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Showing 1 to 15 of 53 results Save | Export
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Kinane, Karolyn – Across the Disciplines, 2019
Contemplative pedagogy is part of the larger emerging field of Contemplative Studies. Louis Komjathy (2018) has observed three characteristics shared by various aspects of Contemplative Studies: practice commitment, critical subjectivity, and character development. This paper uses these three characteristics to describe and define a…
Descriptors: Teaching Methods, Metacognition, Perception, Writing Instruction
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Chaterdon, Kate – Across the Disciplines, 2019
According to a growing body of research, fostering a metacognitive awareness of the writing process is integral to the development of strong writers. Writing scholars (e.g., Driscoll & Wells, 2012; Yancey, Robertson, & Taczac, 2014; Gorzelsky, Driscoll, Pazcek, Jones, & Hayes, 2017) suggest that developing this awareness can improve…
Descriptors: Metacognition, Perception, Writing Instruction, Writing (Composition)
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Croft, James; Benjamin, Michael; Conn, Phyllis; Serafin, Joseph M.; Wiseheart, Rebecca – Across the Disciplines, 2019
This study examines student perceptions about (i) whether writing in undergraduate disciplines contributes to the development of student pre-professional identity (PPI) and (ii) how writing in such disciplines affects PPI relative to other classroom activities. The study was conducted at St. John's University in New York, which has a very diverse…
Descriptors: Undergraduate Students, Content Area Writing, Writing (Composition), Self Concept
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Percy, Alisa – Across the Disciplines, 2019
This paper engages with the central theme of this special issue, "From the Margins to the Centre," as a particular kind of narrative that occupies the imagination of literacy educators in the academy, particularly those who are located in the "centre," but whose experience ironically finds them "pinned to the margins"…
Descriptors: Reflection, Literacy Education, Foreign Countries, Teaching Methods
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Baird, Neil; Dilger, Bradley – Across the Disciplines, 2018
Writing transfer scholarship is more systematically investigating the influence of dispositions, which are internal qualities that influence how individuals react to learning contexts. In this article, we consider dispositions in science laboratories, which are important contexts for WAC/WID instruction, especially at institutions where these…
Descriptors: Writing Across the Curriculum, Content Area Writing, Transfer of Training, College Students
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Fife, Jane – Across the Disciplines, 2018
Effectively constructing a confident authorial stance and framing one's argument in the context of the ongoing scholarly conversation are important skills for writers to acquire as they gain expertise writing in an academic discipline. Construction of an effective authorial stance is complicated by conventions of avoiding first-person pronouns in…
Descriptors: Teaching Methods, English for Academic Purposes, Writing Instruction, Form Classes (Languages)
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Romero, Yasmine; Shivers-McNair, Ann – Across the Disciplines, 2018
Student conceptions of internationalization directly impact how multilingual students, both international and domestic, engage course content within the WAC/WID classroom. For example, a student who majors in English literature may define internationalization as recreating political power, while a student who majors in business may consider…
Descriptors: Writing Instruction, Undergraduate Students, Discourse Analysis, Multilingualism
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Mao, LuMing – Across the Disciplines, 2018
Difference or facts of nonusage present a challenge to teacher-scholars of writing and rhetoric in WAC/WID and beyond. How can they appropriately engage different language and rhetorical practices in the classroom and relations of power asymmetry in discursive engagements? How can they effectively address issues of disciplinarity and challenge…
Descriptors: Rhetoric, Writing Across the Curriculum, Teaching Methods, Content Area Writing
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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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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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Winzenried, Misty Anne – Across the Disciplines, 2016
Graduate teaching assistants (TAs) and the general education yet discipline-specific courses they often teach occupy a complex peripheral position in the university. This qualitative comparative case study investigated disciplinary TAs' identities and pedagogical strategies as they taught writing courses linked with disciplinary lecture courses at…
Descriptors: Writing Across the Curriculum, Writing Instruction, Teaching Assistants, Graduate Students
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Boettger, Ryan K. – Across the Disciplines, 2016
Understanding the linguistic and rhetorical patterns of an academic discipline strengthens students' abilities to write in professional settings. Data-driven learning and corpus-linguistic methods can increase this understanding and should be considered valuable contributors to any writing curriculum. In this paper, I present a case history on…
Descriptors: Editing, Technical Writing, Writing Instruction, Case Studies
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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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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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