Writing Groups Inside and Outside the Classroom

Moss, Beverly J.; Nicolas, Melissa; Highberg, Nels P.

doi:10.4324/9781410610164

Cited by 6 publications

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“…In addition, while there are several practical resources that provide guidance for GWG facilitators regarding the logistics of running writing groups (e.g., Amaton, 2006;Moss, Highberg, & Nicolas, 2004;Reeves, 2002;Rosenthal, 2003), few of these texts explicitly address what Aitchison (2010) aptly describes as the "less-often-told accounts of the pedagogical practices of writing groups" and "the real life of writing groups that is frequently flattened out in analysis" (p. 83). Also, the aforementioned resources on GWGs are mostly geared towards supporting L1 graduate writers; few of them focus on L2 graduate writers or the relational dynamics between L1 and L2 writers and how these interactions within the group may affect graduate writers' language socialization and acquisition of academic discourse.…”

Section: Present Studymentioning

confidence: 99%

Developing an English for Academic Purposes Course for L2 Graduate Students in the Sciences

Douglas

2020

Graduate Writing Across the Disciplines: Identifying, Teaching, and Supporting

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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

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Section: Present Studymentioning

confidence: 99%

Developing an English for Academic Purposes Course for L2 Graduate Students in the Sciences

Douglas

2020

Graduate Writing Across the Disciplines: Identifying, Teaching, and Supporting

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“…A key challenge for advanced student writers is learning to negotiate and write with authority in academic discourse communities. For some time now, writing instructors, writing programs, and writing centers have used writing groups to help students meet the challenge of negotiating authority as they learn to participate in academic discourses through writing (Aitchison & Guerin, 2014;Gere, 1987;Lassig et al, 2013;Moss et al, 2004). Many writing researchers have embraced situated learning theory (Lave & Wenger, 1991;Wenger, 1998) to understand how students and early career individuals learn to participate in academic and workplace genres and gradually deepen their participation in and identification with communities of practice (Artemeva, 2008(Artemeva, , 2009Dias et al, 1999).…”

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confidence: 99%

Another Voice in the Room: Negotiating Authority in Multidisciplinary Writing Groups

Wilder

2021

Written Communication

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Scholarship has shown that writing groups are important sites of authority negotiation for student writers, yet little empirical research has examined how groups negotiate authority through conversation or how these negotiations influence students’ developing expertise. Drawing on observations and interviews of an undergraduate thesis and a graduate dissertation writing group, I use the concept of “presentification” to analyze conversational moments in which group members referenced advisors, “making present” advisor authority to influence group collaborations. Specifically, I analyze these moments to show how writing groups can serve as low-stakes communities in which students negotiate their emerging sense of authority. I found that whereas less experienced writers looked to advisors to solve writing problems and used advisor authority to stand in for disciplinary expertise, more experienced writers voiced advisor guidance to help pose writing problems and negotiate their own stance as disciplinary experts. This study thus theorizes one process through which student writers negotiate emerging authority across sites of literate practice and in collaboration with others who may not themselves be members of the same disciplinary community.

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“…Seeking to promote communicative access, I (at the time a graduate student in rhetoric and composition) collaborated with a speech language pathologist to develop the Telling Life Stories group—funded by a university center for the humanities focused on community programming. Our group design drew on writing studies scholarship that has approached writing and storytelling groups as powerful sites for expressing self-identity, adapting to life changes, and identifying strengths (Heller, 1997; Moss, Highberg, & Nicolas, 2004). In this semester-long life-story-composing group, participants with aphasia—partnered one-on-one with master’s student clinicians training to become speech language pathologists—created scrapbook-like life stories that featured drawings, words, and personal artifacts, including maps, family trees, old ticket stubs, photographs, even locks of hair to reflect on and express aspects of their life experiences.…”

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confidence: 99%

Negotiating Communicative Access in Practice: A Study of a Memoir Group for People With Aphasia

Miller

2019

Written Communication

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Resulting from stroke or brain injury, aphasia affects individuals' ability to produce and comprehend language, but it also creates profound social changes, limiting individuals' opportunities to communicate or to be seen as capable of communication. To address these challenges, the field of communicative sciences and disorders (CSD) has sought to ensure "communicative access" by reducing barriers to communication. This article, through an analysis of the communicative practices of participants in a memoir group for people with aphasia, develops a nuanced conception of communicative access as a process of negotiation across individuals and modes and not just as a process of reducing barriers. The study shows, specifically, that rather than the mere presence of multiple semiotic resources enabling communicative access, individuals enact access by flexibly shifting between modes to take advantage of various kinds of affordances that best suit their needs. This willingness to use modes in atypical or nonnormative ways importantly challenges the very idea of "normal" communication. The theory of communicative access developed in this article melds (a) a CSD understanding of communication as social and tied inextricably to identity with (b) a disability studies conception of access as an ongoing, negotiated

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Writing Groups Inside and Outside the Classroom

Cited by 6 publications

References 0 publications

Developing an English for Academic Purposes Course for L2 Graduate Students in the Sciences

Developing an English for Academic Purposes Course for L2 Graduate Students in the Sciences

Another Voice in the Room: Negotiating Authority in Multidisciplinary Writing Groups

Negotiating Communicative Access in Practice: A Study of a Memoir Group for People With Aphasia

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