Wenqi Cui

Rhetoric & Composition ·digital literacy· learning transfer · writing center· cui20130108@gmail.com

I am a Ph.D. in Composition and Applied Linguistics. I am the Book Review Editor of Composition Studies , Graduate Editor (Special Issues) of The Peer Review .

I explore literacy pedagogy accounting for culturally, linguistically, and technologically diverse classrooms. I am also committed to building a sustainable learning environment and increasing communication and social equity. My research examines cross-cultural communication, digital writing, multilingual learners, writing center studies, and learning transfer.

Research

Peer Reviewed Publications

Goss, D. & Cui, W. Contemplative Pedagogy to Support Undergraduate Writing Groups. (forthcoming 2024). Composition Forum Special Issue.

Cui, W., Zhang, J., & Driscoll, D. (2022). Evidence-Based Practices to Support Graduate Writing: Graduate Writing Groups and Graduate Editing Services. Writing Center Journal, 40(3). This article was nominated for the IWCA 2022 Outstanding Article Award.

Driscoll, D., & Cui, W. (2021). Visible and Invisible Transfer: An Investigation of Learning to Write and Transfer Across Five Years. College Composition and Communication, 73(2).

Cui, W. A (2020) Multilingual Writing Tutor Constructs Identities in Tutoring Sessions. The Peer Review, 3 (2).

Cui, W. (2019). Teaching for Transfer to First-year L2 Writers. Journal of International Students, 9 (4).

Cui, W. (2019). Rhetorical Listening Pedagogy: Promoting Communication Across Cultural and Societal Groups with Video Narrative. Computers and Composition, 54 .

Cui, W. (2019). Review of Writing Program and Writing Center Collaborations. Praxis, 16(3), 48-50.

Cui, W. (2019). L2 Writers Construct Identity through Academic Writing Discourse Socialization. The Journal of English as an International Language, 14(1), 20-39.

Cui, W., & Swider, J. (2018). The Cognitive Processing of Paratextual Impacts on Reading Responses to Poetry. The Journal of Literature in Language Teaching, 7 (1), 31-49.

Vetter, M., Andelfinger, J., Asadolahi, S., Cui, W., Jiang, J., Jones, T., Siddique, Z., Tanasale, I., Xing, J., and Ylonfoun, E. (2018). Wikipedia’s gender gap and disciplinary praxis: Representing women scholars in digital rhetoric and writing fields. The Journal of Multimodal Rhetorics, 2(2). 6-22.

Articles under Review
Articles under Preparation

Natarajan, S. & Cui, W. The Editorial Adventures of Transnational Writing Center Practitioners.

Cui, W. Transfer across Media.

Cui, W., & Tanasale, I. Multilingual Writers Construct Voices in Academic Writing.

Cui, W., & Driscoll, D. Good Writing.

Conference Presentations

Natarajan, S., & Cui, W. (October, 2023). "Holding the Gate Open: The Editorial Adventures of Transnational Writing Center Practitioners." IWCA 2023. Baltimore, MD.

Cui, W., Jing, Z, & Islam, F. (April 2021). “Evidence-Based Practices to Support Graduate Writing: Graduate Writing Groups and Graduate Editing Services.” The 2021 Conference on College Composition and Communication’s Annual Convention (CCCC 2021), Spokane, WA.

Cui, W., Hindi, S., & Wang, Z. (July 16th, 2020). “Challenging the Common Place: Transnational Rhetorics and Linguistic Diversity.” The 2020 Conference on College Composition and Communication online webinar presented by CCCC 2020 award winners.

Cui, W. (March 25th -28th, 2020). Poster presentation “L2 Writers’ Identity Construction through Academic Writing Discourse Socialization.” The 2020 Conference on College Composition and Communication’s Annual Convention (CCCC 2020), Milwaukee, WI. (Proposal accepted; the conference canceled).

Cui, W., Alshreif, N., Johnston, A., & Jin, D. Concurrent Panel “Tracing transfer: Reports of transfer in multimodal, multilingual, and writing center contexts”. The 2020 Conference on College Composition and Communication’s Annual Convention (CCCC 2020), Milwaukee, WI. (Proposal accepted; the conference canceled).

Driscoll, D. & Cui, W. (October 18, 2019). Supporting long-term learning: Three studies that explore writing transfer in the context of tutoring. IWCA-NCPTW 2019. Columbus, OH.

Cui, W., Matthew Vetter, Mohammed Yacoub, Hany Zaky (July 21st-28th, 2019). Positionality, diversity and inclusiveness: Building a multilingual inclusive community through a graduate mentoring program. The Council of Writing Program Administrators 2019 Conference. Baltimore, MD.

Cui, W. (June 21-22, 2019). Learning transfer across digital-mediated writing contexts. The 2019 Computers and Writing Conference. Michigan State University, East Lansing, MI.

