University of Minnesota
interdisciplinary studies of writing
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Grant recipients

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Recent recipients


Deepening engagement: Creative activities for adolescents hospitalized in an acute-care setting
Yuko Taniguchi, Writing, UMN–Rochester


Teacher Conceptualizations and Implementation of Genre-Based Writing Pedagogy
Kate Paesani, Center for Advanced Research on Language Acquisition

Exploring Relevant Writing Instruction for Asian International Students: The Case of Korean International Students
Jungyeol Park and Vichet Chhuon, Curriculum & Instruction


Developing the Linguistic Features of Academic Writing in Spanish
Mandy R. Menke, Spanish and Portuguese Studies

Agile Writing Project: Exploring writing-to-learn in teams
Joe Moses and Jason Tham, Writing Studies
Learn more about the Agile Writing Project


Do Authentic Writing Environments in Nursing (AWE in Nursing) improve student learning outcomes?
Melissa Horning, Anne Chevalier McKechnie, Barbara Beacham, Laura Kirk, Patrick Dean, and Ryan Schneider, School of Nursing

See resulting publication: Horning, M.L., Schneider, R., Beacham, B., McKechnie, A.C., Kirk, L., Emery, D., & Lindquist, R. (2019, September 5). Appreciation of the research–practice link: Authentic learning environments for writing-intensive nursing courses. Nursing Education Perspectives. doi: 10.1097/01.NEP.0000000000000568 (pdf)


"It's Going to be Otherized": Doctoral Students of Color and Questions of Writerly Voice
Noro Andriamanalina and Jasmine Kar Tang, Office for Diversity in Graduate Education

See resulting publications: Tang, J.K., & Andriamanalina, N. (2016). "Rhonda left early to go to Black Lives Matter": Programmatic support for graduate writers of color. WPA: Writing Program Administration, 39(2), 10–16. (pdf)

Tang, J.K., & Andriamanalina, N. (2020). “I cut off my hand and gave it to you, and you gave it back to me with three fingers": The disembodiment of Indigenous writers and writers of color in U.S. doctoral programs. In S. Madden, M. Eodice, K. Edwards, & A. Lockett (Eds.), Learning from the lived experiences of graduate student writers (pp. 139–155). Utah State University Press.

Supporting Metadiscourse in Ideational Writing
Bodong Chen and Cassandra Scharber, Curriculum & Instruction

Earlier recipients

Click here to read a list of earlier grant recipients.