To Live Outside the Law, You Must Be Honest -- Words, Walls, and the Rhetorical Practices of the Angolite

“To Live Outside the Law, You Must Be Honest”: Words, Walls, and the Rhetorical Practices of The Angolite examines the 50 year history of The Angolite, a news magazine published and edited by inmates at Louisiana State Penitentiary. While The Angolite and the efforts of former editor Wilbert Rideau have been discussed in the public media, especially here in Louisiana, my dissertation is the first extended scholarly account of this prison publication. Specifically, I examine how inmate writers held in one of the most historically violent penitentiaries in the United States choose to represent themselves, their multiple literacies, and their own understanding of such issues as inmate educational opportunities and prison rape. Such literacy practices are framed by the fact that the majority of inmates at Angola read below fifth-grade level and that educational opportunities behind bars are few. Via rhetorical analysis and ethnographic accounts, I show how these writers attempt to engage in public sphere discussions of human rights, literacy, ethics, and the history of incarceration. As a whole, these writings create a counter-identity that challenges the dominant conception of prisoners in the United States. In short, Angolite staff members write to become something other than other

Results from a Multi-Site Survey of Course-Embedded/Peer-to-Peer Writing Support Programs

Although course-embedded programs (such as writing fellows, writing center fellows, or writing associates) have been examined at single institutions in terms of training, faculty support, and assessment, writing center researchers have rarely studied these programs across multiple sites. Our panel provides results from a large-scale multi-institution survey of students, faculty, and staffers in classes with course-embedded writing support programs, at four SWCA institutions that differ in terms of size and mission. This project and research results showcase the perceived value and impact of course-embedded, peer-to-peer writing support

Why Do This and What Do I Need?: A Workshop for Preparing SWCA Certification Proposals

In this workshop, participants will gain a detailed sense of the benefits for writing center certification via SWCA. After reviewing the process for certification design, current SWCA Research & Development committee members will guide workshop participants through a series of brainstorming activities to help directors begin to develop materials for application packets. The goal of this workshop is to help demystify the process of application, to prompt reflection on materials that centers might already have, and to encourage participation in the SWCA certification program

Praxis, Volume 12, No. 01: Special Double Issue on Course-Embedded Writing Support Programs in Writing Centers

Contents: Locating the Center: Exploring the Roles of In-Class Tutors in First Year Composition Classrooms / by Scott DeLoach, Elyse Angel, Ebony Breaux, Kevin Keebler, and Kathleen Klompien -- Dialoging a Successful Pedagogy for Embedded Tutors / by Megan L. Titus, Jenny L. Scudder, Josephine R. Boyle, and Alison Sudol -- “Developing Writers”: The Multiple Identities of an Embedded Tutor in the Developmental Writing Classroom / by Helen Raica-Klotz, Christina Montgomery, and Christopher Giroux with Crystal Brinson, Zach Gibson, Taeler Singleton, Kramer Stoneman, and Ka Vang -- When Writing Fellows Become Reading Fellows: Creative Strategies for Critical Reading and Writing in a Course-Based Tutoring Program / by Melissa Bugdal and Ricky Holtz -- When Center Catches in the Classroom (and Classroom in the Center): The First-Year Writing Tutorial and the Writing Program / by Francesca Gentile -- An Embedded Model: First-Year Student Success in Writing and Research / by Susan Pagnac, Shelley Bradfield, Cyndi Boertje, Elizabeth McMahon, and Gregory Teets -- Insiders, Outsiders, and Straddlers: A New Writing Fellows Program in Theory, Context, and Practice / by William J. Macauley, Jr. -- Vast Potential, Uneven Results: Unraveling the Factors that Influence Course-Embedded Tutoring Success / by Kelly Webster and Jake Hansen -- Re-Envisioning Course-Embedded Programs at the Graduate Level: A Tutor’s Experience in a Doctoral, Translingual Marketing Course / by Rebecca Hallman -- Traction and Troublesome Learning: A Praxis of Stuck Places for Course-Embedded Tutoring / by Tara K. Parmiter and William M. Morgan -- Re-Envisioning the Brown University Model: Embedding a Disciplinary Writing Consultant in an Introductory U.S. History Course / by Steffen Guenzel, Daniel S. Murphree, and Emily Brennan -- Disrupting Authority: Writing Mentors and Code-Meshing Pedagogy / by Cecilia D. Shelton and Emily E. Howson -- From Silos to Synergies: Institutional Contexts for Writing Fellows / by Jennifer Holly-Wells, Sandra Jamieson, and Maya Sanyal -- Curricular Collaboration, Programmatic Collision: Challenges to Integrating Tutor Training for Writing Center and Writing Center Fellows Programs / by David Stock -- Shifting the Center: Piloting Embedded Tutoring Models to Support Multimodal Communication Across the Disciplines / by Dustin Hannum, Joy Bracewell, and Karen Head -- (Re)Shaping a Curriculum-Based Tutor Preparation Seminar: A Course Design Proposal / by Ben Ristow and Hannah DickinsonUniversity Writing Cente

