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.
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.
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.
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.
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.
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.