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International Writing Studies

> International Writing Studies: Outside the USA, where is post-secondary writing studied?
> International Glossary: How are common concepts interpreted in international contexts? (Tiane Donahue launches this FAQ with a French-English glossary.)

Composition Founders

> Who are the “founders” of Composition? How can we learn about them? Sue Hum, University of Texas San Antonio, has launched this ongoing project to answer these questions. The “Composition Founders” space identifies those whom we consider to be founders, includes biographies and extensive annotated bibliographies for each, and invites others to add to what we know about these important figures. The initial materials for this project were produced by students in Sue Hum’s graduate seminar during Fall 2007.

TESOL / ESL Resources

> Annotated Bibliography/Webliography of TESOL Materials for Writing Program Administrators: What resources are available for teaching English to speakers of other languages? [Compiled by Kristine Hansen, Brigham Young U, and Joe Janangelo, Loyola U Chicago]

Outcomes Statement

> Using the Outcomes Statement: What schools use the Outcomes Statement, and how?

Program Design

> Content of Composition: What is the content of composition? (1) When is a writing class a writing class, and when does it become something else? (2) What do we include in writing classes? (via Duane Roen, WPA-L, September 2006)
> Second Semester Course Options: What are options for composition courses in the second semester? (Question from Catherine Hobbs, via WPA-L, October 2006)
> WAC Programs: What is the most effective way of leading or renewing a WAC initiative on campus?
> Writing Requirements: What are the arguments for requiring one comp course in the first year and another in the 3rd, instead of 2 courses in the first year?

Basic Writing

> Feedback and Basic Writing: How can basic writing teachers provide effective feedback to students? (This FAQ initiated by Valerie Burden, Amanda Carmona, Kasey Carter, and Aidan Riordan-Buell, graduate students in Karen Uehling’s Basic Writing Course at Boise State University, Fall 2012.)
> Technology Tools (2012): What current technology tools and strategies that can be used in Basic Writing class? (This FAQ initiated by Andrea Oyarzabal and Rob Shaffer, graduate students in Karen Uehling’s Basic Writing Course at Boise State University, Fall 2012.)
> Generation 1.5 Students: Who are Generation 1.5 Students? (This FAQ initiated by Luci Brown and Cassie Smith, graduate students in Karen Uehling’s Basic Writing Course at Boise State University, Fall 2012.)
> Service-Learning and Basic Writing: How can service-learning be implemented in a basic writing course? (Module created by graduate students in Karen Uehling’s graduate seminar, Spring 2011)
> English Language Learners and Basic Writing: What do basic writing instructors need to know to improve ELL student writing? (This FAQ initiated by Cecilia Pattee, Amanda Fehrer and Reba Bailey, graduate students in Karen Uehling’s Basic Writing Course at Boise State University, Spring 2011.)
> CBW Survey Results by Type of School: What are the Trends Shown in the CBW Survey of Writing Programs When Collated by Type Of School? (Module developed by Rick Coonrod, Shawna Schneiderman, and Nick Rose, members of Karen Uehling’s graduate Teaching Basic Writing class at Boise State University, Spring 2011.)
> Teaching Reading in Basic Writing: A resource for instructors looking to learn and share ways and reasons for incorporating reading instruction and practice in the Basic Writing classroom. (Developed by Joshua Seely, Alex Goochey, and Jenny Lawrence, members of Karen Uehling’s graduate Teaching Basic Writing class at Boise State University, Spring 2011.)
> Best Practices for Basic Writing Placement: Extensive overview of placement practices used to identify students for Basic Writing. (Resource developed by Sarah Olson and Debra Touchette, members of Karen Uehling’s graduate Teaching Basic Writing class at Boise State University, Spring 2011.)
> Teaching Basic Writing: How is basic writing defined, and by whom? What should happen in classes for students called “basic writers,” and why should those things happen? What’s at stake – for institutions, for instructors, and for students – in various definitions of basic writing? These questions wound through the work of Linda Adler-Kassner’s Winter 2008 section of “Teaching Basic Writing at the College Level” at Eastern Michigan University.
> Basic Writing Resources: Where can we find materials that others are using in their BW courses? How can we share material that we have developed?
> Personal Writing in Basic Writing Courses: What is the role of personal writing in basic writing courses? (A module created by graduate students in Susan Wolff Murphy’s graduate seminar, Spring 2007)
> Collaborative Practices: What are the benefits and challenges of collaboration in Basic Writing courses? (An extensive module created by graduate students in Karen Uehling’s graduate seminar, Fall 2006)
> Course Credit: How are Basic Writing courses counted for college credit? (An extensive module created by graduate students in Karen Uehling’s graduate seminar, Fall 2006)
> Theme-Based Courses: Why should we and how can we employ theme-based coursework in a Basic Writing classroom? (An extensive module created by students in Karen Uehling’s graduate seminar, Fall 2006)
> Best Practices: What are best practices for using readings and teaching reading, for providing feedback, for working with ESOL students, for teaching writing, and for designing courses? (An extensive module created by students in Linda Adler Kassner’s graduate seminar, Spring 2006)
> Reading List: Teaching Basic Writing: What books and articles do we recommend for those who are preparing to teach or who are teaching Basic Writing? (A list assembled by Lori Rios.)

