Dartmouth Summer Seminar for Writing Research
the dates! July 26 – August 7, 2020
Summer Seminar was one of the most rewarding professional experiences of my
career.” (previous participant)
A detailed announcement and the
seminar application will be available by October 1st – applications due
December 15th 2019—but here is a preview:
The 2020 Dartmouth Summer Seminar
for Writing Research is designed for writing faculty from all types of higher
education venues and contexts who are beginning to work on data-driven research
about writing in a variety of higher education contexts, and who would like an
intensive, high-powered two weeks to work on that research, review approaches
and methods, consult directly with experts, and network long-term with a cohort
of other researchers from around the world. Guided interaction about
participants’ projects is offered in the months leading up to the Seminar. The
Seminar itself offers a quiet, resource-rich environment, coursework,
small-group discussion and exchange, individual consultation with Seminar
leaders, time to work alone or in groups on research projects, and a concluding
presentation to the group with feedback from team leaders.
We encourage both individuals and
research groups or teams to apply.
The Seminar coursework covers a
range of topics, including data segmenting and coding, statistical analysis,
effective literature reviews, research ethics, and so on. Special-interest
topics are presented based on participants’ projects.
If you’ve been asking yourself any
of the following questions, this is the seminar for you:
How do I turn an interest into a viable data-driven investigation?
am very comfortable with my usual research approach, but would like to develop
new data-driven research abilities; can you help?
What data do I collect for my research study? How do I collect them?
What should I look for when I analyze the data? What is the deeper phenomenon I
am looking for? What is a good site for investigating it?
would like a writing research group within which to work—how can I find that?
Everyone seems to be talking about “coding” these days—how can I learn more
What methods are the best for the questions I would like to answer?
Where can I learn more about how to select a sample, how to create a worthwhile
survey or interview, and how to calculate statistical significance?
Should I conduct a pilot study first? What are the advantages and disadvantages
of a pilot study (including funding)?
Why does my research question keep changing?
What’s the best way to present and publish my research?
The EWCA board is happy to invite you to the 2020 EWCA Conference on July 8 – 11 at the University of Graz, Austria.
Keep these dates!!!
Our preparations are still in the early stages, but we already decided on our topic and shaped our ideas into a little abstract:
EWCA Conference 2020
Writing Centers as Spaces of Empowerment
Karl-Franzens-Universität Graz (Austria), July 8 – 11, 2020
Higher education is widely perceived as a promise of empowerment:
It is assumed that access to new fields of knowledge and new social and cultural practices will empower students in higher education to successfully acculturate into and participate in their chosen discipline-specific communities of practice. In higher education institutes without dedicated writing programs, ensuring that promise of empowerment often falls to Writing Centers and various other kinds of student development centers.
Writing centers have to ask themselves what kind of center they want to be: Do they want to interface in live or virtual spaces? Do they want to uncritically teach established formal conventions or invite students to explore the social and political motivations behind those forms? Do they wish to pursue a deficit model? Or do they want to promote a more critical analysis of situated, disciplinary writing practices in third-level education? An Academic Literacies approach requires that writing centers address how teachers and student writers are positioned by the inherently hierarchical social relationships that motivate, even dictate literacy practices in any given disciplinary or institutional context.
Considering these aspects we want to focus the following question at our EWCA Conference 2020:
What can Writing Centers do to make the academic promise of empowerment come true?
We hope that this crucial question will be appealing and appropriate to generate a lot of interesting answers that we can discuss during our EWCA conference next year. A more detailed Call for Papers will follow at the end of summer.
