Learning from the Lived Experiences of Graduate Student Writers is a timely resource for understanding and resolving some of the issues graduate students face, particularly as higher education begins to pay more critical attention to graduate student success. Offering diverse approaches for assisting this demographic, the book bridges the gap between theory and practice through structured examination of graduate students’ narratives about their development as writers, as well as researched approaches for enabling these students to cultivate their craft. The first half of the book showcases the voices of graduate student writers themselves, who describe their experiences with graduate school literacy through various social issues like mentorship, access, writing in communities, and belonging in academic programs. Their narratives illuminate how systemic issues significantly affect graduate students from historically oppressed groups. The second half accompanies these stories with proposed solutions informed by empirical findings that provide evidence for new practices and programming for graduate student writers. Learning from the Lived Experiences of Graduate Student Writers values student experience as an integral part of designing approaches that promote epistemic justice. This text provides a fresh, comprehensive, and essential perspective on graduate writing and communication support that will be useful to administrators and faculty across a range of disciplines and institutional contexts. Contributors: Noro Andriamanalina, LaKela Atkinson, Daniel V. Bommarito, Elizabeth Brown, Rachael Cayley, Amanda E. Cuellar, Kirsten T. Edwards, Wonderful Faison, Amy Fenstermaker, Jennifer Friend, Beth Godbee, Hope Jackson, Karen Keaton Jackson, Haadi Jafarian, Alexandria Lockett, Shannon Madden, Kendra L. Mitchell, Michelle M. Paquette, Shelley Rodrigo, Julia Romberger, Lisa Russell-Pinson, Jennifer Salvo-Eaton, Richard Sévère, Cecilia D. Shelton, Pamela Strong Simmons, Jasmine Kar Tang, Anna K. Willow Treviño, Maurice Wilson, Anne Zanzucchi
The myopic ideas about what is valued and whose position is deemed more important impacts contingent faculty in ways that, as contributors in this collection share, effect and affect faculty productivity, emotional health, and overall ...
The essays in this volume show how to navigate the divide between traditional writing center theory and practices, developed to support undergraduate writers, and the growing demand for writing centers to meet the needs of advanced graduate ...
How can I write clearly or with clarity? How do I conquer my fear of writing? These are some questions that you will find answers to in "The Graduate Student As Writer: Encouragement for the Budding Scholar.
The Meaningful Writing Project provides writing center directors, WPAs, other composition scholars, and all faculty interested in teaching and learning with writing an unprecedented look into the writing projects students find meaningful.
This book explores roles that L2 writing specialists, IEP directors and instructors, writing center administrators, and others within writing studies might play in potential cross-campus dialogues on graduate student writing support.
... Lived Experiences of Graduate Student Writers , 12 , 185 learning stages , 27 , 265-66 learning - management systema , 206 LeCourt , Donna , 147 legacy mindset , 42 , 267 legacy of care , 84 legitimacy of scholarship , 190 , 191 ...
... writers manage procrastination. In S. Madden, M. Eodice, K. Williams & A. Lockett (Eds.), Learning from the lived experiences of graduate student writers (pp. 174–197). Utah State University Press. Sherry, S. B., Hewitt, P. L., Sherry ...
68) remind us,“such as head-aches and back problems, might not be seen as stress-related, but at times will be ... It might also be exacerbated by financial strain, cultural and linguistic challenges across and within cultures, ...
Employing an ecological framework, the book seeks to advance academic conversation about how writing scholars/instructors and program administrators, as well as other academic service professionals working with this student body, can ...
If you are providing videos, audio recordings, screencasts, and the like, you will need to provide transcripts (or ... And in the case of a video or screencast, it's even better to supply captions right on the visuals themselves instead ...