Introduction: Graduate Writing Across the Disciplines

Abstract

This project has been part of our lives for a long time. It began in 2011 when all the editors were working at the Michigan State University (MSU) Writing Center, Trixie Smith as the director and the rest of us as graduate students. Every day we found ourselves grappling with issues and ideas connected to graduate writers through our work at the writing center: working one-to-one with graduate writers, facilitating graduate writing groups, and offering workshops for graduate students, such as our Navigating the Ph.D. workshop series. The work was also personally relevant to most of us since we were graduate students at the time, frequently finding ourselves experiencing imposter syndrome and letting our identities as graduate students consume our lives. Little did we-excepting Trixie, perhaps-know then that our interest in graduate writing would intensify when we became junior faculty and found that we still faced many of the same writing-related concerns that we did as graduate students.Our motivations for developing this edited collection on graduate writing across the disciplines began when we turned from interacting with graduate writers to researching graduate writers and graduate writing. When the Writing, Rhetoric, and American Cultures department at MSU began an initiative to create research clusters that bring faculty, staff, and students together to engage in conducting academic research and developing publications, we decided that a research cluster focusing on graduate writing would be ideal. We participated in this Graduate Writing Research Cluster for the two years that we were all still at MSU and continued to collaborate when we began moving into faculty positions outside of MSU. Our collaboration culminated in a special issue of Across the Disciplines and this edited collection. What

Chemistry Departments Should Facilitate Graduate-Level Second-Language Writing Instruction

“…Brooks-Gillies et al found that editing assistance from a supervisor or PI is not sufficient; peer support is also critical. 2 Busl et al found that scheduled, intensive writing camps "can positively affect the beliefs and behaviors of graduate student writers". 38 Studies focusing specifically on L2 graduate-level science writing found that graduate L2 science writers become more motivated and concise writers when exposed to the editorial process using their own writing.…”