Corpus and Repository of Writing

By Kelly Marshall and the AZ Crow Team

On February 17, 2018, the University of Arizona Corpus Lab hosted an introductory workshop on how to use AntConc at the 17th Annual SLAT Interdisciplinary Roundtable. The workshop was lead by Adriana Picoral, Nicole Schmidt, Curtis Green, and Shelley Staples, with help from Kelly Marshall, Ali Yaylali, Nik Kirstein, and Yingliang Liu. For this workshop, we changed the layout of our last workshop to better fit the needs and purposes of the attendees at this conference. The first notable change was the use of two different corpora: Arizona Second Language Writing Corpus (ASLW) (part of Crow) and Spanish Learner Language Oral Corpora (SPLLOC). The components we used from the ASLW corpus included Narrative and Rhetorical Analysis student-written papers, while the components we used from the SPLLOC corpus were Modern Times Narrative and Photo Interview files. The goal of the workshop was to help instructors understand how to use AntConc, and how to integrate the application and results into their pedagogy. This was different from our last workshop presentation (given Nov. 21, 2017) where we focused exclusively on the ASLW (Crow) since our audience for that workshop was instructors in the UA Writing Program.

Other differences included the space the workshop was in as well as the activities. The workshop was hosted in one of the computer labs in the Modern Languages building. This room allowed for all workshop participants to interact, learn, and explore the AntConc program instead of having to share with another participant like last time. However, since the time slot was only an hour and fifteen minutes (rather than the hour and forty five minutes allotted last semester), we condensed the workshop by covering terms during the activities rather than presenting them at the beginning. The other aspect that was condensed was the number of activities participants completed, from five activities to three. This was also done to allow participants, like last time, to independently explore the program, interact with one another, and ask us questions they had after completing the activities.

Before the workshop, we ensured all computers had the AntConc application and the appropriate corpora files in Spanish and English were downloaded. This allowed us to save time and start the workshop promptly, without having to spend the first part of the session instructing participants how to download and access the files and program. This pre-workshop preparation process was necessary because we did not know who the participants were in advance (so we were unable to contact them with instructions on how to access the data). In the future, our corpus data will be more easily accessible through a website, which will facilitate this process.

During the workshop, participants were taught how to hide tags so personal, instructor, and other course related information included in the student papers were not displayed in the results.  It should be noted that a potential problem with hiding tags is that the output will be limited in the concordance function. Although we did not introduce this issue at the beginning of the workshop, we showed participants how to solve this problem when we presented activities using the concordance function (i.e., unhide tags if more text is desired). The activities focused on instructing participants to search for specific words or N-Grams (contiguous sequences of words, e.g., 1-gram, 2-gram, 3-gram), and how to see these in a list, in the Word List function, or as key words in context (KWIC) in the Concordance Function.   

(KWIC concordance results with tags included.)

(KWIC concordance results with tags hidden.)

When searching in the concordance window, those in the workshop were taught how to select window size, and to search by frequency, range, or word.  Using the KWIC search shows the words 1, 2, or 3 places left or right of the key word. In addition, participants were taught how to search by prefixes and suffixes, or locate citations by searching “(*)”.

(N-Grams sorted by range to show the most common n-grams across all uploaded files.)

While there were notable differences between the two workshops, both had the underlying goal of providing instructors a new approach to create materials and illustrate the pragmatic use of lexical items and grammar in order to show their students the contexts and patterns of words within a specific genre. Moreover, throughout both workshops, we asked participants questions and had a conversation with participants regarding how AntConc could be used to provide authentic writing examples and address common error patterns.

The workshop concluded with a discussion, first in small groups and then with the entire group, about how these methods translate into lessons. The teachers were given time to reflect on how they might use what they had learned in their own pedagogy.

Here’s our AntConc handout from the workshop.

Interested in our other workshops? Check out our workshops page.

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Members of the interdisciplinary Crow team have been working on what we’ve been calling internally our “Citation Project” since the Summer of 2017. This name is our homage to The Citation Project conducted by Rebecca Moore Howard and Sandra Jamieson.

Wendy Jie Gao, Lindsey Macdonald, and Terrence Zhaozhe Wang videoconference with Shelley Staples and Adriana Picoral.

When the project research was first presented at Corpus Linguistics in 2017, it was titled ”Variability in Citation Practices of Developing L2 writers in First-Year Writing Courses”.  The purpose of the study can be stated as follows: “By examining L2 students’ citation practices in their assignments (Literature Review and Research Paper) for an introductory writing course, we explored their preference for particular citation styles and possible variance across assignments and instructors.”

