A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | AB | AC | AD | AE | AF | AG | AH | AI | AJ | AK | AL | AM | AN | AO | AP | AQ | AR | AS | AT | AU | ||
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1 | Columns D through W, highlighted blue, are ISU Writing Program specific terms and concepts | Columns X through UT, highlighted yellow, are different subjects/topics | ||||||||||||||||||||||||||||||||||||||||||||||
2 | Issue | Title | Author | Antecedent Knowledge | Assessing Writing | Cultural-historical activity theory (CHAT) | Cultural, Ethical Writing Topics | Discourse Communities | Doing Research | Expansive Literacies | Genre Research | Graphic Shorts | Multimodal, Multimedia Writing | Professional Literacies | Genre Remediation | Spreading the Roots | Trajectories of Texts, Genres | Translingual Writing | Uptake | Writing Identities | Writing Knowledge Transfer | Writing Practices (spaces, materials, tools) | Activity Systems | Activism | Advertising | Business & Professional Writing | Clothing | Comics, Manga | Failure | Food | Film, Theatre | Grammar, Linguistics | Literacy Narrative | Literary, Creative | Math, Science | Music | Pop Culture | Risk, Safety | Social Media | Sports | Technologies | True Crime | Visual Arts | Writing in School | Activism, Social Justice, Politics | Health, Medicine | ||
3 | Total number of articles ---> | 50 | 24 | 95 | 22 | 23 | 30 | 7 | 143 | 2 | 38 | 15 | 1 | 8 | 37 | 27 | 22 | 46 | 15 | 39 | 11 | 11 | 12 | 8 | 4 | 2 | 5 | 12 | 1 | 18 | 20 | 38 | 6 | 20 | 32 | 2 | 35 | 16 | 25 | 1 | 25 | 23 | 5 | 7 | ||||
4 | 16.1 | Recreating a Taste of India: Authentic Food, Research, and Literate Activity | Saima Afreen | 1 | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||
5 | 16.1 | Preparing for Law School Admissions | Grace Betts | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
6 | 16.1 | The Write Kind of Space: Notes and Reminders at Home | Janine Blue | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
7 | 16.1 | Tracing My Multimodal Writing | Tianran Chen | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||
8 | 16.1 | Does This Make Sense? Questions as Uptake Sprinklers | Amaka Chime | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||||
9 | 16.1 | Through the Looking Glass: Applying Makeup to Genre and Transfer | Emily Clemson | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||
10 | 16.1 | Revision Decisions: The Power of Makeup and the Review Process | Edcel Javier Cintron-Gonzalez and Dr. Emily Clemson | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||
11 | 16.1 | The Evolution of Who I Am: The Communicative Power of Taylor Swift | Amanda Egge | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
12 | 16.1 | Genre Conventions Soup, Full of Remediation Resources | Rachel Gramer | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
13 | 16.1 | The "Map"gic Kingdom | Penelope Kipp | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
14 | 16.1 | Every Dish Made with Love | Brody Moormeier | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
15 | 16.1 | Debunking the Academic Language Myth | Maddie Silk | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||||
16 | 16.1 | Food Fills My Soul | India Smith | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||||
17 | 16.1 | Row by Row: Unraveling the Genre Conventions of Knitting Patterns | Kaitlyn Tibbetts | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||||
18 | 16.1 | She Kills You in the End: The Final Girl as Genre and Killer-killing as Literate Activity | Abby Uphoff | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||||
19 | 16.1 | The Shoemaker's Elf: Claiming a Literate Acitivty Researcher Identity | Joyce Walker | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||||
20 | 15.2 | Being a Chicana with a Translanguaging Power | Jazmine Cruz | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
21 | 15.2 | Heads-Up: Hair Braiding as a Literate Activity | Amaka Chime | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
22 | 15.2 | Sincerely, The Things I Could Never Say Out Loud: Poetry as a Personal Activity System | Kate Carlock | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
23 | 15.2 | My Musical Digital Literacy Transformation from China to the US | Tianran Chen | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
24 | 15.2 | A Dump for My Thoughts | Jacob Taylor | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
25 | 15.2 | It's a Bird...It's a Plane...It's a Genre! | Ethan Sakata | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
26 | 15.2 | Marathon Training as a Literate Activity | Kristy Hume | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
27 | 15.2 | The Literate Activity of Being an Adult Really Piles Up | Rachel Gramer | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
28 | 15.2 | Skateboarding as a Literate Activity I Learned | Daniel McFarland | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
29 | 15.2 | A Picture of Organized Chaos | Kate Fortner | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
30 | 15.2 | Is It More Than Morbid Fascination? The Empowering Effect of True Crime Podcasts | Shawna Shepherd | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
