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Aiken, Leona S., Stephen G. West, David E. Schwalm, James L. Carroll, Shenghwa Hsiung. “Comparison of a Randomized and Two Quasi-Experimental Designs in a Single Outcome Evaluation: Efficacy of a University-Level Remedial Writing Program.” Evaluation Review 22.2 (1998): 207-44.
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Bedard, Lynne Marie. Native Voices: The Experiences and Perceptions of Native American Students Enrolled in Culturally Responsive Writing Courses at a University in the Southwest. Diss. University of Connecticut, 1999. Ann Arbor: UMI, 1999. AAT 9926231.
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Brack, Gay W. and Leanna R. Hall. “Combining the Classroom and the Community: Service-Learning in Composition at Arizona State University.” Writing the Community: Concepts and Models for Service-Learning in Composition. Ed. Linda Adler-Kassner, Robert Crooks, and Ann Watters. Washington, DC: American Association for Higher Education and NCTE (1997): 143-52. Web. 09 Sept. 2009.
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Calleros, Charles R. “Reconciliation of Civil Rights and Civil Liberties after R.A.V. vs. City of St. Paul: Free Speech, Antiharassment Policies, Multicultural Education, and Political Correctness at Arizona State University.” Utah Law Review (2002): 1205-334. Print.
Chen, Yueh-Miao. The Writing Development of College Students and Effective Instruction. Diss. Arizona State University, 1992. Ann Arbor: UMI, 1992. AAT 9237243.
Collins, Judith Ann. Intersections of Writers’ Intended Readers with Peer Responders During Asynchronous Forums in First-Year Composition. Diss. Arizona State University, 2000. Ann Arbor: UMI, 2000. AAT 9976305.
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Crowley, Sharon. “Communication Skills and a Brief Rapprochement of Rhetoricians.” Rhetoric Society Quarterly 34.1 (2004) 89-103. Print.
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Duerden, Sarah J. and Jeanne Garland. “Goals, Objectives, & Performance Criteria: A Useful Assessment Tool for Students and Teachers.” Proceedings of the 28th Annual Frontiers in Education, 1998. Web. 07 Sept. 2009.
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Duerden, Sarah, Jeanne Garland, Christine Helfers, and Don L. Evans. “A Process to Begin Integrating First-Year Composition and Engineering: Or How to Talk to an English Department.” Proceedings of the 29th Annual Frontiers in Education, 1999: 13b5. Web. 07 Sept. 2009.
Duerden, Sarah, Jeanne Garland, Christine Helfers, and Ron Roedel. “Integrated Programs and Cultural Literacies: Using Writing to Help Engineering Students Transition to the Cultural Literacies of College.” Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition, 2002. Web. 23 Sept. 2009.
Duerden, Sarah, Jeanne Garland, Christine Helfers, and Ron Roedel. “Integration of First-Year English and Introduction to Engineering Design: A Path to Explore the Literacy and Culture of Engineering.” Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, 2001. Web. 23 Sept. 2009.
Duerden, Sarah, Meredith Green, Jeanne Garland, Bruce Doak, Joan McCarter, Ron J. Roedel, Don L. Evans, and Pete Williams. “Scaling Up Arizona State University’s First-Year Integrated Program in Engineering: Problems and Solutions.” Proceedings of the 27th Annual Frontiers in Education,1997: 1442-9. Web. 07 Sept. 2009.
Duerden, Sarah, Meredith Green, Jeanne Garland, Bruce Doak, Joan McCarter, Ron J. Roedel, Don L. Evans, and Pete Williams. “Trendy Technology or a Learning Tool?: Using Electronic Journaling on WebNotes for Curriculum Integration in the Freshman Program in Engineering at ASU.”Proceedings of the 27th Annual Frontiers in Education, 1997: 1549-56. Web. 07 Sept. 2009.
Duerden, Sarah, Christine Helfers, and Ron Roedel. “Models for Integrating Writing Instruction into the Engineering Curriculum: Using Engineering Concepts and Content in Freshman English Courses.” Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition, 2003.
Evans, Don, Judy Grace, and Duane Roen. “Signs of Change at a Research-Extensive University: Promoting the Scholarship of Teaching and Learning at Arizona State University.” Faculty Priorities Reconsidered: Rewarding Multiple Forms of Scholarship. Eds. Kerry Ann O’Meara and R. Eugene Rice. San Francisco: Jossey-Bass, 2005. 209-29.
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Gangi, Patricia Ann. Draft Revision: Systematic Development of Instruction for First-Year Composition Students (Heuristics, Writing, Instructional Technology). Diss. Arizona State University, 1985. Ann Arbor: UMI, 1985. AAT 8602827.
Garland, Jeanne, Sarah Duerden, Christine Helfers, and Don L. Evans. “Teaching Engineering Students Their Own Discourse.” Proceedings of the 29th Annual Frontiers in Education, 1999. Web. 07 Sept. 2009. Web. 07 Sept. 2009.
