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Showing 1 to 15 of 23 results Save | Export
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Sharma, Ghanashyam – Across the Disciplines, 2018
Given that STEM professionals must regularly engage in transnational and cross-cultural communication, learning to write in their academic disciplines and professions means learning to navigate World Englishes, employ diverse sociolinguistic and rhetorical resources, and negotiate meaning across linguistic and sociocultural borders. Analyzing…
Descriptors: Global Approach, Writing Instruction, STEM Education, Intercultural Communication
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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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Barron, Nancy Guera; Gruber, Sibylle; Pfannenstiel, Amber Nicole – Across the Disciplines, 2016
In this article, we show how discussions of creating high-impact learning experiences led to the Undergraduate Videogame Symposium, a public venue where students from all disciplines presented their disciplinary learning to a non-disciplinary audience. After providing an introduction to the learning principles emphasized by the Interdisciplinary…
Descriptors: Academic Achievement, Student Motivation, Participant Observation, Undergraduate 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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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
Simpson, Steve; Clemens, Rebecca; Killingsworth, Drea Rae; Ford, Julie Dyke – Across the Disciplines, 2015
A flurry of recent research in writing studies has addressed the need for more systematic approaches to graduate-level writing support, though more research is needed into more organic models that account for graduate students' specific needs and that build infrastructure for writing support within university departments. This article reports on a…
Descriptors: Graduate Students, STEM Education, Earth Science, Engineering Education
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Townsend, Martha – Across the Disciplines, 2013
This qualitative case study examines the reading acumen of a cohort of twenty-six senior football players at a Midwestern public research university. Data related to three indices--ACT scores, interview responses, and personal preferences--were collected as part of a larger IRB-approved study aimed at determining the factors that led to the entire…
Descriptors: Athletes, Team Sports, College Seniors, Interviews
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Gogan, Brian – Across the Disciplines, 2013
Recent considerations of threshold concepts in the rhetoric and writing studies discipline fail to consider the role that reading plays in the learning of student writers. This article reports results from a three-part, two-year, empirical study of seventy-five learners enrolled across four sections of a writing-intensive course. The course…
Descriptors: Writing Across the Curriculum, Reading Writing Relationship, Reading Instruction, Writing Instruction
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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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Jensen, Amber – Across the Disciplines, 2012
A pilot program in a public high school positions experienced student writing center tutors to become WAC liaisons who foster writing across the curriculum by raising questions, identifying needs, and providing support to their teachers with the goal of strengthening writing instruction school-wide. This article discusses the background and…
Descriptors: Student Empowerment, Writing Across the Curriculum, Student Writing Models, Pilot Projects
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Driscoll, Dana Lynn – Across the Disciplines, 2011
Transfer, or how much knowledge from one context is used or adapted in new contexts, is a longstanding issue for researchers and teachers of writing in a variety of disciplines. Transfer is of particular concern when examining how effective first-year writing is in preparing students with a foundation for their disciplinary coursework. This…
Descriptors: Writing (Composition), Writing Instruction, Student Attitudes, College Freshmen
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Lindsey, Peggy; Crusan, Deborah – Across the Disciplines, 2011
Earlier research on assessment suggests that even when Native English Speaker (NSE) and Non-Native English Speaker (NNES) writers make similar errors, faculty tend to assess the NNES writers more harshly. Studies indicate that evaluators may be particularly severe when grading NNES writers holistically. In an effort to provide more recent data on…
Descriptors: Native Speakers, English (Second Language), English, Writing (Composition)
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Lancaster, Zak – Across the Disciplines, 2011
This article offers a linguistic analysis of interpersonal stancetaking in four argumentative term papers written in an upper-level undergraduate course in economics. Two of the papers were written by English L2 writers who experienced particular difficulty with the assignment and two by English L1 writers who received the highest grades among the…
Descriptors: Second Language Learning, Native Language, Writing Instruction, Persuasive Discourse
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Patton, Martha Davis – Across the Disciplines, 2011
Given complaints about preparation of international students for their writing-intensive courses, a director of first-year writing and an undergraduate researcher at a Midwestern research university conducted a needs assessment based on Kaufman's model. Instruments used included a survey, interviews, and analysis of commentary on sample papers.…
Descriptors: Second Language Learning, Foreign Students, Models, Interviews
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