Title: A Framework for Teaching Academic Writing | English to Students across the Curriculum
Blurb: Academic writing is complex, requiring students to understand the processes, genres, rhetorical approaches, information literacy skills, disciplinary discourse, and subject matter of a field (MacDonald, 1994). Writing | English instructors often work with other peoples’ students–students outside of their own field. How might these instructors assist these students in their journeys to become more effective with discipline-specific writing | English? In response to this challenge, The English Language Support Office (ELSO) at Cornell University, U.S., which provides support to international graduate and professional students across the university has developed the co-inquiry approach to pedagogy (Cox, Lindberg, & Myers, 2021 forthcoming). In this workshop, Dr. Michelle Cox will introduce this approach and explore, with participants, ways in which it may be adapted for their contexts.
Bio: Michelle Cox, Ph.D., directs the English Language Support Office, a writing and speaking support program for multilingual and international graduate and professional students at Cornell University, in Ithaca, New York. She was formerly faculty at Bridgewater State University, where she launched and directed a Writing Across the Curriculum program, and Dartmouth College, where she initiated graduate writing support. Her scholarship focuses on Writing Across the Curriculum (WAC), multilingual writing, and graduate communication support.
Her publications include four co-edited collections—Second Language Writing in the Composition Classroom: A Critical Sourcebook (2006), Reinventing Identities in Second Language Writing (2010), WAC and Second Language Writing: Research toward Linguistically and Culturally Inclusive Programs and Practices (2014), and Supporting Graduate Writers: Research, Curriculum, and Programs (2016)—and a co-authored monograph—Sustainable WAC: A Whole Systems Approaching to Developing WAC Programs (2018). Her publications also include nineteen book chapters and nine journal articles, with her work appearing in Across the Disciplines, Composition Studies, and the English Journal.
She is founding co-chair of two national professional organizations—the Consortium on Graduate Communication and the Association for Writing Across the Curriculum—and a regional professional association—the Northeast Writing Across the Curriculum Consortium. She has served on the editorial boards of the WAC Clearinghouse and Across the Disciplines: A Journal of Language, Learning, and Academic Writing, and on the advisory boards of Double-Helix: A Journal of Critical Thinking and Writing, Journal of Second Language Writing, and College English.
She is the recipient of two teaching excellence awards from Bridgewater State University: the 2010 Presidential Award for Excellence in Collaboration to Improve Teaching and the 2012 Presidential Award for Distinguished Teaching. She is also the recipient, with Jeffrey Galin and Dan Melzer, of a 2020-2021 CCCC Research Initiative Grant, which they are using to research the efficacy of the whole systems approach to developing sustainable WAC programs.