Emily J Isaacs
Prof. Isaacs is in Dickson 401.
- Syllabus ENWR100 Introduction to College Writing
- Syllabus ENWR220 Writing in the Major
- Syllabus: ENLT398 Autobiography (Memoir)
- Syllabus ENGL586 Teaching Writing and the Basic Writer
- Syllabus ENGL586 Research in Writing Studies
- Syllabus ENWR600 Seminar: Approaches to Writing Assessment
- Isaacs and Keohane Writing Placement That Supports Teaching and Learning
- Isaacs and Molloy. SATS for Writing Placement: A Critique and Counterproposal
- Isaacs. Process Writing Instruction in Practice: When Revising Looks Like Editing
- Isaacs and Knight. Assessing the Impact of the Outcomes Statement
- Isaacs. Teaching General Education Writing: Is There a Place for Literature?
- Isaacs. Emergence of Centers for Writing Excellence
- Isaacs and Kolba. Mutual Benefits: Pre-Service Teachers and Public School Students in the Writing Center
- Isaacs. After the Fall: Rebuilding a Writing Center
- Isaacs. What is Research and Writing?
- Isaacs. Re-Starting a Writing Life
Writing Instruction, Support, and Administration at the State University: A Comparative Review and Report of 106 U. S. Representative Institutions
Institutions presents a comprehensive, empirical analysis of the state of writing programming at four-year state comprehensive universities, a broad classification that includes research universities, regional schools, and BA granting colleges. The study is unique in that it does not rely on open survey calls and self-reporting, which are overly relied upon methods in our field, and thus comes to different findings than most studies that are based on self-selected survey response. Rather, for this study, the sample was selected first, and then data was gathered through multiple means, relying primarily on public reporting, and thus provides an important counter-balance to the proliferation of "status" research that is drawn from skewed samples and self-reporting. From my study of over 160 variables, which are statistically analyzed, the following key findings are demonstrated and explored in depth, and in light of scholarly discussion, and our professional organizations position statements: * Wide implementation of several guiding principles of contemporary writing practices * Majority presence of several advocated developments in writing programming * A significant minority of institutions that are unaffected by the discipline as evidenced by several factors * Across the board, the presence of discordant policies and practices that undercut best practices