Even though learning outcomes have become an expected part of writing programs, how they are defined and subsequently used is often unclear. This study did a textual analysis of the terms used for "outcomes" on 42 universities' first-year writing webpages. The study found that university writing programs use different terms for…

In the pursuit of fostering vibrant and inclusive learning environments, this article explores how the practice of community-building can be a contemplative practice. Drawing upon personal experiences and pedagogical insights, Muir navigates the rewards of cultivating authentic connections among students while dismantling hierarchies within the…

In this article, we investigate a new construct for conceptualizing learning transfer with writing knowledge: Transformative Experience (TE). With origins in educational psychology, TE has been effective for promoting transfer with scientific concepts in previous research, but not yet considered in relation to writing or other presumably…

This article revisits the scholarship on emotion in composition studies and extends this work through a consideration of emotion in community-based writing courses. With examples from student reflection essays from one such course, Writing With the Community, I explore emotion as a generative aspect of the students' semester writing projects for…

In 2004, the University of Kansas (KU) launched an interdisciplinary Graduate Writing Program as part of a larger initiative to reduce time to degree rates and increase degree completion rates. Serving both domestic and international students, this program employs a rhetorical genre-based approach in a series of courses organized around the genres…