Writing Research Identity

AUDIO CLIP – Writing as a Subject that You Research: Triggering Something Different 

Advanced instructors Emily and Gretchen share what has been the most surprising about our program approach. “Making it college” for students underscores the skill of articulating what you know as well as the fact the very of writing a subject to research. Let’s CHAT: Ep. 11 | Runtime: 3:05

ARTICLE – Things That School Couldn’t Teach Me: Writing a Kick-Ass Manga

Shane T. Lucas discusses his process for writing a Manga after finding out that his school writing has not prepared him to write one. After reading Manga, watching anime, and using his art background, Shane begins to discover what he needs to do to write his own. GWRJournal: 3.2 | Pages: 6

AUDIO CLIP – Doing It All Along and I Didn’t Even Know It

David, Sara, and Tharini consider how genre studies and other program concepts and terms have come to shape other area of their lives, and in doing so, reveal how important it is being able to articulate the practices and process that they have been already doing. (Note: Although a snake found its way into our recording equipment, this podbite is worth the hissssss.) Let’s CHAT: Ep. 9 | Runtime: 2:06

ARTICLE – In Search of SOL: Graffiti and the Formation of Writing Identity

Evan Nave compares graffiti artists to writers and considers graffiti artists as writers to understand the connection between writing and identity. GWRJournal: 3.1 | Pages: 8

ARTICLE – Writing with Tattoo Ink: Composing that Gets Under the Skin

Lisa L. Phillips describes the process of tattoo compositions as a collaborative writing process that occurs between an artist and a client. For the client, the composing process involves making decisions about what she wants her tattoo to communicate to other people about her. For the tattoo artist, the composing process involves making informed decisions about placement, effect, design, ink, and color based on the client’s request. GWRJournal: 3.2 | Pages: 7

VIDEO CLIP – Identity Interactive: “What do I have to offer?”

Jenn shares how she doesn’t “just sit and write for my job” and wonders about her qualifications for coming and talking to students about writing, but then Jenn realizes that she is, in fact, a writer. How does Jenn come to this new view? Is writing defined as an isolated act or as a dynamic social activity? Half-Mile 2015 | Runtime: 1:30

VIDEO CLIP – Make or Break Situation: Proofing Yourself

Jenn stresses the importance of keeping your audience in mind and how navigating very different writing situations requires you to better understand not only the requirements of the genre, but also the importance of being versatile and adapting your practices accordingly. Half-Mile 2015 | Runtime: 2:38

INSTRUCTOR RESOURCES: Pedagogy and Teaching Applications

AUDIO CLIP – The Experiment Nature of Our Space & Failure

101 Coordinator Jeff Rients and Host Thaddeus speak about the nature of our program methods and concepts can engender situations that simply do not work out and offer practical advice for navigating experimental spaces more effectively. Let’s CHAT: Ep. 9 | Runtime: 0:54

AUDIO CLIP – How Does This Make Meaning for Me: Why is the “How” Important to a Writing Researcher?

Group responds to the question about why is helping students understand “how” they are composing important to teaching them to be writing researchers and discusses that helping student to articulate what they don’t know helps them to not only problem solve, but also to apply explicit self-understanding to new writing and learning situation for highroad transfer. Let’s CHAT: Ep. 5 | Runtime: 4:06

AUDIO CLIP – Opening Up the Gates! 

Host Thaddeus asks our advance instructors the important question, “What has changed the most about our teaching?” Emily and Gretchen talk specifically about their earlier teaching practices and how getting increasingly comfortable with flexibility helps students become co-creators in learning. Let’s CHAT: Ep. 11 | Runtime: 3:36


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