This essay proposes a pedagogical approach to writing instruction in universities facing familiar institutional goals and barriers alongside the heightened emotional complexities of students post-pandemic. Students at these universities often pursue vocational paths, yet since spring 2020, their interpersonal and cultural challenges have deepened,…

University students can become overwhelmed and hopeless as they pursue their final capstone writing projects. They are also navigating trying times of overlapping crises such as poverty, environmental decay, and war. To address these challenges, our Capstone Writing Groups (CWG) are designed to develop students' writerly competence and enhance…

Research on writing pedagogy education (WPE) emphasizes the importance of engaging graduate student instructors (GSIs) in mindful reflection about their own practices and about composition theory. Little research, however, has explored what we learn from a systematic, empirical investigation of GSIs' reflective writing. In this article, we…

This study explores the relationship between the dispositions toward research that writing teachers convey through their assignments and those that their students express in their reflective writing. We applied the term "problem-exploring" to a set of dispositions described by the ACRL Framework and coded each clause of instructor…

Student writers labeled "underprepared" by colleges often have trouble imagining themselves as scholars. Challenges these students routinely encounter include difficulty forming original insights and translating ideas to the page. Although the usage of the term "underprepared" varies across institutional contexts, the…

In this article, we argue that using students' reflective writing to understand specific aspects of their classroom experience requires that researchers systematically integrate into the curriculum reflections that responsibly attend to both students' learning and the focus of classroom research. Informed by recently published articles on…

In this program profile, we describe the development of a new track in Science Communication (SciComm) for an existing Professional Writing minor offered by an independent Writing Program. We identify the international and local exigencies for improving SciComm; the resources needed for this new track--both those already in place and those…

The bias against personal experience manifests in writing courses as privileging the citation of scholars, fearing emotional writing, and equating argumentation with democratic ideals. To value the lives and knowledges of marginalized students, the curricular goals, assignments, and activities for writing courses needs to be reconsidered.…

This article seeks to theorize the pedagogical work disabled instructors navigate to create accessible writing classrooms. Through retroactive analysis, I introduce the concept of Access Negotiation Moments (ANMs) as limited, low-stakes contexts where disabled instructors define the limits of their own access needs. Ultimately, I theorize a…

As WPAs at a research institution without a WAC program, we embarked on this project to learn about the types of writing prompts faculty across the disciplines assign and their expectations for student writing. Although our first-year composition program is genre-based and focuses on teaching for transfer, we did not know what genres other faculty…

This case study of students enrolled in a composition course at a large public university examines multilingual students' application of multimodal composition practices to writing assignments that emphasize delivery and circulation. Assignments in which students remediate or translate a text in one genre or medium into another are widely used to…