At the current time, our research focuses on what we’re calling citations and non-citations, as well as the various forms and functions of the citations students are using in two genres: literature reviews and argumentative essays. All of the documents used for the project are from the Purdue Crow Second Language Writing corpus, and a total of 132 papers and 147,000 words have been analyzed. We are examining many different styles of citations, including quote and non-quote, as well as integral and non-integral. An integral citation includes the author’s or article’s name in the sentence being cited. For a non-integral citation, the author’s or article’s stated name is in parenthesis at the end of the sentence. A non-citation doesn’t explicitly state the name of the author or article.

Our findings revealed that students use more citations in a research paper than a literature review and they have a preference for integral citations especially in a literature review. Most importantly, we discovered student’s work is highly framed around sample papers that the instructors provide for students.

Our team plans on presenting their research on March 27 at the AAAL 2018 conference (9:10 to 9:40am, Arkansas Room). We hope to grow the amount of documents which are a part of the project in order to expand the knowledge it can provide.

The Crow team is composed of a variety of different scholars at many different levels of academia from many different fields.  Crow includes various professors of writing, ESL, EAL, SLAT, and many other areas of English and language.  On top of this, Crow also includes three undergraduate interns which broadly expands their experience by introducing them to many workplace aspects such as a collaborative work environment, research opportunities, and more! Each of the undergraduate interns became a part of crow for different reasons and hope to further pursue their academic career through the experience gained here. Below each intern explains how they first became involved with Crow and what experiences they hope to gain from this internship opportunity. 


Nik Kirstein: Nik Kirstein is a junior in Information Science.  He first got interested in Crow after working with a corpus to analyze the Russian language.  Crow helps Nik gain experience in text and data processing and has introduced him to some corpus informatics applications such as AntConc.   All of this ties into information science very well.  Nik hopes to gain more experience in data visualization and back end database development with corpus data.  He wants to work in the CyberSecurity Industry one day.


A picture of Blair NewtonBlair Newton: Blair Newton is a senior in Professional Writing. She first heard about Crow from her Intro to Professional Writing professor, Dr. Michael Salvo. The internship opportunity appealed to her because of how much varying experience she would be exposed to that classes couldn’t offer. Blair does research, blog posts, grant writing, and graphic design for Crow. She hopes one day to combine writing and marketing as a career and eventually even write a novel.



A picture of Jessica KuklaJessica Kukla: Jessica Kukla is a senior professional writing major on the editing and publishing track at Michigan  State. While writing and editing is her forte, Jessica has a growing interest in technical writing and information and experience architecture, which lead her to working with Crow. She hopes to gain more experience with grant writing and working with corpus data. After MSU, Jessica hopes to pursue higher education in something along the lines of information architecture.


By Nik Kirstein, Blair Newton, & Jessica Kukla 

On November 10th, 2017, the University of Arizona Corpus Lab held its AntConc Workshop.  AntConc is an application that allows users to view useful information about a text such as the word frequency, placement of search term in the text, and more. The main goal of the workshop was to help instructors 1) to develop an understanding of how to use Crow and AntConc to address language awareness within their writing classroom, and 2) to understand the value of using students’ writing. Corpus data offers a new way to look at learning English as a second language.

Using a corpus, instructors can see what common mistakes their students make or what patterns of language are more common in certain genres, and then create activities based around them. For example, when the instructors searched for parentheses, the locations of the citations within the papers could be seen in the concordance plot. This helped instructors see how their students were using citations and whether or not they were being used correctly.

Another idea during the workshop was comparing the use of the word “like” in written papers versus spoken English. The differences in writing and speech help us understand how these students are learning and understanding English. The workshop was a great success.

Photo from AntConc Workshop

Today we hit a pretty significant milestone for the Crow project: we’ve published the CFP for our symposium, October 4–6, 2018. We’re thrilled to be able to host an event focusing on the type of work we want to support with Crow: data-driven writing research which recognizes the value of interdisciplinarity and the importance of collaboration. Our symposium team has done a great job planning, so we wanted to share some of the assumptions shaping the symposium which may not be apparent from the CFP.

