In the Spring 2016 issue of the Journal of the Council of Writing Program Administrators (WPA), Joseph M. Moxley and David Eubanks report on a study of 46,689 ratings of essays to discover whether student ratings correlate with instructor ratings of intermediate drafts in first-year writing courses.
In the July College English, Casey Boyle makes a case for rejecting “reflection” as crucial to the “habits of mind” encouraged by the Framework for Success in Postsecondary Writing and replacing it with an “ecological orientation” appropriate to “posthumanism.”
Lauren Obermark, Elizabeth Brewer, and Kay Halasek, in the WPA Journal, present a model for moving TA development beyond “one and done.”
In the Journal of the Council of Writing Program Administrators, Amy Vidali proposes “disabling” the narratives of writing Program administrators (WPAs) to open productive conversation about the intersection between disability and WPA work.
Kristine Hansen, Brian Jackson, Brett C. McInelly, and Dennis Eggett conducted a study at Brigham Young University (BYU) to determine whether students who took a dual-credit/concurrent-enrollment writing course (DC/CE) fared as well on the writing assigned in a subsequent required general-education course as students who took or were taking the university’s first-year-writing course. With few exceptions, Hansen et al. concluded that the students who had taken the earlier courses for their college credit performed similarly to students who had not. However, the study raised questions about the degree to which taking college writing in high school, or for that matter, in any single class, adequately meets the needs of maturing student writers (79). Check out the summary at http://wp.me/p5NPq1-2T