Title
Multimodal Analysis and the Composition TAship: Exploring Embodied Teaching in the Writing Classroom
Document Type
Contribution to Book
Publication Date
2021
Publisher
Utah State University Press
Source Publication
Standing at the Threshold: Working through Liminality in the Composition and Rhetoric TAship
Source ISSN
978-1-64642-088-9
Abstract
Lillian Campbell and Jaclyn Fiscus-Cannaday gathered this research at the University of Washington (UW)—a large public institution in which most undergraduate students identify as STEM—while they were both graduate students in rhetoric and composition at UW. There are two writing programs at UW housed in the English department: the expository writing program (EWP), which is the larger of the two and adopts a writing-across-the-curriculum approach, and the interdisciplinary writing program (IWP), which adopts a writing-in-the-disciplines approach. This research draws on the experiences of first-and second-year TAs tasked with being instructors of record for one of the strains of the EWP first-year writing course.
Recommended Citation
Campbell, Lillian and Fiscus-Cannaday, Jaclyn, "Multimodal Analysis and the Composition TAship: Exploring Embodied Teaching in the Writing Classroom" (2021). English Faculty Research and Publications. 593.
https://epublications.marquette.edu/english_fac/593
Comments
"Multimodal Analysis and the Composition TAship: Exploring Embodied Teaching in the Writing Classroom," in Standing at the Threshold. Eds. William J. Macauley Jr., Leslie R. Anglesey, Brady Edwards, Kathryn M. Lambrecht and Phillip Lovas. Logan: Utah State University Press, 2021: 31-59. Publisher link. © 2021 Utah State University Press. Used with permission.