> Basic Writing Syllabi: How are graduate students prepared to teach basic writing? What do students and teachers do in graduate courses that prepare new teachers of basic writing? (A collection of materials, initially gathered and assembled by Shannon Carter.)

> Basic Writing Graduate Courses: Which schools offer grad-level courses in teaching basic writing? (A list compiled by Karen S. Uehling, 2004)

Adult Learners

> HomePage: What are available resources for teaching adult learners? How can we learn more about this?

Assessment

> General Education Assessment: How are colleges and universities developing and assessing general education plans / programs?
> FYProgramAssessment: How are writing programs being assessed? Who is willing to share information about or data from their work?
> FYCompEffects: What is the empirical evidence that Comp 101 is working?
> Automated Evaluation of Writing: How effective is computerized scoring (in formal assessment, in grading classroom assignments, in text checking)?
> PortfolioAssessment: Who uses portfolios for program assessment?
> Knowledge Transfer: What do we know about transfer of skills from writing course to writing course, from writing situation to writing situation?
> USA Addiction to Testing: Who is responsible for prevalence of language testing in the United States today?

Placement

> Directed Self-Placement: What is “Directed Self-Placement? How does it work? Who uses it?
> Online Directed Self-Placement Module from Teaching Composition Listserve: McGraw-Hill Teaching Composition Listserve hosted a month-long discussion of Online DSP in October. Ed Jones (SHU) has made the module (with fixed links) available online.
> CompFAQs/Who is using DSP?: Beginning list compiled by Asao B. Inoue, 2008. This is an attempt to maintain a current list.
> Minimum Competencies: What are the minimum competencies students need in order to be prepared for/successful in ENGL 1010, according to the profession? (Question posed by Bonnie Kyburz, October 2006, WPA-L)
> Online Placement: How does Online Placement work? Who uses this method?
> Testing: How are SAT or ACT results used to determine placement? What is the value of the writing portions of these tests?
> Writing Placement: How can we improve our writing placement system?
> Placement Research: What research has been done on placing students in FY writing courses?
> AP cut-offs: What AP scores are used to determine placements?

