Since 2010, the Writing Program has offered faculty a vibrant forum in which to review current (and classic) scholarship and discuss the applications of composition and rhetoric theory to practice. Most Faculty Seminars meet for 3-4 discussions sessions of 60-90 minutes each; faculty interested in facilitating a seminar for a future semester are encouraged to propose a topic and tentative reading list.<\/p>\n
Goldsmith, John A., et al. “The Mentor.” The Chicago Guide to Your Academic Career: A Portable Mentor for Scholars from Graduate School through Tenure<\/em>, The University of Chicago Press, 2001, pp. 44-45.<\/p>\n Lechuga, Vincente M. “Faculty-graduate student mentoring relationships: mentors’ perceived roles and responsibilities.” Higher Education<\/em>, vol. 62, no. 6, 2011, pp. 757-771.<\/p>\n McCann, Thomas M. “Mentoring Matters.” English Journal<\/em>, vol. 100, no. 2, 2010, pp. 110-112.<\/p>\n Mullen, Carol A. “Constructing Co-Mentoring Partnerships: Walkways We Must Travel.” Theory into Practice<\/em>, vol. 39, no. 1, 2000, pp. 4-11. Anson, Chris. “Reflecting Reading: Developing Thoughtful Ways to Respond to Students’ Writing.” Key Works on Teacher Response: An Anthology<\/em>, edited by Richard Straub, Boynton\/Cook Publishers, Inc., 2006, pp. 361-382.<\/p>\n Busekrus, Elizabeth. \u201cA Conversational Approach: Using Writing Center Pedagogy to Comment for Transfer in the Classroom<\/a>.\u201d<\/p>\n Carbone, Nick, and Margaret Daisley. \u201cGrading as a Rhetorical Construct.\u201d The Theory and Practice of Grading Writing: Problems and Possibilities<\/em>, edited by Frances Zak and Christopher Weaver, SUNY Press, 1998, pp. 77-94.<\/p>\n Covill, A.E. “College students’ use of a writing rubric: Effect on quality of writing, self-efficacy, and writing practices.\u201d Journal of Writing Assessment<\/em>, vol. 5, 2018, pp. 1-19.<\/p>\n Elbow, Peter. “The Teacherless Writing Class.” Key Works on Teacher Response: An Anthology<\/em>, edited by Richard Straub, Boynton\/Cook Publishers, Inc., 2006, pp. 261-286.<\/p>\n Ferris, Dana R. “Responding to student writing: Teachers’ philosophies and practices.” Accessing Writing<\/em>, vol. 19, 2014, pp. 6-23.<\/p>\n Ferris, Dana R. \u201c‘They Said I Have a Lot to Learn’: How Teacher Feedback Influences Advanced University Students\u2019 Views of Writing<\/a>.”<\/p>\n Haswell, Richard. “The complexities of responding to student writing; or, looking for shortcuts via the road of excess<\/a>,” Across the Disciplines: A Journal of Language, Learning, and Academic Writing<\/em>, vol. 3, 2006.<\/p>\n Huisman, Bart, et al. \u201cPeer feedback on academic writing: undergraduate students\u2019 peer feedback role, peer feedback perceptions and essay performance<\/a>.\u201d Assessment & Evaluation in Higher Education<\/em>, vol. 43, no. 6, 2018, pp. 955-968.<\/p>\n Matsuda, Paul Kei, and Michelle Cox. \u201cReading an ESL Writer\u2019s Text.\u201d A Guide for Writing Center Tutors<\/em>, 2nd ed., edited by Shanti Brice and Ben Rafoth, Heinemann, 2009, pp. 42-50.<\/p>\n Knoblauch, Cy, and Lil Brannon. “Introduction: The Emperor (Still) Has No Clothes.” Key Works on Teacher Response: An Anthology<\/em>, edited by Richard Straub, Boynton\/Cook Publishers, Inc., 2006, pp. 1-13.<\/p>\n Sommers, Nancy. Responding to Student Writers<\/em>. Bedford\/St. Martin\u2019s, 2013.<\/p>\n Sommers, Nancy. “Responding to Student Writing.” Key Works on Teacher Response: An Anthology<\/em>, edited by Richard Straub, Boynton\/Cook Publishers, Inc., 2006, pp. 287-295.<\/p>\n Williams, Joseph M. “The Phenomenology of Error.” College Composition and Communication<\/em>, vol. 32, no. 2, 1982, pp. 152-168. “Creativity & Innovation Hub Guide<\/a>.” BU Center for Teaching & Learning<\/em>.