Cui, W. (March 13-16, 2019). Poster presentation “Performance and Language: Identities co-construction of a multilingual tutor via indexed language use in the tutorial sessions.” The 2019 Conference on College Composition and Communication’s Annual Convention (CCCC 2019), Pittsburgh, PA.

Matthew Vetter, Cui, W., Zeeshan Siddique, Inggrit Tanasale, Jialei Jiang, Jiawei Xing. Concurrent Roundtable “Critical Approaches to Wikipedia-Based Education”. The 2019 Conference on College Composition and Communication’s Annual Convention (CCCC 2019), Pittsburgh, PA.

Theresa McDevitt, Veronica Paz, Matt Vetter, and Cui, W. (January 16, 2019). Presentation “Starting the Conversation and Facilitating Critical Thinking and Group Work with Robot Kits and Interactive Games”. The 2019 Indiana University of Pennsylvania Technology Day, Indiana, PA.

Cui, W. (October 10-13, 2018). “Embrace and Promote Diversity in Writing Centers.” IWCA 2018. Atlanta, GA. (Proposal accepted)

Cui, W. (May 27-28, 2018). Paper presentation “The Application of Rhetorical Listening in Multimodal Texts for Effective Interaction.” The 2018 Computers and Writing Conference. George Mason University. Fairfax, VA.

Cui, W. (March 14-17, 2018). Paper presentation “Listening rhetorically to multimodal texts for cross-cultural communication.” The 2018 Conference on College Composition and Communication’s Annual Convention (CCCC 2018), Kansas, MO.

Cui, W. (March 23-25, 2018). Paper presentation “A Multilingual Writing Tutor Constructs Identities in Tutoring Sessions.” The East Central Writing Center Association 2018 Conference. Columbus, OH.

Cui, W. (October 21, 2017). Paper presentation “Teaching for Transfer.” The Three Rivers TESOL 2017 Fall Conference, Pittsburgh, PA.

Tanasale, I., & Cui, W. (October 21, 2017). Paper presentation “The Negotiation of Voice in Academic Writing by Multilingual Writers.” The Three Rivers TESOL 2017 Fall Conference, Pittsburgh, PA.

Teaching

Indiana University of Pennsylvania

Composition I (English 101,undergraduate)
In this class, I applied transfer theories and research on digital writing, aiming to (1) help students learn to reapply (transfer) what they learn beyond the classroom; (2) develop students’ ability to write for digital media. Key concepts that facilitate transfer such as rhetorical situation, audience awareness, and genre conventions were enhanced and expanded. Additionally, this course introduced students to fundamental principles and practices of multimedia design and digital writing. Guided by these principles, students completed a website project, a video, and Wikipedia entry. This pedagogy supports lifelong learning and writing across disciplines.

Syllabus for English 101

Composition II (English 202, undergraduate)
In this course, building on the writing skills they developed in Composition I and Humanities Literature, developed students’ speaking, listening, reading, and writing, revising, and reflecting abilities. Students learned to evaluate resources and integrate research to support their own argument and analytical thinking. Students completed a research project and composed IMRD articles (introduction, methods, results, discussion).

Syllabus for English 202

August 2018 - May 2020

Beijing University of Chemical Technology (BUCT) Beijing, China

Comprehensive English (Graduate)

A Comprehensive English course where master students, majoring in science and humanities, learn to develop listening, speaking, reading, academic writing, and translation skills, focusing on disciplinary writing for academic journals and presentations skills at conferences.

Business English (Graduate)

An English course for graduate students majoring in Business Administration (MBA), where students learn to develop listening, speaking, reading, and writing skills that are used in the field of business, finance, and so forth. Students also acquire culture-related knowledge and communicative skills.

Public Speaning (undergraduate)

An upper division elective English course for college students who have finished College English I, II, and III. A student-centered and skill-oriented course aiming at improving students’ ability to write and deliver effective public speeches and to think critically. Students will learn the fundamental skills of public speaking such as selecting a speech topic and purpose, analyzing the audience, gathering materials, outlining the speech, and delivering speeches. Students will also read, appreciate, and analyze the rhetoric of selected speeches, and they will apply the rhetorical moves in their own delivery.

College English (I, II, III, IV, undergraduate)

College English I, II, III, and IV are for Chinese college students who major in science, humanities, art, and so on except for English majors. College English Courses focus on develop students’ listening, speaking, reading, writing, and translation skills.

September 1996 - July 2016

Tutoring

Indiana University of Pennsylvania

Graduate Writing Group Co-Coordinator (Kathleen Jones White Writing Center)

-Developed a series of virtual graduate writing groups for dissertation and thesis writing support

-Created group structure, lessons and curriculum, peer review guidelines, and other programming based on research-supported practices

-Assessed group outcomes

-Facilitated groups and provided one-on-one writing support for group members

Writing Center Tutor, Indiana University of Pennsylvania

-Helped student writers with their writing process: pre-writing, brainstorming, freewriting, outlining, organizing, researching, revising, and drafting.

