutions nationwide, in which they described their TA training programs. Profiles 72 centralized and discipline-based exemplary programs in detail, plus directory information on another 350+ programs. Cosponsored by the Council of Graduate Schools.
For example , the Writing Center ' s managerial team ( circle 4 ) involves graduate
students who are training to work in various ... Over time , these acts of
consilience result in a network of support for students ' writing , as faculty across
Author: Shirley K. Rose
Publisher: Boynton/Cook Pub
The work of Writing Program Administration, however, overturns that perception, for it demands that theory be integrated within everyday decision-making.
Author: Lynn E. Miner
Publisher: Oryx Press
More than 5,100 current programs from 1,880 sponsors, including U.S. and foreign foundations, corporations, government agencies, and other organizations.