First and foremost, we imagine an inclusive event where everyone feels welcomed, valued, and invited into the conversations which make conferences so rewarding. To that end, we’ll be featuring undergraduate research in several ways. We’ll offer travel support targeting new and under-represented voices. And we’ll have a Code of Conduct which makes clear our expectations for mutual respect and inclusive behavior.

All of us agree that the best parts of academic gatherings are the conversations they facilitate. So expect coffee breaks throughout the symposium, and plenty of time to get from one session to another. Poster sessions will feature refreshments, too. We’re picking spaces which we hope will offer plenty of chances to sit down and talk with friends and colleagues.

We also want to keep costs down. Support from Humanities Without Walls will help quite a bit. Staff from Purdue’s College of Liberal Arts are helping us find spaces which meet our needs affordably. We won’t add unnecessarily to registration costs if we can avoid it. For example, dinners will be “on your own,” so it’ll be easier for attendees to find places to eat which fit their budgets. We’ll be asking sponsors to directly support subsidies which lower our operating costs—rather than paying for tote bags.

Finally, we’re really excited about our keynote speakers, Shondel Nero and Susan M. Conrad. They represent two traditions of writing research distinct from our research focuses with Crow. We look forward to learning from them and we know you will too.  

Over the past year, Beril, Shelley, Bill, and I have gladly helped our symposium team as they have brainstormed about the type of event they wanted to host, then drafted and published our CFP. From the start, we’ve imagined Crow as driven by and for the scholarly and professional interests of our students, and that’s certainly true here as well. Our thanks to everyone on the Crow team, especially Lauren, Lindsey, Michelle, Hadi, Ashley, Blair, and Terrence. The work you see in this CFP is theirs. Expect to hear more from them soon.

We hope to see you in West Lafayette in October 2018. Before then, we welcome your questions:

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Members of the Crow team standing in front of a classroom building

Crow Team Leaders from Purdue and University of Arizona, Collaborators from Northern Arizona University & University of South Carolina, Online Interface Developer, and Graduate Student Researchers

The Crow team recently held a research summit at the University of Arizona in Tucson. Faculty and students from Purdue and South Carolina gathered for two days, with Crow researchers joining from West Lafayette and Michigan as well. In this post, graduate researchers Adriana Picoral, Ashley Velázquez and Hadi Banat describe their experiences.

Participating in the Arizona Summit 2017 was an eye opening experience and a valuable professional development opportunity that does not replicate itself frequently due to the dominant nature of conferences as professional development venues in academia. We found this unique experience fruitful because we were involved in different phases of professionalization: planning and decision making, grant writing, institutional culture, research and pedagogical discussions, mentoring, and collaboration.

Graduate school offers a spectrum of experiences, but seminars, research, and conferences are not all what we need to become successful faculty members and engage in our discourse community of scholars. Graduate seminars do not prepare us to experience a real work culture and do not offer ample chances for building professional skills that help us survive the demanding and rigorous nature of academia as a profession.

What we found most helpful in this summit was recognizing the significance of rhetorical listening as a prerequisite skill for successful collaboration. We closely observed how the team leaders were giving chances to each other, to us as graduate students, to undergraduate students, to potential collaborators, and to institutional staff to talk and express various points of view. They were generously and attentively listening to figure out what takeaways would most help Crow grow and prosper in terms of data collection, site expansion, research methodologies, best infrastructure practices, interface prototyping and development, and winning grants.

Crow team members collaborating around a table

Round-table Studio Work, Planning, & Decision Making

The round-table type of discussions and workshop nature of the summit have placed us as equals i.e. all perspectives matter because a successful team is one that relies on different levels of expertise and a variety of skills. We have observed the purposeful choice of collaborators and how some partnerships are more effective than others when considering the long term plans of Crow. We have learned that setting priorities and meeting short term goals scaffold to achieve larger objectives and long term sustainability.

What was eye opening was the level of preparation that the team gets involved in prior to grant writing. The division of labor, calendar planning, team formation, and communication with institutional centralized administration prepare a team to win a grant. It is not the actual writing of the grant which is most challenging. It is the balance that we create in terms of team member expertise, the alignment between the nature of the project and grant, and figuring out all the pieces of the puzzle. This intricate process of grant writing is most successful when it is done collaboratively and mindfully.

We hope that Crow sets a model for different institutions to engage in collaborative and interinstitutional interdisciplinary research projects to engage undergraduate and graduate students in experiences that can help them grow professionally and prepare them better for the real challenges they will encounter on the job. Attending plenaries and conference presentations promote visibility and diversity of perspectives, but participating in summits involve graduate students in the elaborate bits and pieces of the life of a faculty on the job and its everyday practices.

