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Andrew J. Cavanaugh; Liyan Song – Journal of Response to Writing, 2021
Instructors often use text-based methods when giving feedback to students on their papers. With the development of audio recording technologies, audio feedback has become an increasingly popular alternative to written feedback. This study analyzed five instructors' commenting patterns of both written and audio feedback. The five instructors, who…
Descriptors: Feedback (Response), Writing Assignments, Writing Teachers, Writing Instruction
Wolf, Joanna; Roderick, Ryan; Rooney, Andrea Francioni – Composition Studies, 2019
Despite much attention given to visual rhetoric in Composition, there is evidence that most first-year writing instructors overlook document design, both in their instruction and in the documents they produce for their students. These instructors may be underestimating the role that visually informative prose (that uses document design features…
Descriptors: Layout (Publications), Design Preferences, Freshman Composition, Writing Teachers
Lucie Moussu; Christina Grant – Journal of Response to Writing, 2020
Multimodality is recognized as a useful pedagogical tool, but it is often difficult to apply in real-life curricula. Further, expectations on educators and various campus units are increasingly complex and require nimble and innovative partnerships. In this article, Christina, a first-year composition instructor, and Lucie, the university's…
Descriptors: Writing (Composition), Laboratories, Writing Teachers, Administrators
McAlear, Rob; Pedretti, Mark – Composition Studies, 2016
Process-based composition pedagogy has ignored the question of "doneness": the criteria used to decide when a piece of writing is complete. This article uses survey results from first- and second-year composition courses to challenge common beliefs about how students determine when writing assignments are sufficiently completed. We find…
Descriptors: Student Attitudes, Writing (Composition), Freshman Composition, Writing Instruction
Lynch-Biniek, Amy – CEA Forum, 2007
The author has been tutoring and teaching writing for fifteen years, but has discovered that few people outside of academia know what it is that she does. Despite the rise in composition graduate programs and the improving market for composition specialists, even within the university, faculty from other disciplines frequently have vague notions…
Descriptors: Writing Instruction, Writing (Composition), Writing Teachers, Academic Discourse
Cantrell, Ayne – 2001
In 1994, the situation of one writing teacher changed when she joined others at her institution to collaborate on the design and follow through of the Portfolio Composition Program for first-year writing students. Today, the collaboration continues as volunteer full-time faculty, graduate teaching assistants, and other part-time teachers try out…
Descriptors: Educational Cooperation, Freshman Composition, Higher Education, Portfolio Assessment
Rose, Jeanne Marie – Composition Forum, 2005
In this essay, the author suggests that recent developments in English studies and popular culture create an opportune moment for writing teachers to welcome such literature in composition curricula. The author describes how studying stories by John Edgar Wideman enabled first-year composition students to engage political and interpersonal issues…
Descriptors: Writing Instruction, Writing Teachers, Literature, English
Otte, George – 1991
Lev Vygotsky and others have shown that "that which is within" is partly the product of socialization--a welter of competing claims, roles and voices. Teachers should aim, however, to achieve negotiation rather than suppression, transformation, or accommodation among these competing elements. With this in mind, 20 minority students at…
Descriptors: Foreign Students, Freshman Composition, Higher Education, Minority Groups