On the 21st and 22nd of June, 2018, in an effort to move our association toward greater sustainability, three members of the EWCA board, the current EWCA Chair Franziska Liebetanz, Center for Key Competencies and Research Learning (ZSFL) Writing Center Head, Europa-Universität Viadrina, Frankfurt (Oder), Germany; Doris Pany-Habsa, Head of the Writing Center, University of Graz, Austria; and Lawrence Cleary, Educational Developer and Co-Director of the Regional Writing Centre, University Limerick, Ireland met with Lisa Ganobcsik-Williams, Head of Centre for Academic Writing, Coventry University, EATAW ex-officio board member and editor of the Journal of Academic Writing (JoAW), the journal of the European Association for the Teaching of Academic Writing); Íde O’Sullivan, Senior Educational Developer and Co-Director Regional Writing Centre, University Limerick, Ireland;
Birgit Huemer, Senior Lecturer in Applied Linguistics and Language Teaching (Academic German) University Luxembourg Language Centre; Shareen Grogan, Director, Writing and Math Centers at National University, San Diego, California and past President, IWCA; Alison Farrell, Teaching Development Officer in the Centre for Teaching and Learning and Head of the University’s Writing Centre, Maynooth University, Maynooth, Ireland; Pamela Bromley, Assistant Director of College Writing and Assistant Professor of Politics and International Relations, Pomona College, California; Mario van de Visser, Instructor Division Academic Support Language Center coordinator of the Scriptorium, Tilburg University, Tilburg, The Netherlands; Annemieke Meijer is a lecturer and academic tutor at University College Utrecht, and the coordinator of UCU’s Writing & Skills Center, University College, Utrect, The Netherlands; and Katrin Girgensohn, Center for Key Competencies and Research Learning (ZSFL) Head, Europa-Universität Viadrina, Frankfurt (Oder), Germany, past Chair Together, we developed a plan for the future with very concrete steps: EWCA and current Advisory Board member to the EWCA.
We had very good and helpful presentations about the EWCA, the IWCA (International Writing Center Association), the EATAW (European Association of Teaching Academic Writing) and the Writing Center Journal, and we had lovely Pecha Kuchas about the writing centers of all the contributors.
We spent two very productive and fruitful days thinking about our European Writing Center Association. We would like to say thank you to those who came all this way to Ireland to make contributions.
Together, we developed a plan for the future with very concrete steps:
In 2019, we will have an EWCA Summer Institute for writing center people at the European University Viadrina in Frankfurt (Oder), Germany. Details will be announced soon.
What:Workshop on writing center assessment with experts from the USA: Ellen Schendel und William Macauley
Where:Campus European-University Viadrina, Große Scharrnstraße 59, 15230 Frankfurt (Oder)
We are delighted that our university’s president Prof. Alexander Wöll will open the ceremonies. After the official opening we will hear speeches from Dr. Katrin Girgensohn, Director of the Center for Key Competences and Research-Oriented Learning at the Viadrina, as well as from Prof. Julie Nelson Christoph, Professor of English and Director of the Center for Writing, Learning, and Teaching at the University of Puget Sound, USA. Ceremonies will close with a panel discussion on writing with teachers from all faculties of the European-University Viadrina.
Afterwards there will be accompanying entertainment and time to celebrate together with drinks and food.
We kindly ask you to register with this online form before 20 April 2017. Thank you.
Franziska Liebetanz, Katrin Girgensohn & the team of the Writing Center at the European-University Viadrina in Frankfurt (Oder)
*Detailed information about the time will be announced soon.
Chris announced the recent publication on Facebook: “Hard copies! Thanks to all the great contributors (some not on my FB–pls. tag), fabulous co-editor Jessie Moore, and the always-supportive Mike Palmquist, Sue McCleod, and Dave Blakesley.”
You can get a look at the new addition on the WAC Clearinghouse website at https://wac.colostate.edu/books/ansonmoore/
Copying in the blurb below from the WAC Clearinghouse just to get you salivating a bit about what awaits you:
In Critical Transitions: Writing and the Question of Transfer, Chris Anson and Jessie Moore offer an important new collection about prior learning and transfer theories that asks what writing knowledge should transfer, how we might recognize that transfer, and what the significance is—from a global perspective—of understanding knowledge transformation related to writing. The contributors examine strategies for supporting writers’ transfer at key critical transitions, including transitions from high-school to college, from first-year writing to writing in the major and in the disciplines, between self-sponsored and academic writing, and between languages. The collection concludes with an epilogue offering next steps in studying and designing for writing transfer.
