Writing Intensive Practices & Pedagogies for Grad Learners

There is no satisfactory explanation of style, no infallible guide to good writing, no assurance that a person who thinks clearly will be able to write clearly, no key that unlocks the door, no inflexible rule by which the young writer may shape his course. He will often find himself steering by stars that are disturbingly in motion. (Strunk and White, Elements of Style – 3rd edition.)


IWAC 2014 Conference
13 June Session
Writing Intensive Practices and Pedagogies for Graduate Education: Building New Practices with Diverse Communities of Future Faculty
Ilene Alexander and Noro Andriamanalina, University of Minnesota–Twin Cities


whitby-quotation-better-edu-catorsAs teachers of graduate and undergraduate courses, consultants to graduate faculty, professional development programmers, and graduate mentors, we develop graduate-level pedagogies and writing intensive practices to support graduate-specific learning. Drawing on two cases studies our interactive presentation will

• explore incorporating writing as a process frameworks,

• address teaching with writing pedagogies for graduate writers and future faculty,

• highlight feedback practices for use by writers, readers, teachers, and students,

• build a participant-rich discussion.

Not this:


Case 1 –  Academic Professional Development Programming (Graduate School) and Community of Scholars Program (Office for Equity and Diversity, University of Minnesota-Twin Cities)

Case 2 – GRAD8101: Teaching [and Learning] in Higher Education (Preparing Future Faculty Program, Center for Teaching and Learning, University of Minnesota-Twin Cities)

Alexander, Ilene, and Casper, Josh.  SUCCESS: On Mentoring, Seeking Mentors, and Multiple Mentors.  http://www1.umn.edu/ohr/prod/groups/ohr/@pub/@ohr/@ctl/documents/asset/ohr_asset_175619.pdf.

Boice, Robert. Professors as Writers. Stillwater, OK: New Forums Press, 1984.

Boice, Robert. “Procrastination, Busyness and Bingeing.” Behaviour Research and Therapy 27.6 (1989): 605–611.

Brookfield, Stephen. “Adult Cognition as a Dimension of Lifelong Learning.” Lifelong Learning: Education Across the Lifespan. Eds. J. Field & M. Leicester. Philadelphia: Falmer Press, 2011.

Bunch, Charlotte. “Not By Degrees: Feminist Theory and Education.” In Learning Our Way: ssays in Feminist Education. Eds. Charlotte Bunch and Sandra Pollack. Trumansberg, NY: Crossing Press, 1983.

Elbow, Peter. “Embracing Contraries in the Teaching Process.” College English 45.4 (April 1983): 327-339.    

Elbow, Peter. Writing without Teachers. Oxford University Press, 1973.

Gómez, Doris Santoro.  “Women’s Proper Place and Student-Centered Pedagogies.  Studies in the Philosophy of Education 27.5 (2008): 313-333.

Kamler, Barbara, and Thomson, Pat. Helping Doctoral Students Write: Pedagogies for Supervision. London: Routledge, 2006.

Omolade, Barbara. “A Black Feminist Pedagogy.” Women’s Studies Quarterly 15.1-2 (1987): 32-39.

Schniedewind, Nancy. “Teaching Feminist Process.” Women’s Studies Quarterly 15.1-2 (1987): 15-31.

Shrewsbury, Carolyn. “What Is Feminist Pedagogy?” Women’s Studies Quarterly 15.1-2 (1987): 6-14.

Sword, Helen. “Writing Higher Education Differently: A Manifesto on Style.” Studies in Higher Education 34.3 (2009):319-336.






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