This edited collection brings together well-known and emerging scholars in the field of Writing Studies, broadly defined, to explore the range of research methods and methodologies, the types of research questions asked, and the types of data in play in research about higher education writing in the 21st century

This edited collection arrives at a crucial moment in the evolution of Writing Studies research. It brings together well-known and emerging scholars in the field of Writing Studies, broadly defined, to explore the range of research methods and methodologies, the types of research questions asked, and the types of data in play in research about higher education writing in the 21st century. Its contribution is unique in the current landscapea collection of carefully detailed descriptions of the research methods that constitute the field today, after fifty years of developmentas marked by the 50th anniversary of the 1966 Dartmouth Seminar. The chapters focus on writing and writers in higher education, foregrounding research questions, methods, and data, while defining the areas of research that constitute this interdisciplinary field and offering examples of studies that employ the methods in these areas. Initial chapters address broad questions: the state of the field today, with a special focus on the field's methods and their (inter)disciplinary history. Contributions then cover domains such as sociological ethnography, cultural-historical activity theory, linguistics, decolonial translation, cognitive science, corpus linguistics in the study of writing in university first year and upper-level contexts, recurring features in writing across academic contexts, work from psychologists studying college writers' neuroplasticity, and many other domains of writing research. The final chapter argues for the value of lifespan writing research as an emerging domain, while the conclusion presents a synthesis of the major themes of the collection from leading scholars in the field.

Autorentext

Kelly Blewett is Assistant Professor of English at Indiana University East, where she directs the writing program and teaches courses in writing and pedagogy. Her research explores the social contexts of writing and feedback and has recently appeared in College English, JAEPL, and Journal of College Literacy and Learning. Tiane Donahue, Associate Professor of Linguistics at Dartmouth, participates in multiple European research projects, networks, conferences, and collaborations that inform her understanding of writing instruction, research, and program development in European and US contexts. Cynthia Monroe is a Lecturer in the Institute for Writing and Rhetoric at Dartmouth College. Her interests include Alaska Native and Native American rights, critical empathy, and listening communication.

Inhalt

List of Figures - List of Tables - List of Appendices - Acknowledgements - Kelly Blewett/Tiane Donahue/Cynthia Monroe: Introduction - Chris M. Anson: After the Big Bang: The Expanding Universe of Writing Studies - Dylan B. Dryer: Tabling the Issues: Visualizing Methods and Methodologies in Contemporary Writing Studies - Susan Conrad: Integrating Corpus Linguistics into Writing Studies: An Example from Engineering - Laura Aull: Corpus Analysis and Its Opportunities and Limitations in Composition Studies - Mya Poe: Is There a Shared Conversation in Writing Assessment? Analyzing Frequently-Used Terms in an Interdisciplinary Field - Ellen Barton/Jeff Pruchnic/Ruth Boeder/Jared Grogan/Sarah Primeau/Joseph Torok/Thomas Trimble/Tanina Foster: Thin-Slice Methods and Contextualized Norming: Innovative Assessment Methodologies for Austere Times - Daniel Perrin: On, for, and with Practitioners: A Transdisciplinary Approach to Writing Research - Neal Lerner: Coding Writing Center Curriculum - Towards a Methodology -Sara Webb-Sunderhaus: Becoming a Participant-Researcher: The Case for Interactive Interviewing - Kelly Blewett/Darsie Bowden/Djuddah A.J. Leijen: Situating Research Methods: Three Studies of Response - Jessica Singer Early: Conducting Writing Research in K-12 School Settings: A Review of Approaches - Shawanda J. Stewart: First-Year Composition and Critical Hip Hop Rhetoric Pedagogy: A Verbal Data Analysis of Students' Perceptions about Writing - Ellen Cushman: Decolonial Translation as Methodology for Learning to Unlearn - Eric Leake: Response - Sinfree B. Makoni: Framing Economies of Language Using System D and Spontaneous Orders - Talinn Phillips: Response - Pearl Kim Pang: Response - Brian James Stone: Cultural Rhetorics and Art in Pakistan: Ethnographic Interviews of Studio Arts Faculty in Southern Pakistan - Deborah Brandt: Studying Writing Sociologically - June A. Griffin: Response - Clay Spinuzzi: What's Wrong with 3GAT? - Ann Shivers-McNair: Response - Joanna Wolfe: In Praise of the Reductive: A Case for Quasi-Experimental Research - David Galbraith: Writing as Understanding - Sandra L. Tarabochia: Response - Paula Tallal/Beth A. Rogowsky: Improving the Reading and Writing Skills of College Students Using a Developmental Neuroplasticity-Based Approach -Kevin Roozen: Relocating Literate Development throughout Lifespans and across Lifeworlds: Mapping the Sociohistoric Pathway of an Engineer-in-the-Making - Ryan J. Dippre: Haikus, Lists, Submarine Maintenance, and Star Trek: Tracing the Rambling Paths of Writing Development - Charles Bazerman: The Puzzle of Conducting Research on Lifespan Development of Writing - Chris M. Anson/Charles Bazerman/Bradley Dilger/Dylan B. Dryer: Conclusion - Contributors - Index.