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Showing 1 to 15 of 66 results Save | Export
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Zamin, Nadia Francine – Across the Disciplines, 2019
Responding to the call for the contemplative teaching of writing initiated by O'Reilley (1993) and extended by Kirsch (2008; 2009), Kroll (2013), Kroll (2008), Wenger (2015), and Harrison (2012), among others, this article explores the theoretical considerations, practical components, challenges, and adaptability involved in teaching a…
Descriptors: Research Reports, Technical Writing, Writing Instruction, Writing Skills
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Stavenhagen, W. Kurt; Dougherty, Timothy R. – Across the Disciplines, 2019
This essay claims that contemplative classroom practices can cultivate "kairotic" composure, which is an attunement to the dual aspects of the rhetorical concept of "Kairos"--a sense of timelessness or deep presence, and a sense for saying or writing the right word in the right moment. While theorists of contemplative writing…
Descriptors: Rhetoric, Writing (Composition), Writing Across the Curriculum, Writing Instruction
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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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Consilio, Jennifer; Kennedy, Sheila M. – Across the Disciplines, 2019
Mindfulness, or present-moment awareness, and its associated qualities of calm/relaxation, nonjudgment, intentionality, concentration, and compassion, are increasingly being used to help cultivate self-awareness, attention, and optimal learning experiences. After defining mindfulness and selecting key concepts, we apply the construct and features…
Descriptors: Metacognition, Perception, Attention, Intention
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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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Thomas, Susan – Across the Disciplines, 2019
While a national agenda seeks to make Australian higher education more inclusive for an increasingly diverse student population, the contribution that writing instruction can make to achieving these goals has been overlooked. This article outlines the rationale, development, and growth of the Writing Hub at the University of Sydney to advocate for…
Descriptors: Writing Across the Curriculum, Laboratories, Writing (Composition), Writing Instruction
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Cavazos, Alyssa G.; Hebbard, Marcela; Hernández, José E.; Rodriguez, Crystal; Schwarz, Geoffrey – Across the Disciplines, 2018
Considering the need for writing and language programs to develop translingual and transdisciplinary pedagogies for teacher development at the graduate level (Canagarajah, 2016; Williams & Rodrigue, 2016), the authors examine the design of a multilingual pedagogy professional development series for first-year Spanish and Writing teaching…
Descriptors: Writing Instruction, Writing (Composition), Writing Across the Curriculum, Faculty Development
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Gentil, Guillaume – Across the Disciplines, 2018
Linguistic and cultural diversity is a common feature of Canadian and U.S. postsecondary demographics, yet Canada's official bilingualism has created unique demands and opportunities for bilingual WAC/WID development and instruction. This article first situates bi- and multilingual WID needs and practices in Canadian academia within the country's…
Descriptors: Modern Languages, Bilingual Education, Translation, Writing Across the Curriculum
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Hartse, Joel Heng; Lockett, Michael; Ortabasi, Melek – Across the Disciplines, 2018
This article gives an account of creating and delivering a (trans)disciplinary writing-intensive course focused on translation and translingual writing. The course, offered in a comparative literature program at a Canadian university, was co-created by an applied linguist, a literature professor, and a curriculum theorist, and was inspired in part…
Descriptors: Foreign Countries, Writing (Composition), Translation, Bilingual Education
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Hendricks, C. C. – Across the Disciplines, 2018
In moves to fortify the discipline and articulate its value, does writing studies risk perpetuating narrow views of disciplinarity and academic writing? Drawing from an analysis of the intersections between WAC/WID [Writing Across the Curriculum/Writing in the Disciplines] and transfer scholarship in popular rhetoric and composition journals, I…
Descriptors: Academic Discourse, Writing Across the Curriculum, Content Area Writing, Interdisciplinary Approach
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Gere, Anne Ruggles; Knutson, Anna V.; McCarty, Ryan – Across the Disciplines, 2018
Drawing on three cases from a larger (N=169) longitudinal study of student writing development, this article shows how STEM students "rewrote" disciplines to suit their writerly purposes as they moved through their undergraduate years. Students made it clear that the institutional dimensions of disciplines, visible in administrative…
Descriptors: STEM Education, Writing Across the Curriculum, Writing (Composition), Undergraduate Students
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Hall, Jonathan – Across the Disciplines, 2018
This article applies the perspective of "boundary work," an approach originating in science studies, to relations between the disciplines of Second Language Writing (SLW) and rhetoric and composition (R&C), especially to controversies surrounding the concept of translingualism. Boundaries both separate and connect, a dual potential…
Descriptors: Bilingual Education, Rhetoric, Writing (Composition), Second Language Learning
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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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Bromley, Pam; Northway, Kara; Schonberg, Eliana – Across the Disciplines, 2016
Taking a dispositional view of transfer and applying Joanne Lobato's "actor-oriented transfer perspective," we analyze student perceptions of writing center visits at three very different institutions. We find that, as a nonevaluative space where university students can develop metacognitive awareness across disciplines and over time,…
Descriptors: Writing Across the Curriculum, Transfer of Training, Writing Instruction, Laboratories
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