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.
Assessment of Engineering Writing at Western Washington University, Sura Al-Qudah and Nathan Romond
Telling Stories In a Professional and Technical Writing Course, Jeremy Cushman and Kaitlyn Teer
Co-authors: Faculty-Student Collaborative Writers, Tara Perry and Jackie Heller
(Re)Sequencing the Research/Writing Process in the Writing Classroom, Megan Spiegel, Lee Olsen, and Suzanne Paola
Telling Expectations About Academic Writing, Carmen Werder
Does the Creation of an Outline Prior to Writing a Draft Enhance the Quality of Students’ Papers?, Karen Bradley and Michael Manley
The Use of Archival Scources in Scholarly Writing, Kristin Mahoney and Kaitlyn Abrams
The Effect of Student Peer Response and Assessment on the Proficiency of Writing Traits at the College Level, Korry Harvey and Misa Haring
Using Visual Imagery to Enhance Student Writing, Diana Jones and Rachelle Redd
The Narrating Subject: Student Reflection on Witness Narrative, Kathleen Zuanich Young and Francesca Leaf
Peer Review Skill Development in a Writing Proficiency Course: Can Peer Review Really Improve Writing Skills?, Raine Dozier and Kathryn Frazier
Usability of Peer Review Workshops, Margi Fox and Jennifer Jacobs
Efficacy of Interactive Journaling as an Undergraduate Teaching/Learning Device, William Lay, Annemarie Curd, and Shanyese Trujillo
Analyzing Reflective Writing, Ray Wolpow and Jody Bault
Project Title: Challenging What We Think We Know: Moving Beyond the Obstacles of Prior Knowledge, Bidisha Biswas, Rosa Jimenez, and Jessica Pemble
The Effectiveness of Revision Activities on Improving Writing, Paul Chen and Steve Walker
Impact of Written Comments on Student Writing, Margi Fox and Jeanne Killgore
Exploring Reflective Journal Writing in the Classroom, Jennifer Karchmer and Kate Bauer
Student Writing and Non-traditional Writing Media and Environments, Suzanne Paola and Lori Brock
Journal Writing in the Classroom: Chore or Delight?, Jennifer Karchmer and Anya Nakrokhina
People, Places and Ideas: A Year-long Conversation with Rural Alaskan Students, Lauren McClanahan and Andrea Gabler
Student Literacy and the Effect of Digital Writing, Catherine McDonald and Amanda Hill
Integration of Technical and Scientific Writing into Surface-Water Hydrology (GEOL 472/572), Robert J. Mitchell and Niki Thane
Making it Through: From Start to Finish… Faculty and Student Co-authorship Process, Tara Perry, Brian Launius, and Hayley Peterson
Blogging as a Way of Thinking, Julia Sapin and Robyn Rossmeisl
Using A Field Journal To Enhance Conceptual Understanding, Shelby L. Sheppard, Jennifer Baldwin, and Gretchen Anderson
Improving Metacognitive Skills, Jim Stewart, Mike Greiner, and Cassandra Cook