Curriculum

> New Media Courses: How are teachers designing courses for writing in/with “new media”? (A query sent to TechRhet by Jan Fernheimer, November 2006)
> Content of Composition: What is the content of composition? (1) When is a writing class a writing class, and when does it become something else? (2) What do we include in writing classes? (via Duane Roen, WPA-L, September 2006)
> Second Semester Course Options: What are options for composition courses in the second semester? (Question from Catherine Hobbs, via WPA-L, October 2006)
> Larson Report-1994: What do we know about curricula in Writing Programs? Richard Larson’s 1994 report of a study supported by the Ford Foundation.
> Knowledge Transfer: What do we know about transfer of skills from writing course to writing course, from writing situation to writing situation?
> Numeracy: How can we teach students about “Numeracy”? What resources are available?
> Teaching Grammar: What is the evidence that teaching of grammar will improve the writing of students?
> CompLit: Should literature be used in the composition classroom? If so, how? If not, why?
> Research Writing: How are students doing research now, in the age of the internet?
> Assignment Sequences: What are alternatives to mode-based assignment sequences in FY comp?
> Curriculum: What curricular designs are available for FY writing programs?
> Regression: Do writers lose control of previously mastered skills when they encounter new and different uses of writing or contexts for writing?
> Emotion and Composition: What are connections between Emotion and Composition? (A bibliography compiled by Ian Montgomery from postings to WPA-L, October 2005.)
> Visual Rhetoric: How familiar are students with the use of tables, charts, and graphs, their attendant vocabulary, design, and use? (WPA-L exchange initiated by Joe Williams.)
> Feminist Pedagogy: What is Feminist Pedagogy and how does it relate to writing instruction?
> Expressivist Pedagogy: What is Expressivist Pedagogy and how does it relate to writing instruction?
> Collaborative Learning: What is Collaborative Learning and how does it relate to writing instruction?

Plagiarism

> Definitions of Plagiarism: What is plagiarism?
> Institutional Policies on Plagiarism: What are institutional policies about plagiarism? How do they use (or not use) the WPA Position Statement on Plagiarism?
> Plagiarism Detection Services: What do we need to know about plagiarism detection services and online paper mills? How should detection services be used, if at all? What should we know and tell students about online paper mills?
> Originality and Plagiarism: What are the relationships among originality, novely, particularity, imitation, and plagiarism? (Charles Bazerman. “Paying the Rent: Languaging Particularity and Novelty.” Plenary address at the University of Michigan Sweetland Writing Center conference on “Originality, Imitation, and Plagiarism,” 23–25 September 2005.)
> Plagiarism Resources: Where can we learn more about plagiarism and our discipline’s responses to the issue? (Links provided by Becky Howard)
> Plagiarism: How can we help students avoid plagiarism?
> Writing Centers and Plagiarism: What is the role of Writing Centers in dealing with plagiarism?
> AfterPlagiarism: What can teachers do after students have plagiarised? (Jerry Nelms)

Teaching Methods

> Working with Learning Disabled Writers: “New” section, with link to 2010 contribution from Lori Houston, UT PanAm
> Movement and Composition: What books or article titles concern writing and physical theater/movement? OR: writing and “documentary theater”? (August 2006: Chidsey Dickson posed this question on WPA-L and shared the list he compiled.)
> Continuous Practice and Prompt Responses: How can students expand their learning to use writing? The roles of continual practice and prompt responses. (Contribution from Valerie Balester, July 2006)
> Peer Critique: How effective is peer critique?
> Five Paragraph: What should be the role of the five-paragraph essay in writing courses?
> TimeManagement: How can teachers help students with time management, as part of writing courses?
> Plagiarism Resources: Where can we learn more about plagiarism and our discipline’s responses to the issue? (Links provided by Becky Howard)
> Plagiarism: How can we help students avoid plagiarism? What is it?
> AfterPlagiarism: What can teachers do after students have plagiarised? (Jerry Nelms)
> Feminist Pedagogy: What is Feminist Pedagogy and how does it relate to writing instruction?
> Expressivist Pedagogy: What is Expressivist Pedagogy and how does it relate to writing instruction?
> Collaborative Learning: What is Collaborative Learning and how does it relate to writing instruction?
> Effects of Animals in Teaching Writing: What research has been done on the effects of animals as helpers in writing and teaching writing?