<\/p>\n Elbow, Peter, and Jane Danielewicz. “A Unilateral Grading Contract to Improve Learning and Teaching<\/a>.” College Composition and Communication<\/em>, vol. 61, no. 2, 2009, pp. 244-268.<\/p>\n Elbow, Peter, and Jane Danielewicz. “Appendix to A Unilateral Grading Contract to Improve Learning and Teaching<\/a>.” ScholarWorks@UMass Amherst Gallery<\/em>, 2009.<\/p>\n Finnegan, Margaret. “It’s Good Till It’s Not<\/a>.” Inside Higher Ed<\/em>, 1 August 2017.<\/p>\n Gammarino, M. Thomas. “Class Barriers: Creative Writing in Freshman Composition.” Currents in Teaching and Learning<\/em>, vol. 1, no. 2, 2009, pp. 19-27.<\/p>\n Hess, Maggie. “Teaching Composition Creatively<\/a>.” Rhetoric & Writing Studies: College of Arts & Letters<\/em>, 2011.<\/p>\n Inoue, Asao B. “Community-based assessment pedagogy.” Assessing Writing<\/em>, vol. 9, no. 3, 2004, pp. 208-238.<\/p>\n Inoue, Asao B. “A Grade-Less Writing Course That Focuses on Labor and Assessing.” First-Year Composition: From Theory to Practice<\/em>, edited by Deborah Coxwell-Teague and Ronald F. Lunsford, Parlor Press, 2014, pp. 71-110.<\/p>\n McWilliam, Erica L. “Teaching for creativity: from sage to guide to meddler.” Asia Pacific Journal of Education<\/em>, vol. 29, no. 3, 2009, pp. 281-293.<\/p>\n Oakley, Barbara, et al. “Turning Student Groups into Effective Teams.” Journal of Student Centered Learning<\/em>, vol. 2, no. 1, 2004, pp. 9-34.<\/p>\n “Teamwork & Collaboration Hub Guide<\/a>.” BU Center for Teaching & Learning<\/em>.<\/p>\n Yoder, Lesley. “WR 120: The Graphic Self<\/a>.”<\/p>\n <\/div>\n<\/div>\n Goldschmidt, Mary. “Teaching Writing in the Disciplines: Student Perspectives on Learning Genre.” Teaching & Learning Inquiry: The ISSOTL Journal<\/em>, vol. 2, no. 2, 2014, pp. 25-40.<\/p>\n Johns, Ann M. “The future of genre in L2 writing: Fundamental, but contested, instructional decisions.” Journal of Second Language Writing<\/em>, vol. 20, 2011, pp. 56-68.<\/p>\n Miller, Carolyn R. “Genre as Social Action.” Genre and the New Rhetoric<\/em>, edited by Aviva Freedman and Peter Medway, Taylor & Francis, 1994, pp. 23-42. Leff, Michael C. “Teaching Public Speaking as Composition.” Rethinking Rhetorical Theory, Criticism, and Pedagogy: The Living Art of Michael C. Leff<\/em>, edited by Antonio de Velasco, et al., Michigan State University Press, 2016, pp. 433-439.<\/p>\n Palmer, Erik. Well Spoken: Teaching Speaking to All Students<\/em>. Stenhouse Publishers, 2011.<\/p>\n <\/div>\n<\/div>\n Chetna, Natascha. “Invisible No More: Supporting students with invisible disabilities<\/a>.” Inside Higher Ed<\/em>, 13 March 2016.<\/p>\n Dolmage, Jay. “Disability Studies Pedagogy, Usability and Universal Design<\/a>.” Disability Studies Quarterly<\/em>, vol. 25, no. 4, 2005.<\/p>\n Dolmage, Jay. “Universal Design: Places to Start<\/a>.” Disability Studies Quarterly<\/em>, vol. 35, no. 2, 2015.<\/p>\n Duyvis, Corinne, and Kayla Whaley. “Introduction to Disability Terminology<\/a>.” Disability in Kidlit<\/em>, 8 July 2016.<\/p>\n Hamraie, Aimi. “Designing Collective Access: A Feminist Disability Theory of Universal Design<\/a>.\u201d Disability Studies Quarterly<\/em>, vol. 33, no. 4, 2013.<\/p>\n “Faculty & Staff Guide to helping someone in distress.<\/a>” Boston University Student Health Services Behavioral Medicine.<\/p>\n Lang, Jim. “A Welcoming Classroom<\/a>.” ChronicleVitae<\/em>, 28 September 2017.<\/p>\n Mooney, Jonathan. “You Are Special! Now Stop Being Different<\/a>.” The New York Times<\/em>, 12 October 2017.<\/p>\n Raveenthrarajan, Delicia. “I’m a Student and This Is How I Know Mental Health Stigma Is Real<\/a>.” Teen Vogue<\/em>, 21 October 2017.<\/p>\n Seale, Jane K. “Being a Disabled Student in Higher Education.” E-learning and Disability in Higher Education: Accessibility Research and Practice<\/em>, Taylor & Francis, 2013, pp. 21\u201333.