“Opportunity/Exploitation”

by Tom Polk, Alisa Russell, and Allie Sockwell Johnston, Writing Across the Curriculum Graduate Organization (WAC-GO) | Xchanges 15.1, Spring 2020

References

Alvarez, N., Brito, F., Salazar, C., & Aguilar, K. (2016). Agency, liberation, and intersectionality among Latina scholars: Narratives from a cross-institutional writing collective. Praxis: A Writing Center Journal, 14(1). http://www.praxisuwc.com/alvarez-et-al-141

Bell, K., & Hewerdine, J. (2016). Creating a community of learners: Affinity groups and informal graduate writing support. Praxis: A Writing Center Journal, 14(1). http://www.praxisuwc.com/bell-141

Kumari, A., Baniya, S., & Larson, K. (2020). The necessity of genre disruption in organizing an advocacy space for and by graduate students. [Symposium]. Xchanges, 15(1), 1-8. https://new.xchanges.org/the-necessity-of-genre-disruption-15-1/

Lawrence, S., & Zawacki, T. M. (2018). Introduction: Writing center pedagogies and practices reconsidered for graduate student writers. In S. Lawrence & T. M. Zawacki (Eds.), Re/Writing the center: Approaches to supporting graduate students in the writing center (pp. 7-26). Utah State UP.

Libertz, D. T. (2019, June 17). Policies on service work for graduate students. [Electronic mailing list message].

Presswood, A., & Schwarz, V. M. (2020). Mentorship, affordability, and equity: Ways forward in writing program administration. [Symposium]. Xchanges, 15(1), 1-7. https://new.xchanges.org/mentorship-affordability-and-equity-15-1/

Schell, E. E. (1998). Gypsy academics and mother-teachers: Gender, contingent labor, and writing instruction. Boyton/Cook.

Tarabochia, S., & Madden, S. (2019). In transition: Researching the writing development of doctoral students and faculty. Writing & Pedagogy, 10(3), 423-452. http://dx.doi.org/10.1558/wap.34576