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Emily Isaacs

Professor, Writing Studies

Office:
Dickson Hall
Email:
isaacse@montclair.edu
Phone:
973-655-4228
Degrees:
BA, Colby College
PhD, University of Massachusetts, Amherst
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Profile

Emily Isaacs, Professor of Writing Studies, is located in Schmitt 314.
Prof. Isaacs specializes in writing pedagogy, writing assessment, and writing programming in higher education. Professor Isaacs' scholarship is focused on best practices for writing assessment and the national state of writing instruction and support at U.S. four-year universities. Recently her articles have appeared in _Pedagogy_, _College English_, _Writing Program Administration_, _Writing Center Journal_, _Journal of Teaching Writing_ and several book collections. Her edited book collection (with Phoebe Jackson) _Public Works: Student Writing as Public Text_ was published with Heinemann Boynton/Cook in 2001; _Interesections_, co-authored with Catherine Keohane of Montclair's Writing Studies department, was published by Macmillan: http://www.macmillanlearning.com/Catalog/product/intersections-firstedition-isaacs#tab (2017). _Writing at the State U_, a study of writing instruction and programming at 106 state universities, was published by Utah State University Press in 2018: http://upcolorado.com/utah-state-university-press/item/3224-writing-at-the-state-u.

Specialization

Writing Instruction; Writing Assessment; Writing Program Administration; Writing Centers; Writing Instruction in the Secondary Schools

Resume/CV

Office Hours

Fall

Monday
1:00 pm - 2:00 pm
Tuesday
4:00 pm - 5:00 pm
Thursday
9:30 am - 10:30 am

Links

Research Projects

Writing at the State U: Instruction and Program Administration at 106 U.S. Comprehensive Institutions

Writing at the State U 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. 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:

*\sWide implementation of several guiding principles of contemporary writing practices

*\sMajority presence of several advocated developments in writing programming

*\sA significant minority of institutions that are unaffected by the discipline as evidenced by several factors

*\sAcross the board, the presence of discordant policies and practices that undercut best practices

Writing at the State U is in press with Utah State University Press.