HWC and HWAC Collaboration Featured in Publication
HWC director Lizzie Hutton and HWAC assistant director Mandy Olejnik, along with former HWC consultant Miranda Kunkel, have published a new collaboration titled "Navigating Contradictions while Learning to Write: A Disciplinary Case Study of a First-Term Doctoral Writer"
Howe Writing Center director Lizzie Hutton and Howe Writing Across the Curriculum assistant director Mandy Olejnik, along with former HWC consultant Miranda Kunkel, have published a new article in , a refereed journal devoted to language, learning, and academic writing.
Starting a PhD journey is challenging for many graduate students, who face tensions in developing their scholarly identity, navigating decentralized support, and mastering academic writing and research. The article presents a case study exploring the first-term experiences of Miranda, a first-year PhD student in gerontology and co-author of this study. By analyzing the difficulties she encounters while drafting and revising a single paper, the article identifies three major contradictions—motive, authority, and expert feedback—that complicate her writing process. These contradictions not only challenge her initial assumptions but also open pathways for new insights and solutions.
The article’s findings highlight the importance of considering the broad, cultural-historical contexts influencing doctoral students' writing, from the classroom to the program and institution, amid the pressures of academic study in the United States.
"We started this project during the pandemic, in Fall 2020,” says Olejnik. “I really love this project for the way we were able to team up with both sides of our center to study an area of interest that is really important to all of us (graduate writing support). I look forward to future collaborations to come."
Read the full article here!
