Reaching Out from the Writing Classroom

Adler-Kassner, Linda; Estrem, Heidi

doi:10.1007/0-387-24250-3_11

Cited by 9 publications

(5 citation statements)

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“…On the one hand, cases where WPAs play a primary role in scheduling or negotiating the schedule with other stakeholders illustrate ways WPAs can promote effective and equitable conditions for writing instruction by working with other network stakeholders and ecological resources. On the other, cases where WPAs have limited power show how their exclusion from the scheduling process impedes the kinds of writing instruction endorsed by the CCCC Position Statement on the Principles for the Postsecondary Teaching of Writing (Adler-Kassner et al, 2015).…”

Section: Implications For Course Scheduling Processesmentioning

confidence: 99%

“…CWPA should draft a position statement or revise existing position statements to assert WPAs' centrality in institutional scheduling networks, similar to the way such documents already specify the responsibilities and authority WPAs should have within their own programs and departments. Similarly, statements like the Principles for the Postsecondary Teaching of Writing (Adler-Kassner et al, 2015) that outline best practices in writing instruction should be expanded to discuss physical classroom infrastructure as a factor affecting social, process-based writing instruction.…”

Section: Appendix A: Plan Presented To the English Department Executi...mentioning

confidence: 99%

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Systems Shift: Creating and Navigating Change in Rhetoric and Composition Administration

2023

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Section: Implications For Course Scheduling Processesmentioning

confidence: 99%

Section: Appendix A: Plan Presented To the English Department Executi...mentioning

confidence: 99%

Systems Shift: Creating and Navigating Change in Rhetoric and Composition Administration

2023

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“…Moreover, he found that university students in their first professional placement, a co‐op or internship experience, drew on a broad range of internalized rhetorical strategies, not necessarily those learned in writing courses. Work in both first language (L1) and L2 contexts has explored how to facilitate the transfer of learning from writing or composition courses to other academic courses (e.g., Adler‐Kassner, ; DePalma & Ringer, ; James, , ; Yancey, Robertson, & Taczak, ). Key to facilitating transfer in both L1 and L2 contexts is instructional time and resources that allow students to reflect on their previous learning about writing and connect or “reshape” it to current writing contexts (DePalma & Ringer, ; Yancey et al, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Student and faculty perceptions of writing in a foreign language studies major

Menke

Anderson

2019

Foreign Language Annals

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Writing occupies a central position in university foreign language studies programs, yet little is known about the nature of writing instruction in upper‐division content courses. Drawing on quantitative and qualitative data, this study, which was part of an internal program assessment, explores faculty and student perceptions of students’ writing abilities as well as students’ perceptions of the quality, focus, and components of writing instruction. Findings point to a lack of clarity in expectations and students’ uncertainty about the relationship between content and language in writing. In addition, contradicting reports of students’ writing abilities suggest that process‐oriented instruction that incorporates faculty feedback supports and improves university students’ writing within the discipline. Suggestions for improving writing instruction and students’ outcomes are discussed in the context of previous scholarship on university curricula and faculty professional development.

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“…A growing body of research on the reading-writing relationship has employed a number of approaches to provide insight into this relationship (Adler-Kassner & Estrem, 2005;Koons, 2008;Graham et al, 2018). Each investigation into the reading-writing interconnection provides an approach that reflects specific beliefs about what comprises reading and writing as well as their essential relationship.…”

Section: Introductionmentioning

confidence: 99%

Designing Reading-Writing Teaching Strategy for the Academic Writing Course

Rochma

2023

JBLS

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The concept of integrating reading and writing in the language instruction has been portrayed through an increasing number of research studies. Nevertheless, many areas remain to be explored. Even though previous research studies often portrayed the beneficial impacts of integrating reading and writing, yet they do not suggest how such impacts affect the students in a specific course. Hence, the present research study aims to propose a design of reading-writing teaching strategy that needs to be addressed within a specific course especially the academic writing course. This research study employed the adapted model of ADDIE (Dick et al., 2015) to develop the proposed teaching strategy. The process of need analysis was carried out through analysing the introduction section of research articles written by the undergraduate students using Swales and Feak’s CARS model (2004) and examining the syllabus of reading and writing courses. Meanwhile, as the primary frameworks for the teaching strategy development, the rhetorical reading strategies and academic writing were adopted. The results of need analysis show that, mostly, undergraduate students’ research articles lack 1 step in Move 1, 2 steps in Move 2, and 3 steps in Move 3 particularly in the introduction section. The omission of steps in the CARS model by these student-authors seems to happen due to two major factors, namely the scarcity of (1) control over the writing process and (2) linguistic resources. Hence, suggesting the reading-writing teaching strategy for academic writing courses is considered essential.

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Reaching Out from the Writing Classroom

Cited by 9 publications

References 0 publications

Systems Shift: Creating and Navigating Change in Rhetoric and Composition Administration

Systems Shift: Creating and Navigating Change in Rhetoric and Composition Administration

Student and faculty perceptions of writing in a foreign language studies major

Designing Reading-Writing Teaching Strategy for the Academic Writing Course

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