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Showing 1 to 15 of 32 results Save | Export
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Deans, Thomas – Across the Disciplines, 2017
This study reports on learning outcomes of one-credit writing-intensive (W) courses in the disciplines at a large public university where three-credit W courses are the norm. An evaluation of 210 final papers from four departments--Allied Health, Animal Science, Economics, and Nutritional Sciences--revealed that writing outcomes, as defined and…
Descriptors: College Credits, Writing Instruction, Content Area Writing, Intellectual Disciplines
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Gallagher, Mary; Galindo, Claudia; Shin, Sarah J. – Across the Disciplines, 2016
This study examines the writing-related attitudes of L1 and L2 students who receive individual discipline-based writing help from Writing Fellows. It investigates changes in the students' attitudes toward writing through a survey administered at the beginning and end of the semester in which the students worked with their Writing Fellows.…
Descriptors: Writing Attitudes, English (Second Language), Writing Instruction, Student Attitudes
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Cripps, Michael J.; Hall, Jonathan; Robinson, Heather M. – Across the Disciplines, 2016
The teaching assistantship is a venerable model for funding graduate studies, staffing undergraduate courses, and providing pedagogical support for emerging college and university instructors. In this article, we present a variation of this model of graduate student support: the WAC Fellowship at the City University of New York. Using survey data…
Descriptors: Writing Across the Curriculum, Fellowships, Graduate Students, Professional Development
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Thaiss, Chris; Moloney, Kara; Chaozon-Bauer, Pearl – Across the Disciplines, 2016
First-Year Seminars (FYS) are among the high-impact practices described by AAC&U. We studied the long-standing First-Year Seminar Program at our public research university for the ways in which writing assignments--individualized for each seminar--help faculty and students achieve program objectives in critical and analytical thinking, the…
Descriptors: First Year Seminars, College Freshmen, Writing (Composition), State Universities
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Burdette, Rebecca; Galeucia, Annemarie; Liggett, Sarah; Thompson, Melissa – Across the Disciplines, 2016
This article provides background on Louisiana State University's Communication across the Curriculum (CxC) program and details the history and logistics of its experiential learning and community outreach event--TEDxLSU. In particular, the authors provide details on the Student Creative Communications Team (SCCT) which conceptualizes, plans, and…
Descriptors: Writing Across the Curriculum, Mentors, Communication (Thought Transfer), Online Surveys
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Serviss, Tricia – Across the Disciplines, 2016
National discussions about source-based, academic writing in higher education have been and are increasingly tied to concerns about citation proficiency, plagiarism, and academic integrity. In response to these discussions, scholars have argued for better pedagogical strategies to teach students how to work with sources in effective and ethical…
Descriptors: Citation Analysis, Heuristics, Teaching Assistants, Graduate Students
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Cox, Anicca – Across the Disciplines, 2015
Via interview data focused on instructor practices and values, this study sought to describe some of what performing and visual arts instructors do at the university level to effectively teach disciplinary values through writing. The study's research goals explored how relationships to writing process in visual and performing arts support…
Descriptors: Writing Instruction, Theater Arts, Visual Arts, College Students
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Busl, Gretchen; Donnelly, Kara Lee; Capdevielle, Matthew – Across the Disciplines, 2015
In the past ten years, an increasing number of universities have begun organizing writing "camps," or full-week immersion experiences, in an effort to address the increased need to support graduate student writing. Outside of anecdotes and testimonials, we have previously had very little data about these camps' success. This study,…
Descriptors: Content Area Writing, Graduate Students, Writing (Composition), Writing Instruction
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Kurtyka, Faith – Across the Disciplines, 2015
This article examines the composing practices of two members of a social sorority who use visual images on the media of Tumblr and YouTube to teach potential new members about the kind of sorority experience they will have. From interviews with these composers and analyses of the artifacts they create, I distill three composing principles used to…
Descriptors: Trend Analysis, Student Experience, Visual Aids, Training Methods
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Henry, Jim; Baker, Tammy Haili'opua – Across the Disciplines, 2015
This case study conducted by a writing specialist and a theatre specialist examines the ways in which writing to learn and learning to write took form in a course in which the ultimate goal was a staged production for a live audience. Using naturalistic methodology that deployed both ethnographic and autoethnographic approaches to analyze the…
Descriptors: Case Studies, Theater Arts, Ethnography, Autobiographies
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Hardy, Jack A.; Römer, Ute; Roberson, Audrey – Across the Disciplines, 2015
In attempts to find appropriate and authentic materials for students who are developing their academic writing skills, instructors often turn to works written by professional academics. However, genres such as published research articles and textbooks in specific disciplines may not be the most suitable models for what first year composition…
Descriptors: Freshman Composition, Writing Instruction, Student Writing Models, Writing Across the Curriculum
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Evans-Tokaryk, Tyler – Across the Disciplines, 2014
This article presents the results of a case study at a Canadian university that used a combination of surveys and focus groups to explore faculty members' and students' perceptions of plagiarism. The research suggests that the globalization of education and remix culture have contributed to competing and contradictory understandings of plagiarism…
Descriptors: Integrity, Global Approach, Student Attitudes, Teacher Attitudes
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Young, Justin A.; Potter, Charlie R. – Across the Disciplines, 2013
Using a mixed methodology study, this article explores the influence of academic language comprehension on reading, writing, and academic performance at a regional comprehensive institution. We completed a comprehensive survey of 150 students in ENGL 101 and 201, asking questions about academic reading strategies and important disciplinary…
Descriptors: Academic Discourse, Phenomenology, Coding, Academic Achievement
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Johnson, J. Paul; Krase, Ethan – Across the Disciplines, 2012
The ability of college students to write clearly and competently, both in first-year composition (FYC) and beyond, is often questioned. This qualitative, longitudinal study examines the writing practices and abilities of twelve students, following their performance in their FYC courses to their later studies in Writing in the Disciplines (WID)…
Descriptors: Longitudinal Studies, Writing (Composition), Writing Across the Curriculum, Interviews
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Herkner, Luise; Pydde, Mandy; Tschirpke, Simone – Across the Disciplines, 2012
This article reports about the effort to raise awareness for writing across the curriculum (WAC) and to establish writing centers at German high schools through a pilot project, initiated by a university writing center. The project was run by graduate students from the European University Viadrina (EUV) who in this article share their experience…
Descriptors: Writing Across the Curriculum, Laboratories, Writing (Composition), Peer Teaching
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