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Beck Wise Beck Wise i(20756911 works by)
Gender: Female
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Works By

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1 “I Wrote to Become Part of That Discourse Community” : Developing Writerly Identity and Agency in an Online Writing Course Beck Wise , Simone Lyons , Siall Waterbright , 2022 single work essay
— Appears in: TEXT Special Issue , no. 69 2022; 'The acute phases of the Covid-19 pandemic precipitated, for many, an abrupt shift to digitally- mediated, fully-remote work and education; for others, remote work and education were already realities. As the pandemic dragged into its third year, there emerged increasing political and public appetite for a “return to normal” – which, for the many Australian institutions who offered few or no fully-digital classes before 2020, is figured as a return to pre-2020 on-campus operations. This goal is justified by a deficit framing of online education relative to in-person learning, eliding the strengths and affordances of learning in digital spaces. If we are to prepare students to write effectively, we need to take seriously the notion that writing is always in digital environments and harness the strengths of online writing instruction such as scalability and improved accessibility. In this article, we draw on a case study of a hybrid researched writing class to demonstrate how an online-first Writing About Writing pedagogy helped students build the confidence, flexibility and self-efficacy needed to establish distinctive writerly identities. This prepares students to write more effectively in novel and rapidly-changing contexts, and offers one approach for building a sustainable, effective, realistic culture of writing.' (Publication abstract) 
1 Not ‘all Writing Is Creative Writing’ and That’s OK : Inter/disciplinary Collaboration in Writing and Writing Studies Beck Wise , 2020 single work criticism
— Appears in: TEXT Special Issue Website Series , October no. 59 2020; 'In the discipline of creative writing in Australia, questions of disciplinary identity have previously focused on distinguishing creative writing from literary studies. Fewer have questioned exactly what academics mean when they talk about ‘writing’ as a discipline. When the term ‘writing’ is used synecdochally to mean ‘creative writing’ or ‘writing in a general sense’, other kinds of writing risk becoming invisible or undervalued. This often results in writing programs targeted at fiction and creative nonfiction writers aspiring to publication. While there is nothing inherently wrong with this, our collaboration, which we label ‘horizontal mentoring’, across sub-disciplines in writing – creative writing and technical communication – has resulted in fruitful investigations into disciplinary identity. We draw on a reflective practice methodology to answer the questions: how has our collaboration helped us develop a more nuanced understanding of writing? How might this collaboration help advocate for writing in the Australian context? How can our collaboration help develop diverse students as writers? We conclude with a vision for an inclusive and welcoming disciplinary identity and pedagogical practices that engage diverse student cohorts.' (Publication abstract)
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