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    Processes: Writing Across Academic Careers

    (2 reviews)

    Christopher Iverson, Suffolk County, New York

    Dan Ehrenfeld, Suffolk County, New York

    Copyright Year:

    ISBN 13: 9781942341918

    Publisher: Milne Open Textbooks

    Language: English

    Formats Available

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    Learn more about reviews.

    Reviewed by Linda Belau, Professor, University of Texas Rio Grande Valley on 5/14/24

    I think the text is both highly comprehensive and, at the same time, not as comprehensive as it could be. On a more specific level, I find that the particular chapters and materials for each of the general areas that are covered in the resource... read more

    Reviewed by Cindy Johanek, Writing Faculty, North Hennepin Community College on 6/14/23

    It might be impossible for a book about WAC/WID to be truly “comprehensive.” After all, the editors cannot possibly share writings and reflections from all disciplines. However, the range of disciplines presented in four sections here (Nursing,... read more

    Table of Contents

    • Introduction
    • Homage to Dr. Marcia Littenberg, former Chair, FSC WID
    • Writers on Writing
    • Messages from the Nursing Department
      • Utilizing a Writing in the Disciplines (WID) Course to Teach Nursing Students about Their Profession
      • The Importance of Correct Perspective of the Nursing Profession
      • How Nursing Taught Me to Write Scholarly
      • My Education in Writing as a Nurse
    • Messages from STEM and Health Science Scholars
      • Sexual and Asexual Reproductive Stages of Fungi
      • Medical Maladies and Existential Healing
      • Who Runs Boston? A Descriptive Report of Performance-Related Characteristics of Boston Marathon Qualifiers
      • Writing in Science: Creating a Lab Write-Up
      • It’s a Marsh Mallow World in the Summer
      • Discourse Analysis: The Impact of the Unspoken Word
    • Messages from Writers on Writing and Education
      • Former Beat Writer Reflects
      • The Process of Writing as a Spontaneous Act of Storytelling: From the Classroom to a Published Essay
      • “The Generation and Uses of Chaos”: Rhetorical Invention as the Taming of a Wild Garden
      • Collaborative Composing: Demystifying the Literature Review and the Writing Process, Together
      • On Writing Philosophy
      • Learning Outcomes
      • Staying Engaged while Staying Home
      • The Art of Editorial Conversation
      • A Pedagogical Template for Preparing Undergraduate Student Scientific Laboratory Reports and First Submissions to Academic Journals
    • Messages from Scholars about History and Culture
      • The Messengers of War
      • The Beauty of Spirited Writing
      • The Art of Being Green: Mimesis and the Environment in Book II of The Faerie Queene
      • Una Vida Aislada: The Theme of Isolation in The House on Mango Street
      • The Advantages of Quick Writing Bursts
      • Another Possible Source of Hawthorne’s Hester Prynne
      • A Brief Survey of US Accounting
      • Writing in Criminal Justice: The Process

    Ancillary Material

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    About the Book

    Processes: Writing Across Academic Careers is an edited collection featuring writing from students, faculty, and staff at Farmingdale State College, a State University of New York (SUNY) campus on Long Island. Each contributor reflects on their own writing as well as writing in their fields/disciplines. Namely, they reflect on their writing processes, hence the name of the book. 

    The FSC Writing in the Disciplines committee curated excerpts of published or unpublished work from faculty, students, and administrators across departments and offices. The result is Processes: Writing Across Academic Careers, a collection of writing samples and reflections on the processes that made those pieces of writing possible. This book shows that, while writing looks and functions differently in different disciplines, college communities center on writing. From the college president to the faculty to the students, each member of the community grapples with writing, even in disciplines not considered to be writing-intensive. 

    The text features compositions from nursing, STEM and health sciences, education, and history and culture. The examples span from reflections on the role of writing in one’s academic career, examples of professional writing in the sciences, research papers, conference proposals, to laboratory reports. The examples of published or works-in-progress are accompanied by thoughtful reflections on how the author crafted their work.

    The collection presents an opportunity for scholars to acknowledge the centrality of writing in their everyday work. Students learning how to write in college and about writing conventions in their specific disciplines will gain an overview of writing they will encounter in their academic career and an appreciation for the multitudes of ways writers work. 

    Perfect for introductory writing courses, and useful modularly for any class that touches on writing or information literacy, this text is a unique, honest, and practical resource for any undergraduate.

    About the Contributors


    Christopher Iverson serves as Assistant Professor of English and Humanities at Farmingdale State College (SUNY) and chair of the FSC Writing in the Disciplines’ Publishing Subcommittee. His research centers on service-learning, Writing in the Disciplines/Writing Across the Curriculum, technical/professional writing, and open scholarship. Ultimately, Chris’ research handles writing as a community—as opposed to individual—act, meant for diverse audiences but also created through collaboration and compromise. Chris earned his PhD in Writing and Rhetoric from the University of Connecticut, and while doing so, taught at flagship state schools, community colleges, and polytechnic institutes. This experience informed his interdisciplinary approach to writing and his fascination with writing as a means to individually express as well as collaboratively communicate. Contact Christopher at

    Dan Ehrenfeld serves as Assistant Professor of English and Humanities at Farmingdale State College (SUNY). He earned his MA in secondary education from Loyola Marymount University, where he specialized in culturally responsive pedagogy and academic instruction for English language learners. He earned his PhD in English from the University of Massachusetts Amherst, where he specialized in Rhetoric and Composition. His areas of interest include digital rhetoric, writing in the public sphere, rhetorical circulation, persuasion, and writing pedagogy. Currently, he is working on a book investigating the persuasion practices that characterize political discourse on the social web. Contact Dan at

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