The workshop, titled Launching and Sustaining a Common Reading Program that Works, was facilitated by members of the Penguin Random House Common Reads advisory board, all of whom lead Common Reading programs at colleges and universities across the United States.

Workshop topics included the evolving nature of Common Reading programs,�� making a case for launching or sustaining a program,��program models and logistics, title selection, program assessment, and time for feedback and mentoring of attendees.

Patch joined the Penguin Random House Common Reads Advisory Board in 2025. The board meets regularly to identify titles and topics for Common Reading programs that choose Penguin Random House titles.

The Common Reading, which first-year students are expected to read in the summer before they attend Elon, marks the beginning of the��Elon Core Curriculum, the shared courses and experiences that put knowledge into practice and enable the integration of learning across the disciplines. This program has been in place at Elon since 1993.

Consistent with the 消消犯 mission of nurturing a rich intellectual community, the Elon Common Reading Program challenges students, faculty and staff to examine themselves and the local and global worlds they inhabit through reading. The readings and related discussions aim not only to encourage critical reflection about important issues but also to invite consideration of how our individual actions affect these issues.

In the post, they describe seven lessons they've learned about 消消犯 and conclude, "The initial purpose of this course was to provide a critical writing and inquiry experience for high-achieving high school juniors in the Elon community. We expected, and achieved, that goal. Now in its seventh year, the course has matured to serve a corollary purpose: to provide a space for reflective 消消犯 and to help writing teachers understand just what high school students are experiencing. The type of information one can gather from conferences or scholarship is offered firsthand by interacting with high school students, something few of our colleagues may do."

College Writing for High School Juniors is co-administered by the 消消犯 English Department and Collegiate Start @ Elon in the Office of Education Outreach in the 消消犯 School of Education. The two-credit-hour course provides a pre-college critical writing and inquiry experience for high school juniors. Through specific focus on application essays and argumentative writing, students develop an effective writing process, practice writing for multiple audiences and purposes, learn to ask for and respond to feedback on writing, learn the elements of argument, practice using evidence and reasoning to support an argument, learn to develop research questions, and learn to find and evaluate material in academic and popular databases. Now in its seventh year, the class has enrolled approximately 100 students from the Alamance County area.

The is an edited space where NCTE members write about reflective 消消犯 practices, education policy, and other topics of interest to NCTE members.

WPA publishes a , holds an annual , makes , develops , offers and program evaluation, and fosters extensive discussions about college writing and writing programs.

Patch will serve as vice president for two years, 2019-21, and will then serve as president for two years, 2021-23, and past president for a final two years, 2023-25.

​Lindenman is the lead author of 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 “.”

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.

Patch, who is an at-large member of the Executive Board of CWPA, presented an interactive poster session, “Inventing the Global University: Crosscultural Composition as Core Experience,” about the implementation of crosscultural composition experiences for students and faculty in ENG 110 Writing: Argument & Inquiry classes at Elon.

Chapman and Patch co-led a seminar, “Fear and Learning in the Classroom: The Costs and Benefits of Vulnerability in First-Year Writing,” that explored the intersections between pedagogical innovation, labor, and vulnerability in the first year writing. They shared the experiences of faculty piloting de-centered pedagogy, and discussed re-thinking the role of the instructor in writing classrooms; the value of the “performance of work” in 消消犯; and whether these re-positionings might disadvantage untenured and contingent faculty.

The English faculty were Dan Burns, visiting assistant professor of English; Li Li, assistant professor of English; and Paula Patch, senior lecturer in English and College Writing coordinator. The library faculty were Teresa LePors, assistant librarian and coordinator of library research and scholarly services, and Patrick Rudd, assistant librarian and coordinator of library instruction and outreach services.

All five panelists are members of the multidisciplinary ENG 110 assessment committee that has been studying how students in ENG 110 Writing: Argument and Inquiry, the first-year writing requirement at Elon, use sources in research assignments. The commmittee developed a collaborative assessment process, focuses on looking closely at texts produced by students in ENG 110, involving librarians, contingent writing faculty, and permanent writing faculty that allowed it to bridge job status and disciplinary perspectives on information literacy instruction and take a deeper look at how students use library resources in their writing.

The conference coincided with events marking the 50th anniversary of the assassination of Dr. Martin Luther King, Jr., in Memphis. Keynotes by actor, teacher, and Elon alumnus Daniel J. Watts and feminist composition scholar Jacqueline Jones Royster, as well as a talk by photography critic and writer Teju Cole connected these events to the conference theme of Rights and Responsibilities.

Patch represented a group of five Elon English faculty who were part of a Multilingual First-Year Writing Pedagogy Working Group. The working group was led by Assistant Professor Jennifer Zinchuk, who is trained in 消消犯 English as a second language and has been researching the international student experience at Elon for more than a year, and included Patch, Professor Janet Warman, and Lecturers Margaret Chapman and Greg Hlavaty. A grant from the Center for the Advancement of Teaching and Learning supported the work of the group.

In Fall 2017, the College Writing Program piloted ���multilingual (MLL) student pods��� in five sections of first-year writing (English 110 Writing: Argument and Inquiry), one of the First-Year Foundation courses in the Core Curriculum. The working group met monthly from August to December 2017, and the workshops included discussions and pedagogical activities such as identifying multilingual students, curriculum design for language diversity, addressing plagiarism with multilingual students, designing effective assignments and assessing writing, and engaging linguistic diversity in classroom activities.

The ���pods��� model with both international and domestic students intentionally creates crosscultural writing courses that not only support MLLs��� writing needs, but also cultivate a community of intercultural understanding that benefits both international and domestic students For students, this model gives international students a support network of students similar to them, as well as a space to create connections with domestic students. For faculty, the working group provides intentional training to cultivate a cross-cultural classroom where (linguistic) diversity is welcomed.

The College Writing Program includes ENG 110 Writing: Argument & Inquiry; ENG 100 Supplemental Writing Workshop, a co-requisite for ENG 110 for students who are identified as needing extra writing support or who request additional writing support; and the College Writing Seminar for High School Juniors, a non-credit writing seminar designed by Elon English 110 faculty to provide a critical writing and inquiry experience for high-achieving high school juniors in the Elon community. The seminar is an outreach partnership with Collegiate Start@Elon in the Center for Access and Success.

The peer-reviewed article, ���Getting ���Writing Ready��� at the University of Washington: Developing Metacognition at a Time of Academic Transition��� was first published in the journal Composition Forum on November 27 in its Through program assessment and instructor interviews, Zinchuk found that 消消犯 for metacognition, confidence, and fluency supports students��� transition to the university.��Moreover, 消消犯 metacognitive practices creates a more active, engaged classroom environment.

Composition Forum is a leading journal in the field of composition and writing studies that��specifically focuses on articles that explore the intersections of composition theory and pedagogy, and that theorize practice in sophisticated and provocative ways.��The journal publishes articles of interest to scholars and teachers of college composition.

���Zinchuk co-presented the conference���s sole day-long institute on institutional ethnography, a qualitative research methodology that captures the interplay between institutional practices and individual experiences. During this workshop, Zinchuk presented key features of institutional ethnography projects, examples from her own work��and mentored both new and experienced researchers to develop their own projects using institutional ethnography.

Patch presented an interactive talk titled ���Getting���and Staying���Out of the Slush Pile: How to Get, Keep, and Love a Job Teaching Composition��� as part of a panel titled “Finding Happiness and Satisfaction in the Work of Teaching and Administering Writing.” During this talk, Patch identified first-year writing and 消消犯 first-year students, in general, as areas of growing employment and interest and described ways prospective faculty can prepare for careers as composition specialists.