The Writing Instruction Support program sponsors Writing Research Fellowships to faculty-student pairs to develop a study investigating the effectiveness of a particular writing instruction practice being used in the classroom.

Each Writing Research Fellow pair receives a modest stipend in exchange for meeting once-a-month during the academic year to consult on their evolving studies and agrees to share their resulting findings and materials. 

Faculty-student pairs publish their results both in person at professional development events on campus and on the Writing Instruction Support website.

See examples of past studies below.

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Submissions from 2016

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Assessment of Engineering Writing at Western Washington University, Sura Al-Qudah and Nathan Romond

Submissions from 2015

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Telling Stories In a Professional and Technical Writing Course, Jeremy Cushman and Kaitlyn Teer

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Co-authors: Faculty-Student Collaborative Writers, Tara Perry and Jackie Heller

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(Re)Sequencing the Research/Writing Process in the Writing Classroom, Megan Spiegel, Lee Olsen, and Suzanne Paola

Submissions from 2014

Telling Expectations About Academic Writing, Carmen Werder

Submissions from 2013

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Does the Creation of an Outline Prior to Writing a Draft Enhance the Quality of Students’ Papers?, Karen Bradley and Michael Manley

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The Use of Archival Scources in Scholarly Writing, Kristin Mahoney and Kaitlyn Abrams

Submissions from 2011

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The Effect of Student Peer Response and Assessment on the Proficiency of Writing Traits at the College Level, Korry Harvey and Misa Haring

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Using Visual Imagery to Enhance Student Writing, Diana Jones and Rachelle Redd

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The Narrating Subject: Student Reflection on Witness Narrative, Kathleen Zuanich Young and Francesca Leaf

Submissions from 2010

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Peer Review Skill Development in a Writing Proficiency Course: Can Peer Review Really Improve Writing Skills?, Raine Dozier and Kathryn Frazier

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Usability of Peer Review Workshops, Margi Fox and Jennifer Jacobs

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Efficacy of Interactive Journaling as an Undergraduate Teaching/Learning Device, William Lay, Annemarie Curd, and Shanyese Trujillo

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Analyzing Reflective Writing, Ray Wolpow and Jody Bault

Submissions from 2009

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Project Title: Challenging What We Think We Know: Moving Beyond the Obstacles of Prior Knowledge, Bidisha Biswas, Rosa Jimenez, and Jessica Pemble

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The Effectiveness of Revision Activities on Improving Writing, Paul Chen and Steve Walker

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Impact of Written Comments on Student Writing, Margi Fox and Jeanne Killgore

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Exploring Reflective Journal Writing in the Classroom, Jennifer Karchmer and Kate Bauer

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Student Writing and Non-traditional Writing Media and Environments, Suzanne Paola and Lori Brock

Submissions from 2008

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Journal Writing in the Classroom: Chore or Delight?, Jennifer Karchmer and Anya Nakrokhina

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People, Places and Ideas: A Year-long Conversation with Rural Alaskan Students, Lauren McClanahan and Andrea Gabler

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Student Literacy and the Effect of Digital Writing, Catherine McDonald and Amanda Hill

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Integration of Technical and Scientific Writing into Surface-Water Hydrology (GEOL 472/572), Robert J. Mitchell and Niki Thane

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Making it Through: From Start to Finish… Faculty and Student Co-authorship Process, Tara Perry, Brian Launius, and Hayley Peterson

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Blogging as a Way of Thinking, Julia Sapin and Robyn Rossmeisl

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Using A Field Journal To Enhance Conceptual Understanding, Shelby L. Sheppard, Jennifer Baldwin, and Gretchen Anderson

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Improving Metacognitive Skills, Jim Stewart, Mike Greiner, and Cassandra Cook