Since 2005, the Center has been working with ISW grant recipients to disseminate their findings in local workshops and colloquia as well as in national conferences and publications. In order to accommodate new modes of research reporting, as well as to make findings more immediately accessible to wider audiences, we are now in the process of encouraging grant recipients to share on our website some of the results of their research.
Until 2004, ISW grant recipients were encouraged to publish their results in the form of technical reports or monographs. The Center still offers nearly all these publications as abstracts, online PDFs, and in a hard copy available for purchase at minimal cost. Contact us for more details.
The aim of the Center's technical reports was quickly and effectively to disseminate the findings of Center-sponsored research, as well as valuable bibliographic information, to the University community and the broader public.
Writing to Learn in Anatomy and Physiology of the Speech and Hearing Mechanisms.
Julie Liss and S. Hanson, 2003.
Informal Writing in Comprehensive History Survey Courses.
John Currin and James Tracy, 2003.
Literacy and Minnesota's Academic Culture: A Case for Institutional Change.
Lillian Bridwell-Bowles, 2003.
Not Just Junk on the Web: How Online Writing Assignments May Benefit Student Writing.
T. McNaron and C. Miller, 2003.
An Investigation of the Importance of Domain Specific Knowledge for Writing Proficiency.
William Bart and Karen Evans, 2003.
Writing Across the Curriculum: Where Does Horticultural Science Fit in?
Karen Zambreno and Emily Hoover, 2002.
An Assessment of the Writing of Undergraduate Computer Science Students.
Tom Nurkkala and Maria Gini, 2002.
The Challenge of Cooking for Chefs: Writing in the English Major.
Archibald Leyesmeyer, Beverly Atkinson, Christine Mack-Gordon, and Sally Nereson, 2001.
Direct vs. Translated Writing: What Students Do and the Strategies They Use.
Andrew Cohen, 2000.
Using Writing-to-Learn Activities in the Foreign Language Classroom.
Torild Homstad and Helga Thorson, 1996.
Tutoring via Telecommunications.
Michael Graves and Ann Hill Duin, 1997.
Linking Theory and Practice Through Writing.
Jennifer Windsor, 1996.
Writing-Intensive Courses: Possible Criteria, National Patterns, and Resources.
Lillian Bridwell-Bowles, Michael Kuhne, Elaine Cullen, Kimberly Lynch, and Mark Olson, 1994.
Writing Theory and Practice in the Second Language Classroom: An Annotated Bibliography.
T. Homstad and Helga Thorson, 1994.
Writing in Service Learning Courses.
Linda Adler Kassner and Terence Collins, 1994.
Outside the Lines but on the Page: Perspectives on Writing in an Individualized, Writing-Intensive Baccalaureate Degree Program.
Sally Nereson, 1994.
Writing to Learn Mathematics: An Annotated Bibliography.
Aparna Ganguli and Richard Henry, 1994.
Students of Color in the Writing Classroom: An Annotated Bibliography.
Carolyn Evans and Carol Miller, 1992.
The Monograph Series featured reports from researchers who worked on extended year-long or multi-year projects. They filled gaps in the literature about writing in the undergraduate classroom and disciplinary rhetoric.
“Strong,” “Typical,” and “Weak” College Writers: Twenty-Two Case Studies.
Hildy Miller and Mary Ellen Ashcroft, 1991.