Wenqi Cui is a Senior Lecturer in the University Writing Program. Her teaching and scholarship revolve around the intersection of writing transfer, multiliteracies, writing center studies, and multilingual learners. Her composition courses cultivate metacognitive thinking and encourage a transfer mindset, equipping students with the ability to critically analyze and respond to rhetorical situations beyond their immediate academic setting, extending into various disciplines and professional domains.
Wenqi’s scholarly work has appeared in College Composition and Communication, Computers and Composition, The Writing Center Journal, The Journal of Multimodal Rhetorics, and The Journal of English as an International Language, among others. She was also awarded the CCCC 2020 Dream Scholar Travel Award for one of her research contributions. Her dissertation at Indiana University of Pennsylvania (IUP) centered on transfer across media, investigating how first-year students transfer their writing knowledge between different modalities of composition.
Apart from her scholarly pursuits, Wenqi has actively contributed to the field through various endeavors. She currently serves as the Graduate Editor of Featured Issues at The Peer Review journal, working with the editorial team to engage scholars and practitioners in exploring cutting-edge topics while supporting underrepresented groups in the discipline. She has also served a two-year term as a digital fellow of Computers and Composition Digital Press. In addition, Wenqi served as an article reviewer for the Journal of Academic Writing, Rhetoric Society of Quarterly, and Studies in Graduate and Postdoctoral Education.
Before joining the faculty at Hopkins, Wenqi taught first-year writing courses as a teaching associate during her doctoral studies at IUP. Her exemplary teaching earned her the 2020 Teaching Excellence Faculty Recognition Award. Additionally, Wenqi served as an advanced tutor in the IUP writing center, where she worked extensively with undergraduate and graduate students, including developing workshops, leading graduate writing groups, facilitating thesis/dissertation boot camps, and providing consultations for thesis/dissertation support and other professional documents. Her scholarship and interactions with diverse students and scholars have profoundly shaped her teaching and mentorship approaches, fostering inclusivity and valuing individuals’ linguistic and cultural backgrounds, diverse perspectives, and identities.
- Reintroduction to Writing: The Rhetoric of Digital Networks
Peer-Reviewed Articles
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. (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). 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.
Encyclopedia Entries
Cui, W. (Forthcoming). Encyclopedia about Writing and Transfer: Cultural-Historical Activity Theory (CHAT) and Developmental Transfer. WAC Clearinghouse.
Book Reviews
Cui, W. (2019). Review of Writing Program and Writing Center Collaborations. Praxis, 16(3), 48-50.
Current Projects
Natarajan, S., & Cui, W. The Editorial Adventures of Transnational Writing Center Practitioners.
Cui, W. Digital Writing Transfer: Cultural Historical Activity Theory Perspective.
Intersection of:
- Writing transfer
- Multiliteracies
- Writing center studies
- Multilingual learners