Linked Readings

Chapter One

1. To enjoy personal expressive writing with a poetic style: Williams, Terry Tempest.
“Why I Write.” 1998. Why I Write: A Celebration of the National Day on Writing.
National Writing Project, 2011.

2. To consider motivation in school writing and to appreciate accessible academic research: Strasser, Emily. “Writing What Matters: A Student’s Struggle to Bridge the Academic/Personal Divide.” Young Scholars in Writing, vol. 5, 2007.

3. To explore accessible scholarly research about the kinds of academic assignments students find meaningful: Eodice, Michele, Anne Ellen Geller, and Neal Lerner. The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education. Conference on College Composition and Communication Research Grant, 2010–11.

4. To hear how a thoughtful writing professor connects our everyday lives to our classroom work: Cusick, Christine. “Reflections on Teaching.” Assay: A Journal of Nonfiction Studies, 29 Jan. 2018.

5. To trace how a student researcher journeys from wondering whether texting has a negative effect on student writing to finding answers to her question: Cullington, Michaela. “Texting and Writing.” Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric, vol. 8, 2011, pp. 90–95.

6. To see how one scholar might respond to another in a public venue: Cooper, Julia. “A Response to Michaela Cullington.” Young Scholars in Writing, vol. 11, 2014, pp. 91–93.


Chapter Two

1. To consider story, narrative, and argument as persuasive and rhetorical moves in an accessible essay: Christiansen, Ron. “Story as Rhetorical: We Can’t Escape Story No Matter How Hard We Try.” Rhetoric: How We Examine Writing in the World.

2. To think about familiar genres of school writing in a series of thoughtful research articles by students: “Tag: Classroom Genres.” Grassroots Writing Research, Illinois State University.

3. To better understand how dialects can be—but shouldn’t be—used to promote stereotypes: “Why Do People Say ‘AX’ instead of ‘ASK’?” Decoded, MTV, 17 Jan. 2018, YouTube.

4. To engage a student research project about how learning in a first-year writing course may (or may not) transfer to other rhetorical situations: Mulcahy, Sara. “‘I Realize Writing Is a Part of My Daily Life Now’: A Case Study of Writing Knowledge Transfer in One Section of ESL Writing.” Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric, vol. 10, 2012.

5. To realize how writing can vary from one culture to the next in ways that go far deeper than language: Writing across Borders, parts 1, 2, and 3, Oregon State U, YouTube, May 2010.

6. To enjoy noticing lexis (a vocabulary associated with a discourse community) within family communities: Golder, Andy. “People Are Sharing Words that Only Their Family Uses, And It’s Hilariously Relatable.” Buzzfeed, 13 January 2018.

7. To notice how discourse communities operate within movie plots: “Discourse Communities in Movie Clips.” YouTube, 28 January 2018.


 Chapter Three

1. To consider the role of music in the writing process and appreciate the work of a student researcher: Calicchia, Sara. “To ‘Play That Funky Music’ or Not: How Music Affects the Environmental Self-Regulation of High-Ability Academic Writers.” Young Scholars in Writing, vol. 11, 2014.

2. For an argument about how grammar should be taught that relies on academic research but is written for a non-academic public audience: Cleary, Michelle Navarre. “The Wrong Way to Teach Grammar.” The Atlantic 25 Feb. 2014.

3. To see an example of how students can research actual writing processes in their own university: McMillan, Laurie. “Informal Local Research Aids Student and Faculty Learning.” Council on Undergraduate Research On the Web, vol. 33, no. 1, 2012.

4. For a brief and vivid blog post that provides a lesson on sentence style (I know it sounds boring, but it’s really cool!): Ciotti, Gregory. “Easy Reading Is Damn Hard Writing.” Help Scout, 3 Sept 2015.

5. To have a lot of fun thinking about rules and voice via a student’s creative honor’s thesis: Tyrrell, Lauren E. “Excuse My Excess.” Xchanges, vol. 6,no. 1, 2010.

6. To hear video advice about acting as beta readers (general rather than expert readers) for one another: Moreci, Jenna. “All about Beta Readers.” Jenna Moreci, YouTube, 9 Aug 2017.

7. For a video of students reflecting on their writing processes in college: Sommers, Nancy. Shaped by Writing, 2003, Harvard College, YouTube, 2014.


Chapter Four

1. To consider the ethics and processes of primary research in a friendly form: Driscoll, Dana Lynn. “Introduction to Primary Research: Observations, Surveys, and Interviews.” Writing Spaces: Readings on Writing, Vol. 2. Parlor P, 2011.–introduction-to-primary-research.pdf

2. For an accessible and practical explanation of secondary research: Haller, Cynthia R. “Walk, Talk, Cook, Eat: A Guide to Using Sources.” Writing Spaces: Readings on Writing, Vol. 2. Parlor P, 2011.

3. To think about research and writing as conversational in terms of honest student experiences: O’Rourke, Sean Patrick, Stephen Howard, and Andrianna Lee Lawrence. “Respondeo etsi Mutabor: The Comment and Response Assignment, Young Scholars, and the Promise of Liberal Education.” Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric 10 (2012).

4. For a student perspective on reading academic journals intended for professors rather than students: Wojciechowski, Kylie. “Eavesdropping on the Conversation: Situating an Undergraduate’s Role within the Scope of Academic Journals.” Grassroots Writing Research Journal, vol. 5, no. 1, 2014, pp. 67–77.

5. To hear a teacher reflect on the difficulties of teaching students to navigate library databases in a brief accessible article written for other teachers: Fister, Barbara. “Burke’s Parlor Tricks: Introducing Research as Conversation.” Inside Higher Ed, 11 Nov. 2011.

6. For an array of resources based on research of students’ use and citation of sources: Jamieson, Sandra, Rebecca Moore Howard, and Tricia Serviss. The Citation Project: Preventing Plagiarism, Teaching Writing.

7. For case studies of how internet searches are used for academic projects in a creative online publication: Purdy, James P., and Joyce R. Walker. “Digital Breadcrumbs: Case Studies of Online Research.” Kairos, vol. 11, no. 2, spring 2007.

8. To view information from a plenary talk on how people are using libraries, books, and online research: Zickhur, Kathryn. “Reading, Writing, and Research in the Digital Age.” Pew Research Center, 4 Nov. 2013.


Chapter Five 

1. For interesting and accessible research about the rhetoric of font: Stewart, Nida M., “Typeface and Document Persona in Magazines.” Xchanges, vol. 6, no. 1, 2010.

2. For helpful, clear advice on blogging and other forms of web writing: Barton, Matt, James Kalmbach, and Charles Lowe, eds. Writing Spaces: Web Writing Style Guide Version 1.0. Parlor P, 2011.

3. To view and learn the background of a variety of student multimodal projects: Shipka, Jody. Remediate This, Blog.

4. To explore famous American speeches (often with transcripts and video in addition to audio): American Rhetoric.

5. To see student-made videos which teach a principle for communication theory in a fun way: Wotanis, Lindsey. Teach-a-Theory Videos, YouTube playlist, 7 February 2016.

6. For a thoughtful and visually engaging video about multimodal composing: Andrews, Kendra L., illustrated by T. Mark Bentley. “Multimodal Composing, Sketchnotes, and Idea Generation.” Kairos, vol. 22, no. 2, spring 2018.

7. For a helpful view of current writing technologies in terms of a long history of development and change: Baron, Denis. “From Pencils to Pixels: The Stages of Literacy Technology.” Adapted from a chapter in Passions, Pedagogies, and 21st Century Technologies, edited by Gail Hawisher and Cynthia Selfe, Utah State UP and NCTE, 2000, pp. 15–33.