By Hadi Banat, Adriana Picoral, & Ashley Velázquez

From Crow team member Wendy Jie Gao:

Photo shows two women, Dr. Shelley Staples and Wendy Jie Gao standing on either side of their research poster at the 2017 Corpus Linguistics conference.

Wendy Jie Gao and Dr. Shelley Staples at Corpus Linguistics 2017

In July, Crow researchers gave a poster presentation at the Corpus Linguistics (CL 2017) in Birmingham, England.

The poster introduced our citation project initiated in the summer of 2016–”Variability in Citation Practices of Developing L2 writers in First-Year Writing Courses”.  By examining L2 students’ citation practices in their assignments (Literature Review and Research Paper) for an introductory writing course, we explored their preference for particular citation styles and possible variance across assignments and instructors.

Preliminary research results show a more frequent use of integral citation as well as a hybrid citation pattern. Pedagogical materials used by instructors may also play a role in influencing students’ citation practices. We received important feedback to help us move the project forward. 

Question: Every discipline and profession has its own writing guidelines or conventions. Why do we need to look at students’ writing in introductory composition classes?

Response: The first-year writing course is aimed at helping students adapt into academic writing genres, which might not be familiar to international undergraduate students. Because first year writing is a required course for colleges and universities in the United States, it could help students navigate through the long tunnel of writing processes, including writing in different genres, for multiple purposes and audiences, as well as professional writing in their future.

  • This question reminds the research team that first-year writing can be a new concept to those who are not familiar with the U.S. higher education setting. We need to have more clarification of the background information for future conversations

Question: What will be the next step after categorizing citation practices based on formal features (integral citation, non-integral citation and hybrid citation)?

Response: We are planning to focus on functional coding as the next step. Our literature review covers related research such as Omizo and Hart-Davidson (2016) and Petrić (2007). Closer analysis will reveal rhetorical functions intended by student writers, such as attribution, exemplification, or extraction.

Question:  What does you mean by “students’ citation practices might be influenced by pedagogical materials”?

Response: We collected pedagogical materials used by the three instructors and have noticed some connection. For example, most of the students used more citations in the Literature Review assignment. Two instructors have made it an explicit requirement that their writing needs to include at least three citations, which is not a “must-do” for the other assignment. Summarizing and evaluating are the focus for the assignment of literature review, while the research paper emphasizes more on argumentation. This helps in explaining a higher number  of integral citation while students are writing a literature review.

The citation project research team has revised our proposal and submitted it for AAAL 2018 (Applied Linguistics Conference). All these thought-provoking questions  and feedback are indispensable to the progress of our research in the future.


In this edition of APPLAWS, we discuss all the exciting things that the Crow team achieved over the Summer.  We hope you see how hard the team has worked the past few months.

Hadi Banata graduate research assistant at Purdue, went to SSLW 2017 in Thailand and participated in a colloquium focusing on work from ten different countries on the political considerations that shape assessment in a variety of institutional contexts while offering ways to develop well designed, context-driven assessments for improving the teaching and assessment of L2 writing around the world. His chapter “Policymakers, Assessment Practices and Ethical Dilution” is included in this collection currently under contract with Routledge. 

Moreover, he was working on the final edits of another chapter “Floating on Quicksand: Negotiating Academe While Tutoring as a Muslim” in Denny et al Out in the Center in press at Utah State University Press. In this chapter, Banat focuses on navigating his identity as it surfaces while working with different writers and responding to different challenges in the Writing Center.

nine people stand in a conference room in front of the presentation screen for their conference panel.

Hadi Banat and colleagues presenting on their upcoming edited collection at SSLW 2017 in Thailand

Lauren Brentnell, graduate assistant at Michigan State, received a high pass on her first set of comprehensive exams over the summer. She also received one of the 2017-2018 Sweetland fellowships, and is starting her work with the Digital Rhetoric Collaborative this year.

Bradley Dilger, Crow PI at Purdue, helped with the Crow C&W 2017 workshop, and presented at CWPA 2017 with Crow collaborators Duncan Buell and Chris Holcomb, pitching the INQWIRE project which may become a Crow sideline in the future. “How students perceive transitions,” co-authored with Neil Baird, was published in CCC. He also traveled to Alabama, South Dakota, Georgia, and points between, visiting family and friends with Erin, Madelyn, and Amelia.

two women, Shelley Staples on left and Wendy Gao on right stand with their research poster at the 2017 Corpus Lingusitics conference.