Writing Centers

> Tutor Training-Bibliography: What are some of the available resources for the training of university writing center tutors?
> OWL-Bibliography: What type of scholarship has been / is being produced about OWLs?
> How do we know if Writing Centers are effective?: Contributed by Chelsea Seiller, a graduate student in Dr. Susan Garza’s Spring 2007 graduate seminar in Composition Theory and Pedagogy.
> CompFAQs/How does Writing Center theory support mainstreaming basic writers?: Contributed by Noelle Ballmer, a graduate student in Dr. Susan Garza’s Spring 2007 graduate seminar in Composition Theory and Pedagogy.
> CompFAQs/What is the role of a Writing Center consultant?: Contributed by Gillian Lawlor, a graduate student in Dr. Susan Garza’s Spring 2007 graduate seminar in Composition Theory and Pedagogy.
> CompFAQs/How does Writing Center theory align with learning theories?: Contributed by Sean Britt, a graduate student in Dr. Susan Garza’s Spring 2007 graduate seminar in Composition Theory and Pedagogy.
> CompFAQs/What are options for promoting a Writing Center?: Contributed by Patricia Lopez, a graduate student in Dr. Susan Garza’s Spring 2007 graduate seminar in Composition Theory and Pedagogy.
> CompFAQs/What are the options for growing a Writing Center?: Contributed by Elizabeth Stein, a graduate student in Dr. Susan Garza’s Spring 2007 graduate seminar in Composition Theory and Pedagogy.
> Writing Centers and Plagiarism: What is the role of Writing Centers in dealing with plagiarism? Contribution from student in Dr. Susan Garza’s Spring 2007 graduate seminar in Composition Theory and Pedagogy.

Faculty Development

Preparing Teachers

> Job Search Advice: What are best suggestions for new graduates entering the job market? (Responses to Melody Bowdon’s query via WPA-L)
> Academic Job Interview Questions: Compiled by Nanda Dimitrov, Ph.D, Associate Director, Teaching Support Centre, University of Western Ontario. Shared with POD Listserve, December 2007.
> Morehead State U-Courses In Writing Pedagogy: How are teachers prepared to teach writing in elementary and middle school, in secondary schools, and as MA candidates preparing to teach college-level writing? Robert Royar shares 3 extensive course proposals / descriptions, one for each level of preparation.
> Composition Theory: What are examples of different versions of “Composition Theory” or “Composition Theory and Pedagogy” seminars?
> Top 5 for New Teachers: What are top 5 books or articles that new writing teachers should read? (List compiled by Thomas Pace, via WPA-L, November 2004)
> TA Training: What books are used for TA Training?
> Using Computers in Composition Classrooms: What readings would be in A Critical Sourcebook for Computers in Composition Classrooms? (From Michelle Sidler: The TOC and Bibliography for book due in Spring 2007: Sidler, Michelle, Richard Morris, and Elizabeth Overman Smith. Computers in the Composition Classroom: A Critical Sourcebook. Bedford/St. Martin’s.

Technology

> New Media Courses: How are teachers designing courses for writing in/with “new media”? (A query sent to TechRhet by Jan Fernheimer, November 2006)
> Using Blogs: Using Blogs in Writing Classes: Why? When? How? Instead of? Challenges? Examples?
> Computer Classrooms: What is the best arrangement for computer classrooms?
> Using Computers in Composition Classrooms: What readings would be in A Critical Sourcebook for Computers in Composition Classrooms? (From Michelle Sidler: The TOC and Bibliography for book due in Spring 2007: Sidler, Michelle, Richard Morris, and Elizabeth Overman Smith. Computers in the Composition Classroom: A Critical Sourcebook. Bedford/St. Martin’s.

Bibliographies

>Bibliography of Graduate Writing Instruction: Extensive bibliography compiled by Justin Jory, focusing on scholarship related to writing instruction for graduate students.
> Bibliographies: Other than CompFAQs, where can I find bibliographies for composition-related topics / issues / questions?
> Free-access Online Journals: Rich Haswell assembled this initial list of online, free-access journals in the area of writing studies was constructed in July, 2010 by Rich Haswell with the help of Cheryl Ball, Vicki Byard, Patty Ericsson, Charlie Lowe, and Lynn Reid. URLs are pages, usually homepages, which contain a link to current and past issues. At the end of this list are two omnibus compilations of online journals.
> Becky Howard’s Bibs: See this collection of bibliographies for a range of issues related to writing instruction and writing program administration.
> Tutor Training-Bibliography: What are some of the available resources for the training of university writing center tutors?
> OWL-Bibliography: What type of scholarship has been / is being produced about OWLs?

