This is the third blog post in a series featuring the ongoing scholarship of each research team participating in the Center for Engaged Learning (CEL) 2019-2021 research seminar on Writing Beyond the University: Fostering Writers’ Lifelong Learning and Agency. This…

In this blog series, we feature the ongoing scholarship of each research team participating in the Center for Engaged Learning (CEL) 2019-2021 research seminar on Writing Beyond the University: Fostering Writers’ Lifelong Learning and Agency. This blog post features research…

This post is the first in a series in which we feature the ongoing scholarship of each research team participating in the Center for Engaged Learning (CEL) 2019-2021 research seminar on Writing Beyond the University: Fostering Writers’ Lifelong Learning and…

Writing Studies research has long attended to and included visuals, especially in the sub-fields of visual rhetoric, professional writing, and technical communication. For example, scholars have examined and developed taxonomies of the relationship between words and images, the visual design…

New studies seek to update the field of Writing Studies’ understanding of writing beyond the university by explaining how writers enter into and navigate these spheres, writers’ complex roles in non-curricular writing contexts, or the kinds of writing they conduct….

What factors related to college writing make it meaningful to students? Are these the same factors that make workplace writing meaningful to alumni?  The meaningfulness of college writing is an important concept for educators and administrators. In their analysis of…

In a previous blog post, Julia Bleakney discussed some of the methods and documents that researchers have used to “capture employers’ expectations for the communication skills and abilities of college graduates in technical and engineering fields.” In this blog, I’ll…

In this blog post, I discuss the methods and documents researchers have used to capture employers’ expectations for the communication skills and abilities of college graduates in technical and engineering fields. These studies take as a “given” previous studies’ claims…

Work-Integrated Learning (WIL) is a well-theorized pedagogical practice that facilitates students’ learning through connecting or integrating experiences across academic and workplace contexts (Billett, 2009). Higher Education Quality Council of Ontario’s 2016 Practical Guide for Work-Integrated Learning offers a helpful introduction and resources for…

Writing Beyond the University: Fostering Writers’ Lifelong Learning and Agency seminar leaders – Julia Bleakney, Paula Rosinski, and Jessie L. Moore – asked seminar participants each to share citations and brief annotations for two texts (e.g., articles, chapters, books, etc.)…