The NWP Studio Model: Growing Writers And Teachers Of Writing

Chapter in Innovative Developments in Writing Studio Practice forthcoming in 2015 from Hampton Press   For 40 years, the mission of the National Writing Project (NWP) has been to improve the teaching of writing. Nearly 200 NWP sites located on college campuses across the United States work with educators from primary through postsecondary on this […]

Making Writers in a National Writing Project Invitational Summer Institute

Kentucky English Bulletin, Spring 2014, Vol 63, No. 2, pgs. 50-59   These findings support the idea that working in a learning community focused on writing has a long-term, positive effect on writers by decreasing writing apprehension; attending to the sources of writing self-efficacy; and fostering self-regulation. The results of this study provide support for […]

(BEG)ging the Question: Using Online Tools to Support Writing Feedback

With Alison Hruby and Brandie Trent Kentucky English Bulletin, Spring 2014, Vol 63, No. 2, pgs. 30-36 Effective writing feedback is an essential part of writing development. Without effective feedback, students do not engage in the “substantive self-assessment and revision” necessary to their growth and development as writers (Beach and Friedrich 231). Effective feedback is […]

Review: Agents of Integration: Understanding Transfer as a Rhetorical Act

In Agents of Integration: Understanding Transfer as a Rhetorical Act, a new addition to the Studies in Writing and Rhetoric series by Southern Illinois University Press, Rebecca S. Nowacek addresses one of the greatest challenges facing education: how and why and when students connect and apply learning from one context to another. The issue is […]

Writing Self-Efficacy and Written Communication Skills

Writing is an essential professional skill. The goal of writing instruction in business communication classes is to develop the skills and knowledge necessary to successfully meet future writing challenges. However, many writers struggle to transfer skills and knowledge from one context to another. The primary reason for this struggle is that despite years of writing […]

Digital Connections and Learning Styles

Written with Julie Davis and Letitia Harding (chapter in The Handbook of Research on Virtual Environments for Corporate Education and Employee Learning edited by William Ritke-Jones), published Spring 2010 Online or e-learning is increasingly becoming an integral part of education and training programs both in the academic world and in industry. This chapter includes a study […]

The Need for Rules: Determining the Usability of Adding Audio to the MOO

With Lora Arduser, Julie Davis, Rob Evans, Christine Hubbell, Cheri Mullins and Chris Ryan. Computers and Composition, 28 (2011). This usability study assesses the impact on user experience when audio is added to a text-based MOO classroom in a large distance learning Ph.D. program. We found that the addition of audio to this text-based, synchronous […]

A Study of Writing Self-Efficacy in Adults

Given the powerful influence writing self-efficacy exerts over writing performance, it is essential we increase our understanding of writing self-efficacy and its sources. As writing is now understood to be a social act, it is also important that we specficially look at writing self-efficacy sources that are socially influenced. This study focuses on the impact […]