Threadgill, E. J. (Fall 2018). Student response to a corequisite pilot program: A retrospective. Journal of College Academic Support Programs, 1(2), 18-23.
This retrospective article presents the results of a pilot study on student perceptions of a corequisite model for developmental writing.
Threadgill, E. J., & Paulson, E. J. (Fall 2017). Teaching the rhetorical situation to improve disciplinary literacy. Journal of College Academic Support Programs, 1(1), 49-50.
This promising practices article provides ideas for how to adapt the following exercises and assignments to improve disciplinary literacy: (a) rhetorical reading/writing questions, (b) a rhetorical analysis essay, and (c) workshops that teach students to read like a writer.
Paulson, E. J., & Threadgill, E. (Spring 2014). IRW in the college classroom. Texas Toolbox, 3, n.p. Retrieved from http://sjcblogs.sanjac.edu/literacy-cafe/files/2014/07/Texas-Toolbox-IRW.pdf
Threadgill, E. (2012). Tutoring literature: Negotiating a literature-response discourse. In Agee, K., & Hodges, R. (Eds.), Handbook for training peer tutors and mentors (pp. 344-347). Mason, OH: Cengage Learning.
Threadgill, E. (2010). Writing center work bridging boundaries: An interview with Muriel Harris. Journal of Developmental Education, 34(2), 20-25.
“Tutors of writing have to increase their awareness of the use and effects of visual rhetoric and visual literacy.”