This profile describes how the Writing Program at Southern Utah University enacts a rhetorical humanist framework in its administrative and curricular structures. At the administrative level, rhetorical humanism offers a collaborative governance model that gives all faculty a voice in programmatic decisions, while managing the cacophony created by…

The following article maps the questions, methods, contexts, and theories presented in published scholarship on writing-related transfer. While not exhaustive, this review attempts to capture representative samples with a focus on recent publications. The article then highlights a multi-institutional research initiative that aims to flesh out the…

Self-directed writing is an opportunity for teachers to write with their students, and it is writing that ultimately ends up in the student's portfolio at mid-term and end of term. It is one component of a structured writing class in which students also do other writing assignments. It is important for teachers to communicate their expectations of…

This paper presents an easy and free online tool that has visually enhanced teachers' writing-response pedagogy and helped their students comprehend their composing. Create a Graph is a free and intuitive online data-graphing program developed by the National Center for Education Statistics. In three clicks a visual depiction of weaknesses or…

Drawing on an activity theory analysis, Elizabeth A. Wardle considers whether cross-disciplinary FYC collaborations can help us achieve current FYC goals. Her analysis of learning community linked FYC courses at a large Midwestern university suggests that learning community teachers are faced with as many--if not more--challenges as traditional…