Praxis

A Writing Center Journal

Axis: the Praxis blog

What happens when we write? Why do we teach writing the way we do? How does writing education engage with questions of race, gender, accessibility, and cultural difference? How does the writing center function as an interdisciplinary space?

Axis extends the writing center conversation from Praxis, our peer reviewed scholarly journal, into a public forum. Exploratory, experimental, and informative, the blog speaks to questions on the cutting edge of writing center theory and practice. Axis features writing from undergraduate and graduate educators at the University of Texas at Austin, and guest writers from universities across the United States.

April 08, 2015

Electronic Publication and the Academic Knowledge Industry

April 08, 2015/ Praxis Admin

Recently the Modern Language Association published a statement on electronic publication which says in part that “[E]lectronically published journal articles, monographs, and long-form scholarship are viable and credible modes of scholarly publication.” I’m pleased that one of the most important scholarly associations in the humanities recognizes the legitimacy of digitally-published scholarship, and I agree that digitally-published academic work is not simply ‘credible’ but ‘viable.’ That said, I’d suggest that the concept of viability should be expanded as academic scholarship migrates away from paper.

December 17, 2014

Guest Post: After Writing Fellows Become Reading Fellows

December 17, 2014/ Guest Post

In our article, “When Writing Fellows Become Reading Fellows: Creative Strategies for Critical Reading and Writing in a Course-Based Tutoring Program,” we discuss methods for engaging First Year Writing students in critical reading and writing practices through a series of small group session plans we called pivot points. Reflecting upon this work pushed us to develop new ways to engage students, led to two regional conference presentations, and ultimately, the writing of this piece.

As we were writing, we found ourselves thinking about ways to sustain the collaborative and reflective aspects of our fellows' work. For Melissa, this meant continuing to use the momentum from the five fellows (all graduating seniors) from the fall 2013 semester into the summer and fall 2014 semesters. For Ricky, this meant applying fellows' practices during his own transition to a graduate program in information management and systems.