This article shares three focal participant profiles from a national study on graduate student writing pedagogy in rhetoric, composition, and writing studies. Working toward a more linguistically just discipline, this research explores how we might teach graduate students disciplinary genre expectations while centering their embodied ways of…

Interdisciplinary collaborations to help students compose for discipline-specific contexts draw on multiple expertise. Science, technology, education, and mathematics (STEM) programs particularly rely on their writing colleagues because (1) their academic expertise is often not writing and (2) teaching writing often necessitates a redesigning of…

Describes an approach to composition instruction in which the students are given a body of real or fictional evidence about a particular case and asked to interpret or explain it by means of a closely-reasoned argument. (HTH)

Discusses tasks that students often overlook but need to address when completing "instructor/content-based" writing assignments. (HTH)

Discusses a process to guide students at various levels of writing ability to inquire into unfamiliar and often intimidating subject areas. Notes the process is based on a Piagetian learning cycle that asks students to identify areas of cognitive dissonance, and to engage in a conversation about ways of resolving their uncertainty. (RS)

Describes an experimental course, independently developed by the writing faculty, but with assignments adapted to the biology class. (HTH)

Describes a philosophy course with an expanded writing component. Includes samples of writing assignments. (HTH)

Describes the college's approach to the requirement for writing courses beyond freshman composition. The main avenues to enhancing writing across the curriculum are (1) guidelines for advanced writing courses, (2) tutoring, (3) workshops and inservice activities, and (4) liaisons among writing faculty and the program's coordinator. (HTH)

Explores the difficulties writing teachers and students encounter with content area writing assignments, using observations and interviews from two social science classes. (HTH)

Argues for combining two approaches to writing instruction: the school community perspective, in which writing is a learning tool when it engages students in thinking processes; and the disciplinary community perspective, in which writing serves as a tool for learning the intellectual and social conventions of a content area. (HTH)

Outlines a basic writing skills course organized around the process of transcribing reading and lecture notes from students' other classes. (HTH)