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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 "I Don't Know if That Was the Right Thing to Do": Cross-Disciplinary/Cross-Institutional Faculty Respond to L2 Writing Schwartz, Michael; Leahy, Elizabeth; Ives, Lindsey... In: Janet K Tinoco (2021) BASE Show details 2 "I Don't Know if That Was the Right Thing to Do": Cross-Disciplinary/Cross-Institutional Faculty Respond to L2 Writing Schwartz, Michael; Leahy, Elizabeth; Leming, Anni... In: Lindsey Ives (2019) BASE Show details 3 The Rhetorical Situation Meets Adult Education: A Public Speaking Workshop for B-School Graduate Students Ives, Lindsey; Tinoco, Janet; Blomstrom, Sally In: Lindsey Ives (2019) BASE Show details 4 Promoting Critical Reading with Double-Entry Notes: A Pilot Study Hubl, Helena D; Ives, Lindsey; Mitchell, Taylor... In: SoTL Commons Conference (2019) BASE Show details 5 Adaptive Languaging? What Writing About Multilingual Writing Can Teach Us About Transfer Simnitt, Emily; Silvester, Katherine; Ives, Lindsey In: Lindsey Ives (2018) BASE Show details 6 What's New in WAW is WA(M)W! Fostering Adaptive Transfer Through Writing About Multilingual Writing Ives, Lindsey; Simnitt, Emily; Silvester, Katherine In: Lindsey Ives (2017) BASE Show details 7 "I Don't Know if That Was the Right Thing to Do": Cross-Disciplinary/Cross-Institutional Faculty Respond to L2 Writing Pierce, Tom; Ives, Lindsey; Leming, Anni; Leahy, Elizabeth; Schwartz, Michael In: Publications (2014) Abstract: This chapter investigates faculty expectations for student writing, specifically L2 writers of English, across disciplines at a flagship university and an urban community college in the southwest. Drawing from a faculty survey and follow-up interviews with faculty from various disciplines, the authors argue that study participants tend to hold multilingual writers to a monolingual standard, but that they are conflicted and/or ambivalent about this practice. The survey and interview data show, first, that markers of nonnative speaker status or any features that depart from Standard American Academic English often discourage and even preclude engagement with higher order concerns like ideas and argument. Second, the data show that study participants want native-like prose but do not necessarily expect it, despite what they may claim. Third, the data suggest that many faculty across disciplines are open to discussions about language variety and working with multilingual writers. Keyword: and Multicultural Education; Bilingual; English as a second language; faculty expectations; Higher Education; L2 writers of English; Multilingual; multilingual writers; Rhetoric and Composition; student writing URL: https://commons.erau.edu/cgi/viewcontent.cgi?article=2186&context=publication https://commons.erau.edu/publication/1091 BASE Hide details 8 "I Don't Know if That Was The Right Thing to Do": Cross-Disciplinary/ Cross-Institutional Faculty Respond to L2 Writing Leahy, Beth; Schwartz, Michael; Pierce, Tom... In: Lindsey Ives (2014) BASE Show details

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