Garland, Jeanne, Sarah Duerden, Christine Helfers, and Ron Roedel “Integration of First-Year English with Introduction to Engineering Design with an Emphasis on Questions of Ethics.” Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, 2001. Web. 23 Sept. 2009.
Glau, Gregory R. “Bringing Them Home: Arizona State University’s New Model of Basic Writing Instruction.” Conference on College Composition and Communication. Milwaukee, WI. Mar. 1996. ERIC Document Reproduction Service, ED 403558. Web. 14 August 2009.
Glau, Gregory R. “Hard Work and Hard Data: Getting Our Message Out.” Conference on College Composition and Communication. Atlanta, GA. Mar. 1999. ERIC Document Reproduction Service, ED430229. Web. 14 August 2009.
Glau, Gregory R. “Hard Work and Hard Data: Getting Our Message Out.” The Writing Program Administrator’s Resource: A Guide to Reflective Institutional Practice. Ed. Stuart C. Brown and Theresa Enos. Mahwah, NJ: Erlbaum (2002): 291-302. Print.
Glau, Gregory R. “The ‘Mainstreaming+’ Approach.” Conference on College Composition and Communication. Chicago, IL. Apr. 1998. ERIC Document Reproduction Service, ED419237. Web. 14 August 2009.
Glau, Gregory R. “Stretch at 10: A Progress Report on Arizona State University’s Stretch Program.” Journal of Basic Writing 26.2 (2007): 30-48.
Glau, Gregory R. “The “Stretch Program’: Arizona State University’s New Model of University-Level Basic Writing Instruction.” WPA: Writing Program Administration 20.1-2 (1996): 79-91.
Goggin, Peter, Sharon Crowley, John Ramage, and Kohl M. Glau. “The Universal Requirement in First-Year Composition.” BWe: Basic Writing e-Journal1.2 (1999). Web. 14 Aug. 2009.
Green, Meredith and Sarah Duerden. “Collaboration, English Composition, and the Engineering Student: Constructing Knowledge in the Integrated Engineering Program in the English Classroom.” Proceedings of the 26th Annual Frontiers in Education Conference, 1996: 6a1.1. Web. 23 Sept. 2009.
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Helfers, Christine, Sarah Duerden, Jeanne Garland, and Don L. Evans. “An Effective Peer Revision Method for Engineering Students in First-Year English Courses.” Proceedings of the 29th Annual Frontiers in Education, 1999. Web. 07 Sept. 2009.<
James, Mark A. “The Influence of Perceptions of Task Similarity/Difference on Learning Transfer in Second Language Writing.” Written Communication 25.1 (2008): 76-103. Print.
James, Mark A. “‘Far’ Transfer of Learning Outcomes from an ESL Writing Course: Can the Gap Be Bridged?” Journal of Second Language Writing 18.2 (2009) 69-84. Print.
James, Mark A. “Transfer Climate and EAP Education: Students’ Perceptions of Challenges to Learning Transfer.” English for Specific Purposes 29.2 (2010): 133-47. Print.
James, Mark A. “An Investigation of Learning Transfer in English-for-General-Academic-Purposes Writing Instruction.” Journal of Second Language Writing 19 (2010): 183-206. Print.
James, Mark A. “Using 'Second Language Learning' as Content in a University ESL Writing Course.” Effective Second Language Writing. Ed. Susan Kasten. Alexandria, VA: TESOL, 2010. 39-50. Print.
James, Mark A. “An Investigation of Motivation to Transfer Second Language Learning.” The Modern Language Journal 96 (2012): 51-69. Print.
Kelleher, Wendy C. A Twenty-Year History of Rainbow Sections of First-Year Composition. Diss. Arizona State University, 2006. Ann Arbor: UMI, 2006. AAT 3220312.
Lalicker, William B. “A Basic Introduction to Basic Writing Program Structures: A Baseline and Five Alternatives.” Teaching Developmental Writing: Background Readings, 3rd edition. Ed. Susan Naomi Bernstein. Boston: Bedford/St. Martin’s, 2007. 15-25. Print.
Lester, Neal A. and Greg Glau. “Crow’s Class-Size Order Yields Better Writing Students.” Opinion. The Mesa Republic. 20 Dec. 07. Rpt. AZ Republic Online. 18 Jan 2008.
Matsuda, Paul Kei, Tanita Saenkhum, and Steven Accardi. "Writing Teachers’ Perceptions of the Presence and Needs of Second Language Writers: An Institutional Case Study." Journal of Second Language Writing 22.1 (2013): 68-86. Print.
Matsuda, Paul Kei. "Let's Face It: Language Issues and the Writing Program Administrator." WPA: Writing Program Administration 36.1 (2012): 141-163. Print.
McNenny, Gerri and Sallyanne H. Fitzgerald. Mainstreaming Basic Writers: Politics and Pedagogies of Access. Mahwah, NJ: Erlbaum, 2001. Print.
Miller, Susan K., Shelley Rodrigo, Veronica Pantoja, and Duane Roen. “The Composition Practicum as Professional Development.” Don’t Call It That. Ed. Sid Dobrin. Urbana, IL: NCTE, 2005. 82-97. Print.
