UWP Research, Presentations, and Publications

UWP Research, Presentations, and Publications

UWP Research, Presentations, and Publications

The UWP sponsors research on writing and the teaching of writing, particularly research that help the program improve the teaching and learning that occurs within it. All the research, presentations, and publications listed on this page come from faculty who teach in the UWP. Their affiliation to the program is noted in each entry. The program strives to help its teachers be teacher-scholars and pursue research projects that they find most rewarding for themselves and their students.

UWP Assessment Research

  • Winter-Summer 2015, "Dynamic Criteria Mapping: First Year Writing." Facillitated by Bob Broad (Illinois State University). Conducted by Alison Walker Stromdahl, Leanne Laux-Bachand, Caitlin Carle, Alison Cardinal, Nicole Blair, and Asao Inoue. This project uses dynamic criteria mapping to establish values about first year writing that faculty will use to design future program assessments. 

Additional Program Research

  • Winter 2015-Ongoing, "Perception gaps between faculty and Multilingual writers across the disciplines." Ruiming Cash. The purpose of this survey is find out multilingual students’ writing strengths and weaknesses, and the survey results will help inform the UWT faculty members with possible writing accommodations and pedagogical changes.

  • Winter 2015-Ongoing, "The Material Conditions of Teacher Feedback to Student Writing Across the Disciplines.” Kelvin Keown and Asao B. Inoue. This project looks at the classroom and other material conditions that affect the efficacy of teacher feedback to student writing, paying particular attention to multilingual writers. The project’s central question asks: How do the material conditions of non-writing classrooms affect the efficacy of the feedback provided by teachers in those classrooms on writing assigned?

  • Spring 2016-Ongoing, “Writing for College and Work: A Study of Concurrent Transfer.” Leanne Laux-Bachand. This project investigates the connections that working students in Introduction to Academic Writing (TCORE 101 and TWRT 112) make between the writing they do for that course and for their workplace. Through a survey, interviews, and document analysis, I examine questions such as, Do students consciously use the skills they acquire in class at work - or vice versa? To what extent do they see the writing they're doing in this course or at work as preparing them for their future plans? And when time or other pressures make them choose between school and work, which do they choose - and why? My hope is that the findings from these and other questions will help UWT's writing program and will add to the field's understanding of concurrent transfer.