This month, WikiProject Writing is collaborating with the UCSB Writing Program to develop articles that affect equitable understandings of the work of university writing programs. These articles include biographies of academics and relevant articles within writing studies. We aim to work together to address inequities on Wikipedia as we create and contribute to these articles.
Our main goals are to . . .
1. Set writing goals: Create achievable goals for contributions to a target article or articles.
2. Coordinate collaboration: Form writing groups of WikiProject Writing participants interested in improving the same article or articles.
3. Combat knowledge inequities: Address content gaps by creating new content with attention to the research and scholarship of marginalized writing studies teacher-scholars.
Take action by...
1. Choosing an article: Head to our article worklist to find an article you'd like to work on.
2. Setting a goal: Edit our 'Setting goals' section with your suggested plan for the month.
3. Create or collaborate on an article: Use our Editing resources section to help create a draft, assess notability, find sources, and request feedback.
New to Wikipedia? Check out our resources page for a step-by-step guide on how to get started.
Choose an article or articles from our worklist you would like to work on. Once you've selected an article, set your editing goals for the month. Articles linked in red have yet to be created on Wikipedia. Draft articles are in-progress and receive feedback from experienced Wikipedia editors before being published into the Wikipedia article mainspace. Each article has a content assessment rating next to them, with the exception of redlinked and draft articles. For more information on content assessments, click on the hyperlink attached to an article's rating.
Adler-Kassner, Linda, and Elizabeth A. Wardle. Naming What We Know: Threshold Concepts of Writing Studies. Edited by Linda Adler-Kassner and Elizabeth A. Wardle, Utah State University Press, 2015.
Adler-Kassner, Linda, and Elizabeth Wardle. (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy. University Press of Colorado, 2020, pp. 1–341, https://doi.org/10.7330/9781607329329.
Sperber, Lisa, and Carl Whithaus. “Linda Adler-Kassner: ‘Everything Gets to Writing.’” Teachers on the Edge: The WOE Interviews, 1989-2017, 2017, pp. 472–83, https://doi.org/10.4324/9781315267852.
Felt Sense: Writing with the Body. Portsmouth, NH: Boynton/Cook, 2004.
Boe, John. “Sondra Perl: ‘There’s Humor and There’s Tears.’” Teachers on the Edge: The WOE Interviews, 1989-2017, 2017, pp. 387–98, https://doi.org/10.4324/9781315267852.
Gilyard, Keith, and Adam J. Banks. On African-American Rhetoric. Routledge, an imprint of the Taylor & Francis Group, 2018. OCLC: 1012342637
McGee, Sharon James. “Keith Gilyard: ‘I Have Fun Playing with Language.’” Teachers on the Edge: The WOE Interviews, 1989-2017, 2017, pp. 313–27, https://doi.org/10.4324/9781315267852.
“Author, Educator to Appear at VSU.” The Progress - Index, 2009. ProQuest ID: 365950514
Brown, Stuart C., and Theresa Enos, eds. The Writing Program Administrator’s Resource: A Guide to Reflective Institutional Practice. Mahwah, NJ: Erlbaum, 2002.
L'Eplattenier, Barbara, and Lisa Mastrangelo. Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline. Parlor Press, 2004.
Reiff, Mary Jo, et al. Ecologies of Writing Programs: Program Profiles in Context. Parlor Press, 2015.
Malenczyk, Rita. A Rhetoric for Writing Program Administrators. Parlor Press, 2016.
Charlton, Colin. GenAdmin: Theorizing WPA Identities in the Twenty-First Century. Parlor Press, 2011.
Carillo, E. C. (2016). Creating mindful readers in first-year composition courses: A strategy to facilitate transfer. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 16(1), 9–22.
Driscoll, D. L. (2011). Connected, disconnected, and uncertain: Student attitudes about future writing contexts and perceptions of transfer from first year writing to the disciplines. Across the Disciplines, 8(2). Retrieved from http://wac.colostate.edu/atd/articles/driscoll2011/index.cfm
Reiff, M. J., & Bawarshi, A. (2011). Tracing discursive resources: How students use prior genre knowledge to negotiate new writing contexts in first-year composition. Written Communication, 28(3), 312–337. https://doi.org/10.1177/0741088311410183
Wardle, E. (2009). ‘‘Mutt genres’’ and the goal of FYC: Can we help students write the genres of the university? College Composition and Communication, 60(4), 765–789.
Wu, Hui. "Writing and teaching behind barbed wire: An exiled composition class in a Japanese-American internment camp." College Composition and Communication (2007): 237-262.
Lyon, Arabella. "" You Fail": Plagiarism, the Ownership of Writing, and Transnational Conflicts." College Composition and Communication 61.2 (2009): W222.
Kleiman, Angela B. "Trajetórias de acesso ao mundo da escrita: relevância das práticas não escolares de letramento para o letramento escolar." Perspectiva 28.2 (2010): 375-400.
Add your username and any goals for article creation or specific articles you'll be working on below.
Copy and paste this format and add any goals for article development after the colon (:). Add this with a new bullet point below the other participant sign ups:
~~~~:
User:PurpleProses: This month I plan to create the Secondary Writing Page, add to the editing page to elaborate on the editing process, and add more to Dr. Gwendolyn Pough's page.
The CCCC Wikipedia Initiative hosts monthly workshops, office hours, and coffeehouses. If you need some help getting started, have specific questions, or would like to find space to work on your article alongside your collaborators, these are great spaces to do so:
Curious about how different people navigate editing Wikipedia? Drop-in whenever you'd like from 1:00pm-2:00pm ET on Twitch where CCCC scholars and/or the CCCC Wikipedian-in-residence will live edit Wikipedia on a different topic focus.
This month, join us in discussing and addressing some of the critical challenges scholars face while editing Wikipedia. Dr. Jennifer Johnson—a Continuing Lecturer at the University of California Santa Barbara Writing Program—will discuss her experience collaborating with the CCCCWI as a recipient of the Bazerman Faculty Fellowship for Professional Development. Topics will include an overview of Dr. Johnson's experience editing and organizing with Wikipedia and a discussion of new research pathways for fostering understanding between Wikipedia and scholarly values.
After the talk, participants will be trained on how to edit Wikipedia and navigate some of the challenges discussed. After training, participants will have the opportunity to improve and create articles related to WikiProject Writing's September Spotlight on Writing Programs.
If you would like to discuss something Wikipedia-related one-on-one or get help with a Wikipedia article you’re working on, please feel free to sign up for my office hours on Mondays and Tuesdays or email me to suggest another time ([email protected]).
