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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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Ives, Lindsey; Gokhale, Jayendra S.; Barott, William C.; Perez, Michael V. – Across the Disciplines, 2019
This article evaluates the use of biweekly deadlines called "Sprints" to scaffold the development of conference papers in graduate-level courses in econometric modeling and electrical engineering through analysis of faculty assessment reports, observation notes, and transcripts of two audio-recorded class sessions. Data were analyzed to…
Descriptors: Engineering Education, Graduate Students, Scaffolding (Teaching Technique), Conference Papers
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Anderson, Paul; Anson, Chris M.; Gonyea, Robert M.; Paine, Charles – Across the Disciplines, 2016
This article reports on a study that suggests ways that Writing Across the Curriculum/Writing in the Disciplines (WAC/WID) programs can increase the effectiveness of their efforts, including implementation of writingintensive courses, which are one of the Association of American Colleges and Universities' High-Impact Educational Practices. The…
Descriptors: Writing Across the Curriculum, Content Area Writing, Writing Assignments, Writing Instruction
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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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Rademaekers, Justin K. – Across the Disciplines, 2015
Over the past two decades, academic and research institutions increasingly moved toward a transdisciplinary model of knowledge production where collaborations occur among disciplines with seemingly divergent methods and ideologies. More complicated than less-integrated modes of collaboration, transdisciplinary research has been described as an…
Descriptors: Writing Across the Curriculum, Research Universities, Research, Writing Processes
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Lee, Sohui; Carpenter, Russell – Across the Disciplines, 2015
In this article, the authors explore the corpus of literature on creative thinking and applied creativity in higher education to help composition teacher-scholars and writing center practitioners improve the application of creativity in written, visual, and multimodal composing practices. From studies of creative thinking investigated across…
Descriptors: Creative Thinking, Writing Across the Curriculum, Writing (Composition), Creativity
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Marquez, Loren – Across the Disciplines, 2015
Just as WAC pedagogy and writing studies both stress the ways that writing and communication practices can act as both heuristics and products of genre-based, discipline- specific knowledge, in much the same way, performance, too, can be used as a heuristic and as a product and should be more fully explored in WAC theory and pedagogy. This article…
Descriptors: Performance, Interdisciplinary Approach, Heuristics, Writing Across the Curriculum
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Brooks-Gillies, Marilee; Garcia, Elena G.; Kim, Soo Hyon; Manthey, Katie; Smith, Trixie – Across the Disciplines, 2015
While the editors of "Across the Disciplines" were working at the Michigan State University (MSU) Writing Center in 2011, they began focusing on the issues of graduate writing support through their involvement with the graduate writing groups hosted through the MSU Writing Center, conducting research on the benefits of such groups. When…
Descriptors: Graduate Students, Writing Across the Curriculum, Writing Instruction, Laboratories
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Shapiro, Elliot – Across the Disciplines, 2015
This article argues that teaching writing can help graduate students become better writers. Each year, more than 100 graduate students from more than thirty departments participate in one of two training courses offered through Cornell's John S. Knight Institute for Writing in the Disciplines. This article describes some of how these courses…
Descriptors: Writing Processes, Writing Across the Curriculum, Writing Instruction, Graduate Students
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Douglas, Jennifer – Across the Disciplines, 2015
Graduate students face a fundamental change in identity when transitioning from undergraduate writers to graduate writers. In their new role as graduate writers and researchers, they must move from consuming knowledge to producing knowledge through their writing. Often, they must learn new genres of writing, new disciplinary conventions, and new…
Descriptors: English for Academic Purposes, Graduate Students, Authors, Rhetoric
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Boquet, Elizabeth; Kazer, Meredith; Manister, Nancy; Lucas, Owen; Shaw, Michael; Madaffari, Valerie; Gannett, Cinthia – Across the Disciplines, 2015
In 2010, Fairfield University, a Jesuit Carnegie Masters Level 1 University located in the Northeast, established its first doctoral-level program: the Doctorate of Nursing Practice (DNP). In a developing program such as the DNP, some of the most pressing concerns of current rhetoric and writing in the disciplines align and interact with the…
Descriptors: Nurses, Nursing Education, Graduate Students, Nursing Students
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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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Lillge, Danielle – Across the Disciplines, 2012
Widespread adoption of the Common Core State Standards (CCSS) in the United States has resulted in an unprecedented set of national secondary school writing standards that shift responsibility for writing instruction across content areas. As secondary school teachers grapple with these new demands, this article proposes that WAC can serve as a key…
Descriptors: Writing Across the Curriculum, Common Core State Standards, Writing Instruction, Secondary School Students
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