PUBLICATIONS
ENGLISH 1900: A WRITING (AND WRITING PROGRAM) LABORATORY (COURSE DESIGN ARTICLE)
Composition Studies (vol. 48, no. 3, Fall 2020)
Instructor Laura Hardin Marshall and then-Writing Program Coordinator Paul Lynch discuss the Saint Louis University first-year writing course, ENGL 1900. They provide the institutional and departmental contexts as well as the theoretical and disciplinary principles that gave rise to the course's current design. In ENGL 1900, students use the practice of dissoi logoi to explore the nuances of an issue, and they subsequently write about those nuances without a thesis, engaging in composition as discovery, invention, and laboratory for experimentation. The authors conclude by describing how Laura personalized the course and how her emphasis on stakeholders helped her students approach composition and research in ways that go beyond the traditional argumentative essay.
The Peer Review, Issue 4.2
Laura Hardin Marshall and Alexander Ocasio discuss the formation of a partnership between University Writing Services (Saint Louis University's writing center) and the SLU Prison Program. This partnership connected incarcerated writers to consultants, who offered support in composition and connection to the larger SLU academic community. The article describes the logistics of forming the partnership, the consulting strategies Laura and Alex developed for this particular student population, and how the partnership was actualized in various SLU Prison Program courses.
CHOOSE YOUR OWN ADVENTURESHIP: DIVERSITY, CONTEXT, AND CASUISTRY IN GRADUATE STUDENT PROFESSIONALIZATION
forthcoming in Threshold Conscripts
Laura Hardin Marshall describes the ways that Saint Louis University's graduate assistantships (as a position distinct from teaching assistantships) diversify the personal, academic, and professional development of graduate students in the Department of English. This narrative has been accepted for inclusion in Threshold Conscripts, an edited collection that identifies disconnects between TAs as affordable labor within departments or programs and TA identities as students seeking advanced study and professional development.
