Heather Lindenman, assistant professor of English, recently published three essays: one about student revision practices and two about community-engaged writing.
Assistant Professor of English Heather Lindenmean recently published two articles and a book chapter focused on teaching writing.
Lindenman is the lead author of “Revision and Reflection: A Study of (Dis)Connections between Writing Knowledge and Writing Practice,” published in June in the journal “College Composition and Communication.” The article demonstrates how students’ revisions often fall short of what their authors promise and suggests steps that teachers can take to support students in more robust revision practices.
A second article, co-authored with Justin Lohr, assesses the outcomes of a high school-university writing partnership. “What Changes When We ‘Write for Change’?’: Considering the Consequences of a High School-University Writing Partnership” examines the challenges of integrating civic action writing projects into public school settings.
The article presents multiple benefits for participants in community writing projects, such as personal growth and a heightened sense of social responsibility. It also reveals gaps between participants’ development as writers and rhetoricians and their perceptions of that growth and its relevance to their academic work.
“What Changes When We ‘Write for Change’?” was published in the Summer 2018 issue of “Reflections: A Journal of Public Rhetoric, Civic Writing, and Service-Learning.”
Lindenman also contributed a chapter to the collection “Writing for Engagement: Responsive Practice for Social Action,” published in summer 2018. “From the Center to the Sidelines: Responsive Leadership in a High School-College Writing Partnership” discusses ways that university faculty members can foster reciprocity in community-university writing projects.