About the Editors
Chris Anson is Distinguished University Professor and Director of the Campus Writing and Speaking Program at North Carolina State University. He has published fifteen books and more than 120 articles and book chapters relating to writing and has spoken widely across the U.S. and in 28 other countries.
Jessie L. Moore is Associate Drector of the Center for Engaged Learning and Associate Professor of English: Professional Writing & Rhetoric at Elon University. Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, writing residencies for faculty writers, the writing lives of university students, and high-impact pedagogies.
Publication Information: Anson, Chris M., & Moore, Jessie L. (Eds.). (2016). Critical Transitions: Writing and the Question of Transfer. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and University Press of Colorado. Available at https://wac.colostate.edu/books/ansonmoore/
Online Publication Date: June 19, 2016. Print Publication Date: March 1, 2017.
Lawrence Cleary is a Co-Director of the Regional Writing Centre at the University of Limerick, Limerick, Ireland. He is a newly-elected member of the EWCA board.
Since 2011, at the Regional Writing Centre (RWC) at the University of Limerick, Ireland, I have been interviewing prolific writers, both academic and creative, about their writing processes, how they assess their writing situations and their strategies for negotiating the process in a given situation. The RWC’s series was inspired by Hilton Obenzinger’s How I Write Series at Stanford’s Hume Writing Center. Though Stanford’s series is much better funded than my meagre attempt at the University of Limerick, the effect is nevertheless the same: to make the process of writing more visible. We can watch fishermen tie a knot on YouTube or watch how a Ferrari is manufactured on TV, but when was the last time a prolific writer’s writing process was documented on time-lapse video for all to watch?
The RWC calls its series How I Write, Ireland, and as they do in Stanford, we video record and transcribe the interviews with prolific writers, posting the video and transcripts on the Regional Writing Centre’s website, accessible to everyone on Earth who has internet access and are curious about how good writers write. We also include written lesson plans that identify things the writers have said and present them as prompts for in-class or at-home free-writes and discussions, getting novice writers and teachers alike to be more conscious of what they do, what they think, what they feel and how they incorporate others into their process when they write.
For some time, it has been in my mind to extract those portions of the interview that inspired those prompts from the video and present them as self-contained ten to fifteen-minute video lesson plans. Not long ago, I received a bit of money from the t1Step programme, an Irish education programme that is promoting the use of technology for learning. That small amount was enough to motivate me to get two video lessons up and running. These videos are listed as Video Lessons on our website, and as one can see when they click on the link, the first speaks about the role of cultural capital in the making of a good writer, and the second interview focuses on the role of deadlines in the writer’s process.
These short video lessons are true testaments to the individuality of the writing process. The videos compare two writer’s opinions about a particular issue. Revealed is that despite having diametrically opposing positions on the matter being discussed, they both end up in the same place: lauded writers with publications that go around the block and back again.
We hope that students and teachers alike will delve into our growing bank of interviews and use them to learn how good writers go about the process of writing, how they contend with obstacles to their writing goals and how they analyse the situations into which they write. It is our hope that these writers’ revelations about their own processes will offer novice writers ideas about how they might better negotiate their own process and better assess the writing situations that confront them. It is our hope that these videos and video lessons will instigate and perpetuate a conversation on writing that began long before we came along, but that the RWC, nevertheless, made a primary mission when we established our ethos ten years ago this coming April.
The Regional Writing Centre asks users that find the resource valuable to help us with our research on this resource by answering the appropriate questionnaire on our How to Participatepage. One survey is for those using the resource as a teaching tool and the other for those who use the videos as a learning tool. Any feedback or information that you can give about how you used our resource would be gratefully received as the information will assist us in future funding applications for this resource. Enjoy.
The University of Cologne has issued an invitation to their upcoming 10th Write-Peer-Tutor * intern Conference to be held from September 30th to October 2nd, 2017.
“We are looking forward to welcoming you to the SPTK in Cologne this year. We want to discuss the latest developments and experiences in the area of peer consulting with you, the writing staff from all over Germany and Europe.
A call for papers was issued as well on the topic of “Roles (conflicts) in the peer-writing advice”. Abstracts must be submitted by April 30th, 2017 to: email@example.com.