<\/p>\n “UDL on Campus<\/a>.” Universal Design for Learning in Higher Education<\/em>.<\/p>\n Womack, Anne-Marie. \u201cTeaching Is Accommodation: Universally Designing Composition Classrooms and Syllabi.\u201d College Composition and Communication<\/em>, vol. 86, no. 3, 2017, pp. 494-525.<\/p>\n Wood, Tara, et al. “Where We Are: Disability And Accessibility.” Composition Studies<\/em>, vol. 42, no. 2, 2014, pp. 147-150.<\/p>\n Yuknis, Christina, and Eric R. Bernstein. “Supporting Students with Non-Disclosed Disabilities: A Collective and Humanizing Approach.” Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success<\/em>, edited by Eunyoung Kim and Katherine C. Aquino, Taylor & Francis, 2017, pp. 3\u201318. Bellas, Marcia L. “Emotional Labor in Academia: The Case of Professors.” The Annals of the American Academy of Political and Social Science<\/em>, vol. 561, 1999, pp. 96-110.<\/p>\n Brady, Steve, and Gene Jarrett. “Final Report of the Task Force on Faculty Diversity and Inclusion.” Boston University Task Force on Faculty Diversity and Inclusion<\/em>, 2 May 2016.<\/p>\n Brunsma, David L., et al. “Teaching Race at Historically White Colleges and Universities: Identifying and Dismantling the Walls of Whiteness.” Critical Sociology<\/em>, vol. 39, no. 5, 2012, pp. 717-738.<\/p>\n DiAngelo, Robin. “White Fragility.” International Journal of Critical Pedagogy<\/em>, vol. 3, no. 3, 2011, pp. 54-70.<\/p>\n Ferguson, Sian. “Privilege 101: A Quick and Dirty Guide<\/a>.” Everyday Feminism<\/em>, 29 September 2014.<\/p>\n “Gender Bias in Academe: An Annotated Bibliography of Important Recent Studies<\/a>.”<\/p>\n Gorski, Paul. “The Question of Class<\/a>.” Teaching Tolerance<\/em>, no. 31, 2007.<\/p>\n Hackman, Rose. “‘Women are just better at this stuff’: is emotional labor feminism’s next frontier?<\/a>” The Guardian<\/em>, 8 November 2015.<\/p>\n Harris, Jessica C., et al. “Who Benefits?: A Critical Race Analysis of the (D)Evolving Language Of Inclusion in Higher Education.” Thought and Action<\/em>, vol. 31, no. 2, 2015, pp. 21-38.<\/p>\n “Implicit Association Test (IAT)<\/a>.” Project Implicit<\/em>.<\/p>\n Johnson, Pamela. “Dressing the Part<\/a>.” The Chronicle of Higher Education<\/em>, 10 August 2005.<\/p>\n Jones, Kenneth, and Tema Okun. “White Supremacy Culture.” Dismantling Racism: A Workbook for Social Change Groups<\/em>, ChangeWork, 2001.<\/p>\n Lazos, Sylvia R. “Are Student Teaching Evaluations Holding Back Women and Minorities? The Perils of ‘Doing’ Gender and Race in the Classroom.” Presumed Incompetent: The Intersections of Race and Class for Women in Academia<\/em>, edited by Carmen G. Gonzalez, et al., Utah State University Press, 2012, pp. 164-185.<\/p>\n Lensmire, Timothy J., et al. “McIntosh as Synecdoche: How Teacher Education’s Focus on White Privilege Undermines Antiracism.” Harvard Educational Review<\/em>, vol. 83, no. 3, 2013, pp. 410-431.<\/p>\n Liu, Pei-Hsun Emma, and Dan J. Tannacito. “Resistance by L2 writers: The role of racial and language ideology in imagined community and identity investment.” Journal of Second Language Writing<\/em>, vol. 22, 2013, pp. 355-373.<\/p>\n MacDonald, Heather. “Multiculti U.<\/a>” City Journal<\/em>, Spring 2013.<\/p>\n Poe, Mya. “Reframing Race in Teaching Writing Across the Curriculum.” Across the Disciplines<\/em>, vol. 10, no. 3, 2013, pp. 87-105.<\/p>\n
\n<\/div>\n<\/div>\nPlace-Based Pedagogy (Spring 2019)<\/h3>
Feedback (Spring 2019)<\/h3>
\n<\/div>\n<\/div>\nCreativity and Collaboration Faculty Seminar (Fall 2018)<\/h3>
Teaching the New WR 120 (Spring 2018)<\/h3>
\n<\/div>\n<\/div>\nTeaching the New WR 151 (Spring 2018)<\/h3>
Disability, Inclusion, and Accessibility (Fall 2017)<\/h3>
\n<\/div>\n<\/div>\nChallenging Conversations (Spring 2017)<\/h3>