Workload

> Teaching Loads: What are teaching loads for writing teachers?
> Class Size: Can we show that increasing class size in composition courses will have negative effects?
> Workload Estimation: How do we calculate teacher workload for a composition course?

WPA-Related

> Course Load & Support Staff: How are WPAs compensated with reassigned time from teaching and what kinds of support staff are they provided?
> WPA Tenure and Promotion: How do institutions value WPA work in the tenure and promotion process? How do institutions use (or not use) the WPA’s statement on the Intellectual Work of Writing Program Administration? (Based on Derek Owens’ query posted to WPA-L on August 10, 2006.)
> Renewable Contracts: Which schools have renewable (indefinitely renewable) contracts for non T/T writing faculty? How are they handled?
> WPA Release Time: How are WPAs compensated with reassigned time from teaching?
> WPAPositions: How are WPA positions defined?
> WPA Graduate Courses: How are graduate students prepared for WPA positions? (A collection of syllabi and course materials.)

Writing Majors

> Writing Majors: Which universities have writing majors?

Reading Lists

> Common Readings: What are U.S. colleges and universities using for campus-wide common readings? In August 2008, Chris M. Anson, NC State University first assembled this list from responses to queries posted on several listservs and from information obtained from the Internet. He contributed the list to CompFAQs, where is can now grow, as schools add their campus-wide common readings.
> Movement and Composition: What books or article titles concern writing and physical theater/movement? OR: writing and “documentary theater”? (August 2006: Chidsey Dickson posed this question on WPA-L and shared the list he compiled.)
> Using Computers in Composition Classrooms: What readings would be in A Critical Sourcebook for Computers in Composition Classrooms? (From Michelle Sidler: The TOC and Bibliography for book due in Spring 2007: Sidler, Michelle, Richard Morris, and Elizabeth Overman Smith. Computers in the Composition Classroom: A Critical Sourcebook. Bedford/St. Martin’s.
> Teaching Basic Writing: What books and articles do we recommend for those who are preparing to teach or who are teaching Basic Writing? (A list assembled by Lori Rios.)
> Feminist Writing and Rhetoric: What readings about “feminist writing and rhetoric” do you use in graduate courses? How do you use them?
> Top 5 for New Teachers: What are top 5 books or articles that new writing teachers should read? (List compiled by Thomas Pace, via WPA-L, November 2004)
> TA Training: What books are used for TA Training? (List compiled by Sue McLeod, via WPA-L, July 2005)
> Ericsson PhD Comps: What was your reading list for PhD exams? (via WPA-L, August 2004)
> Theory and Composition Studies: What are the theories from different disciplines that inform the study and practice of writing? (Rich Haswell, updated 2005)

Writing Program Documents: Archive

> Writing Program Documents: Archive: Part of a project initiated by Margaret Marshall and Deborah Minter
> Larson Report-1994: What do we know about curricula in Writing Programs? Richard Larson’s 1994 report of a study supported by the Ford Foundation.

Professional Reports

> Larson Report-1994: What do we know about curricula in Writing Programs? Richard Larson’s 1994 report of a study supported by the Ford Foundation.

Institutional Policies

> Plagiarism: What are institutional policies about plagiarism? How do they use (or not use) the WPA Position Statement on Plagiarism?
> WPA Tenure and Promotion: How do institutions value WPA work in the tenure and promotion process? How do institutions use (or not use) the WPA’s statement on the Intellectual Work of Writing Program Administration? (Based on Derek Owens’ query posted to WPA-L on August 10, 2006.)
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