31 | 15.2 | Why Are You Obsessed? A Conversation about Ethics and Community in a GWRJ Article | Shawna Sheperd and Edcel Javier Cintron-Gonzalez | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||
32 | 15.2 | Something Old, Something New: Chinese Restaurants in the US as a Genre | Jia Zuo | 1 | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||
33 | 15.2 | Who Wants You? Genre Research into Propaganda Posters | Brolan Springman | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||||
34 | 15.1 | CHAT and Literate Activity: Research and Writing Tools for the Complexities You Didn't Call For | Joyce Walker and Rachel Gramer | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
35 | 15.1 | Bachelor Nation: Deep Dive Into a Discourse Community | Ella Kruse | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
36 | 15.1 | GWRJ Short: The Interview Begins When the Research Does | Jessica Kreul | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
37 | 15.1 | Rhythms and Resonances of Notebooking | Steve Lamos | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
38 | 15.1 | Manic Panic: When You're Not a "Natural" Rainbowhead | Alicia Shupe | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
39 | 15.1 | Keeping it Personal: A Conversation on the Importance of Self in a GWRJ Article | Alicia Shupe and Janine Blue | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
40 | 15.1 | Let it Be: The Beatles in Sticker Form, a Genre Analysis | Felicity Schryer | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
41 | 15.1 | A Reader's Worst Fear: A Genre Analysis of Those Pesky Book Stickers | Laurel Staniszewski | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
42 | 15.1 | Picturing Literate Activity: Tab, You're It | Janine Blue | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
43 | 15.1 | Time to BeReal | Caitlin Migon | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
44 | 15.1 | What's in a Name? A Whole Lot of Literate Activity | Chloe Migon | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
45 | 15.1 | Picturing Literate Activity: Communicating With Your Future Self Through Planners | Grace Betts | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
46 | 15.1 | Chomping at the Bit: How Equestrian Athletes Use Literate Activity | Ella Bickerman | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||
47 | 15.1 | Picturing Literate Activity: The Magic of a Table | Didar Hossain | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
48 | 14.2 | Making Sense of All the Writing: My Embodied Literate Activity | Janine Blue | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||
49 | 14.2 | Genres, Multimodal Composition, and Access: Stories of Personal and Embodied Experience | Emad Hakim and Ahmed Hamdy | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
50 | 14.2 | Picturing Literate Activity: A Tale of Two Writing Spaces | Jennifer Coe | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||||
51 | 14.2 | Identifying the Symbiotic Potential Between Writing and ADHD | Ali Bazzi | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
52 | 14.2 | The Transition of Writing Researcher Identities: From a Self-Conscious Second Language Writer to a More Confident Graduate Student Writer and Researcher | Abantika Dhar | 1 | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||
53 | 14.2 | Who's Teaching Whom? Learning and Teaching in the Leadership Gym | Lauren Kendrick | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
54 | 14.2 | The Heart of a CNA | Hannah Davis | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
55 | 14.2 | The Danger of Filter Bubbles and Digital Isolation: Exploring Ethical Research Practices [reprint] | Alyssa Herman | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
56 | 14.2 | People and Places: Research Doesn't Happen in a Bubble | Alyssa Herman and Edcel Javier Cintron-Gonzalez | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
57 | 14.2 | Picturing Literate Activity: Lights, Words, Writing after Dark | Rachel Gramer | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||||
58 | 14.2 | GWRJ Short: This Blanket Is a Text | Piper Coe | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
59 | 14.2 | BTS Albums through the Years | Amelia Heinze | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
60 | 14.2 | GWRJ Short: The Multimodality of Texting | Jessica Kreul | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
61 | 14.2 | Documenting Literate Activity: A Stop-Motion Journal Tour | Sofia Link | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
62 | 14.1 | Book It to Your Local Library: Public Libraries as Activity Systems | Izzy Foltz | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
63 | 14.1 | Plant Parenting as a Literate Activity | Cynthia Nwakudu | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
64 | 14.1 | Birding as an Activity System | Piper Coe | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||||
65 | 14.1 | Understanding Magic: The Gathering Commander Through Genre and Community | Manuel Reza | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||
66 | 14.1 | “Am I Ever Gonna Use This?”: How P-CHAT Can Be a Useful Tool in Advertising | Isabel Crabtree | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||
