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This page serves as a database for OWC-related scholarship. You can filter results by using the tags below or the search bar to the right.

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Multimodal Composition in Writing Centers: The Practical, the Problems, and the Potential (2020)

Writing centers have long struggled with their relationship to multimodal, particularly digital, composition. As the “writing” in the name implies, writing centers most frequently focus on written alphabetic texts; historically, consultants not only work with traditional mediums, but are trained to work primarily on research papers, essays, shorts writings, cover letters, etc. However, when it comes to multimodal composition, writing centers are divided on how to approach it.

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Technology Professional Development of Writing Faculty: The Expectations and the Needs (2020)

Not only is the current scholarship on technology professional development (TPD) of writing faculty at the periphery of Writing Studies, there doesn’t seem to be a clear conceptualization of the scope of knowledge and skills needed to teach writing with technology critically and productively. In this study, I address these issues using two research questions: a) What are the teaching with technology-related expectations for college writing faculty as stipulated in 11 CWPA, CCCC, and NCTE position statements? b) What are the characteristics of technology professional development programs, as identified in these statements, that train teachers to meet these expectations?

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Changing Conditions for Multilingual Writers: Writing Centers Destabilizing Standard Language Ideology 2020

Writing centers provide a crucial site for multilingual writers to experience generative and productive conversation about their writing projects and for their language and cultural experiences to be appreciated as sources for meaning-making. For this to be possible, tutors must understand the phenomenon and problems of standard language ideology (SLI) and should have opportunities to develop practices that reflect translingual perspectives on language and communication.

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Working Toward Social Justice through Multilingualism, Multimodality, and Accessibility in Writing Classrooms 2020

This article threads together multilingualism and disability studies research in writing studies, and introduces composition pedagogies that embrace multilingualism, multimodality, and accessibility simultaneously. We argue that writing teachers can work toward social justice in writing courses by considering accessibility through intersectional (Crenshaw; Martinez) and interdependent (Jung; Wheeler) approaches that put language diversity and disability in conversation (Cioè-Peña).

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Critical Translation and Paratextuality: Translingual and Anti-Racist Pedagogical Possibilities for Multilingual Writers 2020

This article affords insights into the interdependence between writing and critical translation to inform implementations of antiracist and translingual writing pedagogies. Promoting linguistic and social justice for multilingual writers, it presents a writing assignment design that focuses on critical translation across asymmetrical power relations between languages, texts, writers, and readers.

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Dissertation Boot Camps, Writing as a Doctoral Threshold Concept, and the Role of Extra-Disciplinary Writing Support (2020)

This article seeks to answer two questions: what kinds of expertise are needed to lead an effective dissertation boot camp; and how can those outside the graduate student’s discipline support their writing? Drawing on four years of application data and post-camp interviews, I reveal how writing process knowledge—similar to that described in the scholarship on first-year composition—is a fundamental reason dissertators seek help from the boot camps.

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Addressing the Challenges and Opportunities of a Feminist Rhetorical Approach for Wikipedia-based Writing Instruction in First-Year Composition (2020)

Wikipedia’s gender gaps are both well-established and well-challenged, and while Wikipedia-based assignments have become more common in composition, teacher-scholars have not fully explored the opportunities for feminist pedagogy offered by the encyclopedia. This article reports on a teacher research study designed to examine the efficacy of the feminist rhetorical approach for understanding critical literacy learning through Wikipedia-based assignments in First-Year Composition (FYC).

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