-Used good communication skills and engage students in conversations that help to draw out and express their ideas.

-Led workshop presentations about the Writing Center, APA, and MLA, Literature Review, and other topics.

Writing Center QP Tutor, Indiana University of Pennsylvania
Provided graduate students in the Composition and Applied Linguistics program with one-on-one tutoring on their Qualifying Portfolio for Ph.D. candidacy, giving feedback on their manuscript in areas such as argument development, source synthesis, organization, transitions, and sentence-level issues.

August 2018 - 2023

Service

Community Service
  • Reviewer, Journal of Academic Writing, 2023

  • Reviewer, Rhetoric Society of Quarterly, 2022

  • Fellow, Computers and Composition Digital Press (CCDP), 2021-2022

  • Graduate Editor of Featured Issues, The Peer Review (TPR), 2022-2024

  • Assessment (2022 Spring), IUP Liberal Studies English Programmatic Assessment

    Provided feedback on rubric, participated in norming procedures and statistical procedures. Participated in assessment day. Provided feedback on calculated results and report of assessment findings and recommendations for campus stakeholders.

  • Assessment (2021 Spring), IUP Liberal Studies English Programmatic Assessment

    Provided feedback on rubric, participated in norming procedures and statistical procedures. Participated in assessment day. Provided feedback on calculated results and report of assessment findings and recommendations for campus stakeholders.

  • Assessment (2020 Spring), IUP LSE assessment

    Served as an assessment rater for the Liberal Studies English program at IUP by participating in norming, pilot scoring, and rating for the LSE writing program.

  • Assessment (2019 Fall), IUP Master of Arts in TESOL Assessment

    Served as an assessment for the MA-TESOL program at IUP by participating in norming and rating for the MA-TESOL courses.

  • WPA-GO Mentoring Strands Committee, 2018-2019.

    Served on the WPA-GO (Writing Program Administrators--Graduate Organization) Mentoring Strands Committee, a national organization that specifically supports graduate students who are seeking future employment as writing program administrators.

  • Editor-in-Chief, Inspiring Pedagogical Connections, 2020- 2021

  • Reviewer, Inspiring Pedagogical Connections, 2019- 2020

  • Editor-in-Chief, Inspiring Pedagogical Connections, 2018- 2019

  • Editor, Inspiring Pedagogical Connections, 2017- 2018

    • invited talks & panels
  • “Dissertation Writing.” Dissertator Panel. English Department, IUP. Spring 2022.

  • “Guest Speaker: applying the theory of rhetorical listening to the practice of teaching first-year writing.” MA-level Composition Pedagogy Course. California State University San Marcos. Fall, 2021.

  • “Workshop: Preventing Plagiarism.” School of Graduate Studies and Research. IUP. Spring 2021.

  • “Principles of Scientific Communication in STEM Fields.” Writing Center Workshop. IUP. Spring 2021.

  • “Completing your Dissertation Successfully.” Writing Center Workshop. IUP. Spring 2020.

  • “Making the Most of Student Conferences.” Presentation, leading (leader of) the mentoring workshop for Teaching associates and temporary faculty. English Department, IUP. Spring 2020.

  • “Writing Dissertations, Time Management, Three Chapter Defense, etc.” Dissertation Panel. English Department, IUP. Spring 2020.

  • “APA Documentation.” Writing Center Workshop. IUP. Fall 2019.

  • “Transitions.” Writing Center Workshop. IUP. Fall 2019.

  • “How to Prepare Qualifying Portfolio for Ph.D. Candidacy?” Panel. English Department, IUP. Fall 2018.

  • “‘Classroom Management and Students’ Engagement.” Presentation, leading the mentoring workshop for Teaching associates and temporary faculty. English Department, IUP. Fall 2019 & Fall 2018.

  • “Word: Beyond the Basics.” Writing Center Workshop. IUP. Fall 2018.

  • “Data Analysis.” Presentation. Coding workshop for a master research method course. English Department, IUP. Fall 2018.

  • “IUP College Undergraduate Success Program (CUSP).” Writing Center Workshop. IUP. Fall 2018.

Awards & Certifications

  • IUP Teaching Excellence Faculty Recognition Award (IUP 2020)

  • Award for Exemplary Teaching of Literacy and Language (Composition and Applied Linguistics Program, English Department, IUP, 2020)

  • CCCC Scholars for the Dream Travel Award (2020 Conference on College Composition and Communication’s Annual Convention)

  • Award for Professional Development: Professional Accomplishments in Research Award (Composition and Applied Linguistics Program, English Department, IUP, 2019)