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interdisciplinary studies of writing archivesSince 2005, the Center has been working with ISW grant recipients to disseminate their findings in local workshops and colloquia as well as in national conferences and publications. In order to accommodate new modes of research reporting, as well as to make findings more immediately accessible to wider audiences, we are now in the process of encouraging grant recipients to share on our website some of the results of their research. Until 2004, ISW grant recipients were encouraged to publish their results in the form of technical reports or monographs. The Center still offers nearly all these publications as abstracts, online PDFs, and in a hard copy available for purchase at minimum cost. Contact us for more details. technical reportsThe aim of the Center's technical reports was quickly and effectively to disseminate the findings of Center-sponsored research, as well as valuable bibliographic information, to the University community and the broader public. Writing to Learn in Anatomy and Physiology of the Speech and
Hearing Mechanisms. Julie Liss and S. Hanson, 2003. Informal Writing in Comprehensive History Survey Courses. Literacy and Minnesota's Academic Culture: A Case for Institutional
Change. Lillian Bridwell-Bowles, 2003. Not Just Junk on the Web: How Online Writing Assignments May
Benefit Student Writing. T. McNaron and C. Miller, 2003. An Investigation of the Importance of Domain Specific Knowledge
for Writing Proficiency. William Bart and Karen Evans, 2003. Writing Across the Curriculum: Where Does Horticultural Science
Fit in? Karen Zambreno and Emily Hoover, 2002. An Assessment of the Writing of Undergraduate Computer Science Students. Tom Nurkkala and Maria Gini, 2002. Sanctioning Education: The Lives of College Student Parents
on TANF. Terry Collins, 2000. VHS. The Challenge of Cooking for Chefs: Writing in the English
Major. Archibald Leyesmeyer, Beverly Atkinson, Christine
Mack-Gordon, and Sally Nereson, 2001. Direct vs. Translated Writing: What Students Do and the Strategies
They Use. Andrew Cohen, 2000. Incorporating Expressive Writing into the Classroom. Evaluating Students' Ability to Integrate Written and Visual
Communication. Catherine Lockwood and Philip Gersmehl, 1996. Using Writing-to-Learn Activities in the Foreign Language Classroom.
Torild Homstad and Helga Thorson, 1996. Tutoring via Telecommunications. Using Intensive Writing-to-Learn as a Means of Reducing Limitations
on Learning in Large Classes. Ruth Thomas and Debbie Peterson,
1997. Linking Theory and Practice Through Writing. Writing as a Way of Knowing in a Cross-Disciplinary Classroom. Janine
Hockin, Carol Miller, and P.T. Magee, 1996. Writing-Intensive Courses: Possible Criteria, National Patterns,
and Resources. Lillian Bridwell-Bowles, Michael Kuhne, Elaine Cullen, Kimberly Lynch, and Mark Olson, 1994. Writing in Service Learning Courses. Outside the Lines but on the Page: Perspectives on Writing
in an Individualized, Writing-Intensive Baccalaureate Degree
Program. Sally Nereson, 1994. Writing to Learn Mathematics: An Annotated Bibliography. Multicultural Nests: Finding a Writing Voice about Literature
by Women of Color. Toni McNaron and Pamela Olano, 1993. Interdisciplinary Writing through Multidisciplinary Writing. Students of Color in the Writing Classroom: An Annotated Bibliography.
Carolyn Evans and Carol Miller, 1992. What Students Can Tell Us about the Multicultural Classroom. Carol
Miller, 1992. monographsThe Monograph Series featured reports from researchers who worked on extended year-long or multi-year projects. They filled gaps in the literature about writing in the undergraduate classroom and disciplinary rhetoric. Writing Style Differences in Newspaper, Radio, and Television
News. Irving Fang, 1998. Writing in the Design Disciplines. Roger Martin, 1995. Decision Cases for Writing Across the Curriculum. “Strong,” “Typical,” and “Weak” College Writers: Twenty-Two Case Studies. Hildy Milller and Mary Ellen Ashcroft, 1991.
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Interdisciplinary Studies of Writing
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