67 | 14.1 | Indigenous Activism and Language Reclamation | Darcy Allred and Natalie Jipson | 1 | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||
68 | 14.1 | Miles Apart: How Moving to the US Transformed Communication with My Best Friend | Elena Petrova | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||
69 | 14.1 | CHATting about Conflict Coverage | Lily Linden | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
70 | 14.1 | The Gen Z Book Review: BookTok and Its Evolution as a Genre | Kayleen Haile | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
71 | 14.1 | Here’s a Tip: Receipts Are Genres | Ola Al-Refae | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||
72 | 14.1 | Practice Made Perfect: The Key to Turning Music into a Literate Activity | Sam Kelly | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
73 | 14.1 | “You Want Me to Do What?”: The Trials and Errors of Coding | Jessica Kreul | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
74 | 14.1 | My Football Life in Four Quarters: Rediscovering a Lost Literary Identity | Evan Craig | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
75 | 14.1 | A Conversation with a Grassroots Author Presents: Tolkien, Genre, and Uptake: The Process of Handwritten Letters | Edcel Javier Cintron-Gonzalez and Ellen Sundermeier | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
76 | 13.2 | A Great British Baking Adventure: Antecedent Knowledge, My Dog, and a Dry(ish) Cherry Cake | Ashton Myerscough | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
77 | 13.2 | Instacart-ing is Quite an Intense Literate Activity, Here's Why | Chamelia Moore | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
78 | 13.2 | What Diabetes Really Is: The Representation of Type One Diabetes | Nenagh Gedge | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||||
79 | 13.2 | The Remediation of True Crime and Its Role in Romanticizing Killers | Kaylee DeBoe | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||
80 | 13.2 | Flossed in America: How Discourse Communities Participate in Literate Activity | Bethany Ebert | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
81 | 13.2 | "Tonight, My Unconventional Conventionists, You Are to Witness a Breakthrough:" How Shadow Casts of The Rocky Horror Picture Show Remind Us to Break Genre Conventions | Cassandra Karn | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||
82 | 13.2 | Left-Handed Literacies | Janine Blue | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
83 | 13.2 | Would You Drink This? The Literacies of Evaluating Risk | Joyce Walker | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
84 | 13.2 | Would You Drink This? An Exercise in Risk Assessment | Joyce Walker | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||
85 | 13.2 | Mundane Creativity: Analyzing the Colors and Footnotes of a K-pop Song List | Danielle Eldredge | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
86 | 13.2 | Dealing With Divergence: A Grassroots Co-interview on Antecedent Knowledge, Transfer, and Uptake | Madi Kartcheske and Jenn Tullos | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
87 | 13.2 | Manic Panic: When You're Not a "Natural" Rainbowhead | Alicia Shupe | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
88 | 13.2 | Shades of Henna | Ridita Mizan | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
89 | 13.1 | The Genre of Sport Anthems: A Critical Analysis of How Chelsea Anthem Text Conveys Loyalty and Fanaticism | Gideon Kwawukumey | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
90 | 13.1 | The Twilight Renaissance and Nostalgia: The Power of Community (and TikTok) | Nichol Brown | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||
91 | 13.1 | A Dive into the True Crime Community | Isabel Crabtree | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
92 | 13.1 | a grassroots article that is a spiral | ulysses c. bougie | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
93 | 13.1 | "I Should Quit, Right?" And Other Things I've Said While (Trying) to Learn to Play Chess | Charley Koenig | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
94 | 13.1 | Why Do Professional Dancers Need to Write? | Tava Matesi | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
95 | 13.1 | House Hunting as an Activity System | A B M Shafiqul Islam | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
96 | 13.1 | A Guide to Writing as a Nurse | Alex Helderman | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
97 | 13.1 | Food and Family: Cookbooks as Genre and Activity | Brianna Zangara | 1 | 1 | 1 | 1 | |||||||||||||||||||||||||||||||||||||||||
98 | 13.1 | The Journey of Becoming a CPA | Nicholas Gajda | 1 | 1 | 1 | ||||||||||||||||||||||||||||||||||||||||||
99 | 13.1 | A Conversation about A Conversation with a Grassroots Author: A Look at the Podcast Series Created for the Writing Program Community | Edcel J. Cintron-Gonzalez, Charley Koenig, and Samantha Moe | 1 | 1 | 1? | 1 | |||||||||||||||||||||||||||||||||||||||||
100 | 13.1 | Dungeons and Dragons and Literate Activity: Locating Writing (Research) Identity | Madi Kartcheske | 1 | 1 | 1 | 1 |