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About the AuthorsThomas Polk is a doctoral student in Writing and Rhetoric at George Mason University where he also serves as the Acting Director of Mason’s WAC Program. He has conducted research on writing assignments, faculty development, and failure pedagogies. His current research focuses on student writing development in general education courses and undergraduate research programs. Alisa Russell is an incoming Assistant Professor of English at Wake Forest University and Co-Chair of the WAC Summer Institute. Her research interests are based in rhetorical genre studies, writing across the curriculum, and public writing, and her work has appeared in journals such as Composition Forum, The WAC Journal, and Pedagogy. Alisa's most recent project focuses on the relationship between writing and access in local government. Allie Sockwell is a doctoral candidate in the University of Tennessee’s Rhetoric, Writing, and Linguistics program. Her primary research areas include writing center scholarship, first-year writing, and multimodality. Her motivation for research is centered around her students and how they can best be supported. When not in the classroom or writing center, you can find Allie with family, playing the piano, or lounging in a sunny spot, preferably the beach
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ReferencesAlvarez, N., Brito, F., Salazar, C., & Aguilar, K. (2016). Agency, liberation, and intersectionality among Latina scholars: Narratives from a cross-institutional writing collective. Praxis: A Writing Center Journal, 14(1). http://www.praxisuwc.com/alvarez-et-al-141 Bell, K., & Hewerdine, J. (2016). Creating a community of learners: Affinity groups and informal graduate writing support. Praxis: A Writing Center Journal, 14(1). http://www.praxisuwc.com/bell-141 Kumari, A., Baniya, S., & Larson, K. (2020). The necessity of genre disruption in organizing an advocacy space for and by graduate students. [Symposium on the status of graduate study in rhetoric and composition]. Xchanges, 15(1), 1-8. http://www.xchanges.org/the-necessity-of-genre-disruption Lawrence, S., & Zawacki, T. M. (2018). Introduction: Writing center pedagogies and practices reconsidered for graduate student writers. In S. Lawrence & T. M. Zawacki (Eds.), Re/Writing the center: Approaches to supporting graduate students in the writing center (pp. 7-26). Utah State UP. Libertz, D. T. (2019, June 17). Policies on service work for graduate students. [Electronic mailing list message]. Presswood, A., & Schwarz, V. M. (2020). Mentorship, affordability, and equity: Ways forward in writing program administration. [Symposium on the status of graduate study in rhetoric and composition]. Xchanges, 15(1), 1-7. http://www.xchanges.org/mentorship-affordability-and-equity Schell, E. E. (1998). Gypsy academics and mother-teachers: Gender, contingent labor, and writing instruction. Portsmouth, NH: Boyton/Cook. Tarabochia, S., & Madden, S. (2019). In transition: Researching the writing development of doctoral students and faculty. Writing & Pedagogy, 10(3), 423-452. 10.1558/wap.34576 |
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