Wenqi Cui is a Senior Lecturer and Associate Director for Graduate Student Support 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.<\/p>\r\n
Her support for graduate students includes providing personalized writing assistance, leading workshops on advanced writing strategies, facilitating writing groups, and offering mentorship to help students navigate the complexities of academic and professional writing. She also develops resources and programs that address the unique challenges faced by graduate students, enhancing their writing and communication across diverse contexts. In addition, she teaches a graduate writing course that supports students in developing strategies for publications, grants, and career materials through guided instruction, structured feedback, and independent projects, while strengthening argumentation, synthesis, and audience engagement to build a polished professional portfolio.<\/p>\r\n
Wenqi\u2019s scholarly work has appeared in College Composition and Communication, Computers and Composition, Composition Forum, The Writing Center Journal, Early Childhood Education Journal, The Journal of Multimodal Rhetorics, <\/em>and The Journal of English as an International Language<\/em>, among others. She was also awarded the CCCC<\/a> 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.<\/p>\r\n Apart from her scholarly pursuits, Wenqi has actively contributed to the field through various endeavors. She currently serves as the Book Review Editor for Composition Studies<\/em><\/a>.<\/em> In addition, she is the Web Editor at The Peer Review<\/em><\/a> journal, working with the editorial team to engage scholars and practitioners in exploring cutting-edge topics while supporting underrepresented groups in the discipline. She co-edited the 2023 Special Issue (Re)Investigating Writing Center Commonplaces<\/a>. She has also served a two-year term as a digital fellow of Computers and Composition Digital Press<\/em>. In addition, Wenqi served as an article reviewer for the Journal of Academic Writing<\/em>, Rhetoric Society of Quarterly, Praxis: A Writing Center Journal, Studies in Graduate and Postdoctoral Education, and NCTE Annual Convention<\/em>.<\/p>\r\n Wenqi\u2019s scholarship and interactions with diverse students and scholars have profoundly shaped her teaching and mentorship approaches, fostering inclusivity and valuing individuals\u2019 linguistic and cultural backgrounds, diverse perspectives, and identities.<\/p>"],"ecpt_publications":[" Peer-Reviewed Articles<\/strong><\/p>\r\n Cui, W.<\/strong>, & Driscoll, D. (2025). From Telling to Crafting: A Mixed Method Analysis of Peer Review Feedback and Revision Processes of Emerging Scholars Writing for Publication<\/a>. Early Childhood Education Journal.<\/em> https:\/\/doi.org\/10.1007\/s10643-025-01891-1<\/a><\/p>\r\n Cui, W.<\/strong> (2025). Tool Demo\u2013ResearchRabbit: An AI-Driven Tool for Literature Mapping<\/a>. The Peer Review Journal, 9<\/em>(1).<\/p>\r\n Goss, D. & Cui, W.<\/strong> (2024). Contemplative Pedagogy Supporting Undergraduate Writing Groups<\/a>. Composition Forum, 54<\/em>.<\/p>\r\n Cui, W.,<\/strong> Zhang, J., & Driscoll, D. (2022). Evidence-Based Practices to Support Graduate Writing: Graduate Writing Groups and Graduate Editing Services. <\/a>Writing Center Journal, 40<\/em>(3). *This article was nominated for the IWCA 2022 Outstanding Article Award.<\/p>\r\n Driscoll, D., & Cui, W. (2021).<\/strong> Visible and Invisible Transfer: An Investigation of Learning to Write and Transfer Across Five Years.<\/a> College Composition and Communication, 73<\/em>(2). https:\/\/doi.org\/10.2307\/ccc202131712<\/a><\/p>\r\n Cui, W.<\/strong> (2020) Multilingual Writing Tutor Constructs Identities in Tutoring Sessions. <\/a>The Peer Review, 3<\/em> (2).<\/p>\r\n Cui, W.<\/strong> (2019). Teaching for Transfer to First-year L2 Writers. <\/a>Journal of International Students, 9<\/em> (4).<\/p>\r\n Cui, W.<\/strong> (2019). Rhetorical Listening Pedagogy: Promoting Communication Across Cultural and Societal Groups with Video Narrative. <\/a>Computers and Composition, 54<\/em>.<\/p>\r\n Cui, W.<\/strong> (2019). L2 Writers Construct Identity through Academic Writing Discourse Socialization.<\/a> The Journal of English as an International Language, 14<\/em>(1), 20-39.<\/p>\r\n Cui, W.,<\/strong> & Swider, J. (2018). The Cognitive Processing of Paratextual Impacts on Reading Responses to Poetry. <\/a>The Journal of Literature in Language Teaching, 7<\/em> (1), 31-49.<\/p>\r\n Vetter, M., Andelfinger, J., Asadolahi, S., Cui, W<\/strong>., Jiang, J., Jones, T., Siddique, Z., Tanasale, I., Xing, J., and Ylonfoun, E. (2018). Wikipedia\u2019s gender gap and disciplinary praxis: Representing women scholars in digital rhetoric and writing fields. <\/a>The Journal of Multimodal Rhetorics, 2<\/em>(2). 6-22.<\/p>\r\n <\/p>\r\n Book Chapter<\/strong><\/p>\r\n Natarajan, S., & Cui, W.<\/strong> (forthcoming). Holding the Gate Open: Transnational Feminists Doing Editorial Work Together. WAC Clearinghouse, Perspectives on Writing Series.<\/em><\/p>\r\n <\/p>\r\n Encyclopedia Entries<\/strong><\/p>\r\n \u00a0Cui, W. <\/strong>(forthcoming). Cultural-Historical Activity Theory (CHAT). Encyclopedia for Teaching Writing for Transfer. WAC Clearinghouse.<\/p>\r\n Cui, W. <\/strong>(forthcoming). Developmental Transfer. Encyclopedia for Teaching Writing for Transfer. WAC Clearinghouse.<\/p>\r\n