Reimagining Process: Online Writing Archives and the Future of Writing Studies, by Kyle Jensen

2015 ◽  
Vol 3 (2) ◽  
pp. 73-77
Author(s):  
Stephanie Rae Larson ◽  
Keyword(s):  
Writing Studies ◽  
Online Writing ◽  
The Future

Imagining the Future(s) of Writing Studies through the Prism of Undergraduate Research

2022 ◽  
Vol 22 (1) ◽  
pp. 9-15
Author(s):  
Dominic DelliCarpini
Keyword(s):  
Social Justice ◽  
Undergraduate Research ◽  
Writing Studies ◽  
The Future ◽  
Justice Motives ◽  
Community Supports

Abstract This article explores the future(s) of undergraduate research in writing studies through representative words of the undergraduates themselves. It reveals their social justice motives, as well as their desire to undertake research that can have real impact. It also questions whether inclusion in our disciplinary community supports—or blunts—those motives, highlighting the need to treat their work as an embodied act that may not be fully activated within traditional definitions of “contributions to knowledge.”

Connecting Writing Studies with Online Programs

2017 ◽  
pp. 123-136
Author(s):  
Teresa Quezada ◽  
Beth Brunk-Chavez ◽  
Evelyn Posey
Keyword(s):  
El Paso ◽  
Writing Studies ◽  
Online Programs ◽  
Certificate Program ◽  
Online Writing ◽  
University Of Texas ◽  
Administrative Functions ◽  
Independent Writing ◽  
Online Writing Instruction ◽  
The University

This chapter addresses how The University of Texas at El Paso (UTEP) Technical and Professional Writing Certificate Program (TWP) was developed, navigated the transition from an independent writing certificate program to one within a suite of online offerings, evaluated and assessed the program. The authors discuss how the program's focus on the Principles and Effective Practices for Online Writing Instruction strengthens the TPW program by providing a unified approach to stakeholders; preparing faculty to deliver consistent, engaging courses that meet program goals; enhancing recruitment efforts and broadening the pool of prospective students, streamlining administrative functions, and ultimately improving the students' online writing experience.

scholarly journals Establishing Online Synchronous Support for Self-Access Language Learning

2019 ◽  
pp. 323-338
Author(s):  
Shawn Andersson ◽  
Maho Nakahashi
Keyword(s):  
Language Learning ◽  
Reference Materials ◽  
Language Teaching ◽  
Writing Centers ◽  
International Affairs ◽  
Asynchronous System ◽  
Online Writing ◽  
Language Support ◽  
Synchronous Language ◽  
The Future

This paper explores expanding a self-access language learning desk online. In 2017, Osaka University’s Center for International Affairs expanded its Language Support Desk to allow students from different campuses to access its services via online synchronous language support sessions that mimic the in-person ones. While there is an abundance of resources available to students online through online writing labs and online writing centers, most of these services only consist of reference materials with no option for advising or language teaching. Furthermore, the few universities that offer language learning services usually implement an asynchronous system through a delayed medium such as email. In this paper, we describe the implementation of online sessions at Osaka Unversity and highlight issues and opportunities for the future based on our experience and observations.

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