Guest Editor Introduction: Revisiting and Revising Course-Embedded Tutoring Facilitated by Writing Centers

In the mid 2000s, Spigelman and Grobman’s On Location: Theory and Practice in Classroom-Based Writing Tutoring established groundwork for building bridges between writing programs and classrooms through course-embedded tutoring. A few years later, Hughes and Hall’s special issue of Across the Disciplines on “Rewriting Across the Curriculum: Writing Fellows as Agents of Change in WAC” developed courseembedded approaches even further. Many writing centers have used these texts as foundations for expanding their initiatives beyond traditional one-toone generalist tutoring—where writing centers are often physically, if not pedagogically, disconnected from the classroom. Via course-embedded work, writing centers have become more actively involved with and connected to classroom and curricular outcomes. This critical shift in writing center philosophy—moving from independent to integrated programming, moving out of the center and into the classroom—can be viewed, in light of Jackie Grutsch McKinney’s recent work in Peripheral Visions for Writing Centers, as a challenge to the dominant paradigm of writing center lore of the last three decades.University Writing Cente

Student Support in a Time of Crisis: How a Small Liberal Arts College Writing Center Developed A Course-Embedded Consulting Model for First Year Students

This presentation documents how a small-liberal arts college employed course-embedded peer tutoring efforts to support first-year students in selected sections of required introductory writing courses during the ongoing pandemic; our presentation highlights how students in selected sections valued such support in a variety of ways.https://encompass.eku.edu/pedagogicon_presentations/1008/thumbnail.jp

How Course-Embedded Consultants and Faculty Perceive the Benefits of Course-Embedded Writing Consultant Programs

Course-embedded peer-to-peer writing support programs, also referred to as “writing fellows” programs, are often discussed in terms of student mentoring, writing growth, and advocacy. For example, Jim Henry et al. examine course-embedded mentoring in first-year composition (FYC) courses; Kevin Dvorak et al. study ways embedded tutoring helps students achieve FYC course learning outcomes; and Dara Rossman Regaignon and Pam Bromley find that “working with the writing fellows multiple times over the course of the semester results in a positive and measurable difference in students’ writing” (48). Bradley Hughes and Emily Hall see course-embedded programs as a form of student advocacy, as well. Despite these and other studies, less attention has been paid to how course-embedded consultants (CECs) and faculty perceive the benefits of such programming to students and to themselves as major stakeholders. Furthermore, most studies of CEC work have been limited in terms of scope to individual classes, programs, or institutions

Occurrence and Characterization of Salmonella Isolated from Table Egg Layer Farming Environments in Western Australia and Insights into Biosecurity and Egg Handling Practices

The aim of this study was to investigate the occurrence and distribution of Salmonella in commercial layer farming environments of 26 flocks belonging to seven egg businesses (free-range and barn-laid) in Western Australia (WA). Between November 2017 and June 2018, a total of 265 environmental samples of dust, feed, water, pooled feces, and boot swabs were tested for detection of Salmonella according to standard culture-based methods. Isolates were assayed for serovar and subtyped by multilocus sequence typing (MLST). Salmonella spp. were recovered from 35% (93/265) of all tested samples. Dust (53.8%, 28/52) and pooled fecal (54.5%, 18/33) samples provided the highest Salmonella recovery rates. Nine different Salmonella serovars were characterized across the positive (n = 93) environmental samples, of which S. Typhimurium (60/93, 64.5%) and S. Infantis (21/93, 22.5%) were the most prevalent. MLST revealed that all S. Typhimurium isolates were of sequence type ST-19. Microbiological screening of Salmonella was not routinely practiced in any of the surveyed egg businesses. Some of the egg businesses exhibited variable levels of compliance with basic biosecurity measures as well as high-risk egg handling practices. Egg businesses in WA should be encouraged to adopt a voluntary program of environmental sampling and verification testing for Salmonella. Such voluntary programs will aid in supporting solutions for the management of this pathogen in the human food chain