Wendy Jie Gao and Shelley Staples present at Corpus Linguistics 2017

Wendy Jie Gao, graduate research assistant at Purdue, passed her preliminary exams in August and won the College of Liberal Arts Scholarship for the Academic Year 2017-2018. In June, she collaborated with Hadi Banat, Tony Bushner and Sherri Craig on a panel talk at the 2017 Computers & Writing Conference, “Users of a web-based repository: A needs analysis survey”. She also experienced a 7-day adventure in England with Dr. Shelley Staples this July, presenting a poster for the Citation Project—”Variability in citation practices of developing L2 writers in first-year writing courses”.

Lindsey Macdonald, graduate research assistant at Purdue, received a pass grade on her preliminary exams written in August. She spent her summer studying for those exams and tutoring in the Purdue Writing Lab. She also went on a two-week bicoastal adventure, first visiting her boyfriend’s family in Washington and then her own family in Virginia.

Six workshop participants and facilitators Michelle McMullin and Ashley Velasquez sit around a square table discussing sustainable digital research practices.

Michelle McMullin, Ashley J. Velázquez and Sherri Craig facilitating a workshop at Computers and Writing 2017.

Michelle McMullin, graduate research assistant at Purdue worked with other Crow team members to present a workshop on Developing Sustainable Infrastructures for Collaborative Research Teams. She spent her summer mentoring instructors and directing a summer tech camp for programming, robotics and game design. Michelle is beginning her second year as a Mentor in the Professional Writing Program at Purdue.

Blair Newton worked with O’Kelley & Sorohan Attorneys at Law, LLC at the Alpharetta and Cumming offices in Georgia. She opened and disbursed closing documents and trained new employees. She also went to Perdido Key with her family and volunteered as a counselor for Camp Kudzu in Rutledge, Georgia.

Adriana Picoral, a graduate research assistant at University of Arizona, joined Crow this Summer. In June, she’s developed a web tool for tag checking, and presented an intro workshop on Python to the crowbirds at UA. In July, she collaborated with Wendy Jie Gao, Lindsey Macdonald, Terrence Wang and Shelley Staples on the citation project, for which she developed a graphical interface to assist with manual citation coding. She was also involved in cleaning and de-identifying the UA data collected in Spring 2017. Besides working on Crow projects, she presented her own research, CMC using Slack: Classroom Implementation and Research into L2/L3 Development, at Calico 2017, and finished a book review for linguist list (Text linguistics for the contrastive study of online customer comments by R. S. Prieto). In addition, a book chapter she co-author for Views from Inside Languages, Cultures, and Schooling for K12 Educators was recently published.

Ji-young Shin, a graduate research assistant at Purdue, gave a presentation on the use of stance in PSLW at SSLW 2017 in Thailand, thanks to Dr. Staples’ help with data collection and analysis. Ji-young, also took three courses over summer, honing her statistical literacy and quantitative research skills. Most recently, she published her first academic journal article, “Vygotsky, Hasan, and Halliday: Towards conceptual complementarity” with her previous advisor, sharing her thought on Zone of Proximal Development of logico-semantic expansion observed in the transition from writing to speaking.     

Shelley Staples, Crow PI at University of Arizona, worked with Arizona Crows to process, clean, and de-identify the Arizona Second Language Writing Corpus. It is now ready to be released to writing program instructors here this fall. She worked with the Citation Project team (now involving Crowbirds from both Purdue and Arizona) to push forward our research on connecting students’ citation practices to pedagogical materials and presented with Wendy Gao at Corpus Linguistics 2017. She provided feedback and guidance to the Reporting Verb team on our manuscript describing a workshop on teaching reporting verbs based on findings from the Purdue Second Language Writing Corpus. Her paper with Heejung Kwon and Scott Partridge on the PSLW was accepted by International Journal of Learner Corpus Research. She also conducted three workshops, one on Corpus Linguistics and Language Teaching at CALICO 2017; one on grammatical complexity at Corpus Linguistics 2017 (including a synthesis of differences in complexity features across FYW, disciplinary writing, and writing in assessment contexts); and finally a workshop on Corpus Linguistics and Pronunciation Analysis at Pronunciation and Second Language Learning and Teaching (PSLLT). She received a $10,000 grant from University of Arizona with Christine Tardy and Vignesh Subbian for a longitudinal study investigating writing development of L2 writers from FYW courses into Engineering courses. Finally, she enjoyed introducing Purdue Crow Ashley Velazquez to the Grand Canyon and painting with the Arizona Crow team to brighten up the lab!

