TITLE

WPAs, Writing Programs and the Common Reading Experience

AUTHOR(S)
Benz, Brad; Comer, Denise; Juergensmeyer, Erik; Lowry, Margaret
PUB. DATE
September 2013
SOURCE
WPA: Writing Program Administration - Journal of the Council of ;Fall2013, Vol. 37 Issue 1, p11
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Community colleges, colleges, and universities around the United States are instituting common reading programs. These programs often involve prematriculate first-year students reading a common text (or set of texts) and then, once on campus, participating in a range of related academic and/or co-curricular activities. While the goals and administrative roles of common reading experiences (CREs) vary by institution, nearly all intersect with writing programs and the work of writing program administrators (WPAs). These intersections are largely unexplored in writing studies scholarship, despite the fact that CREs are closely connected with reading and writing practices of flrst-year students. This article draws on three divergent WPA experiences with CREs (University of Texas at Arlington, Duke University, and Fort Lewis College) in order to explore the complexities informing how WPAs choose to productively respond to, strengthen, resist, and/or otherwise engage with the CRE.
ACCESSION #
91815417

 

Related Articles

  • When the Writing Requirements Went Away: An Institutional Case Study of Twenty Years of Decentralization/Abolition. Carter, Duncan; Toth, Christie; Miller, Hildy // WPA: Writing Program Administration - Journal of the Council of ;Fall2013, Vol. 37 Issue 1, p54 

    While composition scholars have long discussed the theoretical benefits of replacing the traditional first-year composition model with "decentralized" writing instruction, few have examined the long-term consequences of decentralization for writing programs and the undergraduate students they...

  • From the Editors.  // WPA: Writing Program Administration - Journal of the Council of ;Fall2013, Vol. 37 Issue 1, p7 

    The article discusses various reports published within the issue, including one on the significance of research-infused writing to writing programs, another on a first-year composition decentralization experiment at Portland State University in Oregon and another on ways that writing programs...

  • WPA Outcomes Statement for First-Year Composition (Revisions adopted 17 July 2014).  // WPA: Writing Program Administration - Journal of the Council of ;Fall2014, Vol. 38 Issue 1, p144 

    A research is presented which offers a guide for faculty to helping students improve on what they learn in introductory writing courses. Topics covered include the outcomes for first-year composition in U.S. postsecondary education, and the writing knowledge, practices and attitudes developed by...

  • The Research Paper and Why We Should Still Care. Brent, Douglass // WPA: Writing Program Administration - Journal of the Council of ;Fall2013, Vol. 37 Issue 1, p33 

    This article argues that, despite cogent arguments to the contrary, teaching writing from sources (often referred to as "the research paper") is not only relevant to writing programs, but is central to the entire academic mission of the university. It draws on literature in writing studies,...

  • Incorporating Process-Based Writing Pedagogy into First-Year Learning Communities: Strategies and Outcomes. Barnhisel, Greg; Stoddard, Evan; Gorman, Jennifer // JGE: The Journal of General Education;Oct2012, Vol. 61 Issue 4, p461 

    The article discusses a study conducted in Duquesne University in Pittsburgh, Pennsylvania, which integrates process-based writing pedagogy outside of writing classes to improve student writing in first-year learning communities. It states various underlying objectives of learning communities...

  • The Uncommon in Common Reading Programs: The Freshman Reading Program at Brooklyn College. Moser, Janet // Currents in Teaching & Learning;2010, Vol. 2 Issue 2, p89 

    Since 2004, each entering freshman class at Brooklyn College has participated in the freshman common reading program. We choose memoirs (a genre familiar to students) set in New York City and written by authors who are available to visit campus, as the introductory, transitional reading. The...

  • Students in the First-Year ESL Writing Program: Revisiting the Notion of "Traditional" ESL. Lawrick, Elena // WPA: Writing Program Administration - Journal of the Council of ;Spring2013, Vol. 36 Issue 2, p27 

    An exponentially growing body of international undergraduate students in U.S. writing programs calls for the development of writing pedagogies that build on students' composition literacy and their experiences in the authentic use of English. The implementation of this task requires an update of...

  • First-Year College Writing and the AP English Language Exam: How a High School/College Partnership Affected Exam Performance. Warren, James // WPA: Writing Program Administration - Journal of the Council of ;Spring2010, Vol. 33 Issue 3, p78 

    This paper describes a model for integrating first-year college writing courses with AP English Language classes. It also presents the results of a study that tested whether a writing course rich in rhetorical theory, in which students learn composing processes and write extended essays, is...

  • Cultivating the Librarian Within: Effectively Integrating Library Instruction into Freshman Composition. Ulmer, Jesse; Fawley, Nancy // International Journal of Learning;2009, Vol. 16 Issue 7, p415 

    It has become common practice for library instruction to be included in lower-level college composition courses. Students are typically required to visit the library once or twice a semester to receive instruction on how to find books and journal articles for an upcoming writing assignment that...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics