McCall, Mary. “Bridging the Divide: Integrating Composition and Second Language Writing Approaches to Transfer.” Double Helix: A Journal of Critical Thinking and Writing, vol. 4, 2016, pp. 1-14
In this article, I address recent calls within composition studies to expand the focus on how students recontexualize or transfer their prior knowledge in first-year composition classes and later coursework. These calls indicate how most of the current empirical research about transfer within the first-year composition (FYC) classroom considers the writing practices of a mostly privileged, homogeneous group of students to the exclusion of underprepared, working class, and/or first-generation students. I add that much of this research implicitly evokes the ideology of monolingualism by paying little attention to how language use can similarly be a transformative practice as well as writing. Combining language practices with writing, then, can offer a fuller version of the critical thinking process behind transfer acts. I offer one way of supporting such work by contextualizing much of the transfer research that takes place within composition studies within the more global aspects of language learning and acquisition that are studied by the second language writing discipline. Not only does such an approach advance the cognitive scope of transfer research, but it also supports instructors in addressing the learning experiences of different types of students within the increasingly globalized university.
Allen, Matthew, Mary A. McCall, and Gracemarie Mike. “First Year Composition through a Global Engineering Perspective.” Connexions: International Professional Communication Journal, vol. 1, no. 2, 2013, pp. 109-133.
This teaching case describes three sections of first-year composition taught within a Global Engineering Cultures and Practices Learning Community. As members of a learning community, students were concurrently enrolled in two first-year engineering courses and one first-year composition course, while also participating in cocurricular events. These composition courses were designed to achieve the goals of the composition program while simultaneously supporting the goals of the learning community and meeting the needs of the first-year engineering students enrolled in the course.
Boquet, Elizabeth, Betsy A. Bowen, Catherine Forsa, Devin Hagan, and Mary A. McCall. “Record and Reflect: iPod Use in Writing Center Staff Development.” Praxis: A Writing Center Journal, vol. 6, no. 1, Fall 2008
Collaborating with the then current writing center director, former writing center director, and peer tutors at my undergraduate institution, I conducted research using iPod technology to both record and reflect on tutorial sessions. In this article, we discuss how recording tutorial sessions via iPods allows tutors to practice professional development by learning from sessions, assessing these tutorials more objectively, and incorporating this knowledge into subsequent tutorials. We end the article with a discussion of how iPod tutorial recordings can used to support student writing as well as faculty development.