Aleksandra Swatek worked as a graduate research assistant in both the Crow project and the Introductory Composition Program at Purdue. Her summer work in the Crow lab entailed collecting and processing data, as well as honing and developing processing workflow and documentation with the lead of Dr. Beril Tezeller Arik and collaborating with the Arizona team. The ICaP position entailed working with a team to develop an online writing course alternative to the traditional ENGL106. She also designed and taught a short composition course for Purdue Polytechnic’s STEM ABC students centered around the theme of academic research, discovery, and technology.

A collage of hand drawn maps illustrating pillars of sustainable research for a variety of porjects collected during workshop.

Participant maps designing for sustainability facilitated by Ashley Velasquez at Computers and Writing 2017

Ashley J. Velázquez, a graduate research assistant and doctoral candidate at Purdue, spent most of her summer doing dissertation research, while assisting fellow Crowbirds, Sherri Craig and Michelle McMullin, in facilitating a workshop on Developing Sustainable Infrastructures for Collaborative Research Teams at Computers & Writing in Findlay, OH. She also presented her own research Scaffolding Collaborative Writing via Google Docs for L2 Writers in First Year Composition at CALICO in Flagstaff, AZ (where she saw The Grand Canyon for the first time – thanks, Shelley!). To boot, she finished a book review for the journal Assessing Writing, which will be published in the coming weeks. Oh, and she got married!

Zhaozhe Wang, a graduate research assistant on the Crow team, took courses on advanced qualitative methodology in educational research and the use of technology in qualitative research in the College of Education to enrich his research toolkit and broaden his interdisciplinary perspective. He worked with Shelley Staples, Jie Gao, Lindsey Macdonald and Adriana Picoral on the Crow citation project and made great progress as a team. He also shared the findings and implications of an investigation of ESL writing programs at the Symposium on Second Language Writing in Bangkok, Thailand.

We are pleased to introduce a new segment on Write Crow – APPLAWS.

APPLAWS (pronounced “applause”) will share the team’s awards, publications, plans, leadership, achievements, woots, and surprises three times each year. Crow has always shared our celebratory work and the new division of the blog continues that work. The APPLAWS is a recurring cross-institutional update about our accomplishments blog. APPLAWS is spearheaded by the Purdue University undergraduate intern with assistance from a graduate researcher.


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In late October, the Crow grants team submitted a proposal for the Humanities Without Walls initiative The Work of the Humanities in a Changing Climate,” which is funded by a grant from the Andrew W. Mellon Foundation. It’s taken us a while to announce this, but we’re extremely pleased to share that Crow has been selected for the first round of funding! If you are interested in funding then you can also search about settlements funding as it is a type of borrowing and completely stress-free because it does not involve any payback soon after disbursement.

When we first saw the Changing Climate RFP, the “graduate humanities lab practicum” component, which suggested turning to studio or lab models for inspiration, jumped out to us. From the start, we’ve imagined graduate students as equal partners in Crow research. We’ve been working in a studio environment at Purdue for quite some time. We’ve always thought our project could produce not only the traditional research output for corpora and repositories (approaching research questions about the function of language and the nature of writing) but would offer valuable methods for interdisciplinary collaboration, too.

Funding from HWW ($141,706) will help us accelerate the development of Crow in several important ways:

  • Graduate students at Purdue and Michigan State will be able to devote more time to the project.
  • We’ll be able to offer paid undergraduate internships at Purdue and Michigan State.
  • Software development gets a big boost with funding for contractors.
  • Travel support will bring Arizona and Michigan State Crowbirds to West Lafayette for development sprints —every semester from now until Fall 2018.
  • We’ll host a symposium on interdisciplinary, mixed-methods writing research in Fall 2018.

We’re grateful for the support from Humanities without Walls, and look forward to sharing the work they’ve made possible. And with this in mind, expect to see this more often around here:

Crow is supported by the Humanities Without Walls consortium, based at the Illinois Program for Research in the Humanities at the University of Illinois at Urbana-Champaign. The Humanities Without Walls consortium is funded by a grant from the Andrew W. Mellon Foundation.

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