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“The New ASU Story.” ASU Libraries, University Archives. Arizona State University. Web.15 Oct. 2008.
O'Meara, Katherine D. A Community of Second Language Writing at Arizona State University: An Institutional Ethnography, ProQuest Dissertations Publishing, 2016. Arizona State University.
Rhoads, Terri Reed, Duerden, Sarah, and Jeanne Garland. “Views about Writing Survey: A New Writing Attitudinal Survey Applied to Engineering Students.” Proceedings of the 28th Annual Frontiers in Education, 1998. Web. 07 Sept. 2009.
Roedel, Ron J., Don L. Evans, Bruce Doak, Joan McCarter, Sarah Duerden, Meredith Green, and Jeanne Garland. “Projects that Integrate Engineering, Physics, Calculus, and English in the Arizona State University Foundation Coalition Freshman Program.” Proceedings of the 27th Annual Frontiers in Education, 1997. Web. 07 Sept. 2009.
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Saenkhum, Tanita. Decisions, Agency, and Advising: Key Issues in the Placement of Multilingual Writers into First-Year Composition Courses. Utah State University Press, Logan, 2016.
Sands, Teryl Danielle. Assessment of Effective Teaching Practices and the Use of Technology in English as a Second Language First-Year Composition Courses. Diss. Arizona State University, 2005. Ann Arbor: UMI, 2005. AAT 3173240.
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Shepherd, Ryan P. Composing Facebook: Digital Literacy and Incoming Writing Transfer in First-Year Composition. Diss. Arizona State University, 2014.
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In April 2010, ASU Writing Programs hosted a team from the Consultant-Evaluator Service of the Council of Writing Program Administrators. The Consultant-Evaluator visit was the culmination of several months of preparation that included an extensive self-study process whereby Writing Programs faculty and administrators assessed the program from within. A committee comprising members involved in all areas of Writing Programs conducted research about characteristics of the program that included existing curriculum, faculty working conditions, program partners, physical facilities, and more. The committee’s research formed the basis of a report (which can be accessed below) presented to the Consultant-Evaluators in anticipation of their visit.
Dr. Charles Schuster (University of Wisconsin-Milwaukee) and Dr. Lil Brannon (University of North Carolina, Charlotte) visited ASU’s Tempe campus for three days at the end of April to evaluate Writing Programs’ greatest strengths and to assess some of the major challenges the program faces moving forward. Drs. Schuster and Brannon held several meetings with Writing Programs teachers, graduate students, English department faculty and administrators, and College of Liberal Arts and Sciences administrators, and used the information they gathered in those meetings to augment their observations. In addition, Dr. Schuster visited an English 102 class and surveyed students about their experiences in Writing Programs’ courses.
Following their visit, the Consultant-Evaluators prepared a report that included their assessments of the program’s strengths and major challenges, and offered suggestions for addressing the challenges in the coming years. Among their recommendations were: (1) redesigning the program’s administrative structure to strengthen tenure-track faculty members’ contributions to the program, (2) developing additional Writing Programs’ courses for undergraduate and graduate students, (3) designing and putting into practice an ongoing assessment plan to ensure students’ needs continue to be met, (4) developing a research focus for faculty involved in the program, (5) improving both internal and external communication concerning Writing Programs, and (6) improving the visibility of Writing Programs in the university and to outside stakeholders (e.g., other programs, the field of rhetoric and composition, and public audiences).
Since the Consultant-Evaluators’ visit, Writing Programs has begun to develop strategies for meeting and exceeding the recommendations in the report. In Fall 2010, the program took the first steps in building an assessment plan that adapts elements of Bob Broad’s model of Dynamic Criteria Mapping. As well, full-time faculty members are becoming more involved in Writing Programs, including leading Teaching Associate training and teaching Writing Programs classes. And members of the original self-study committee are determining ways to meet other challenges. In the coming months and years, Writing Programs will continue to develop effective strategies for achieving our aspiration to be an exemplar which involves modeling effective practices in writing curriculum and faculty development, conducting research on writing instruction through partnerships with other programs at ASU and with other college writing programs, and performing our values of sustainability, diversity, and community in our program policies and practices.
For any questions about the Self-Study process, the Consultant-Evaluator visit, or ongoing efforts to meet Writing Programs’ goals, feel free to contact Director of Writing Programs, Dr. Shirley Rose.
In AY 15-16, as one aspect of Writing Programs' follow up on the visit, a communication survey was created and implemented to assess the effectiveness of communication pathways and practices within Writing Programs, to identify opportunities for improvement, and to obtain further data about the perceived effectiveness of Writing Programs communication among its many stakeholders.
Curriculum initiatives are special sections of Writing Programs classes in which the teachers test new pedagogy for research purposes. In the past, curriculum initiatives have included experiments with format, grading, or subject matter. All Writing Programs teachers are encouraged to think of new ways to approach our classes and submit proposals for curriculum initiatives to Director Shirley Rose.