Teaching the WR Course
Wednesday, January 16 from 9:30-4:00 in ALT 207
The workshop will provide you with an opportunity to discuss with your colleagues ways in which to shape or refine an existing WR course and make the WR criteria support the content-based learning outcomes of your course. We will also talk about how you can adapt the new Writing Program Rubric to your courses and use it as a tool for grading and responding to student writing.
Here are some topics we may discuss:
·writing clear assignments in which you ask for what you want to get;
·sequencing assignments effectively in your course;
·using informal, low-stakes writing to support learning;
·teaching the writing process – invention and revision;
·facilitating productive peer reviews;
·using the Writing Program Rubric to build your own rubrics
·responding effectively to student writing so as to provoke revision;
You will come away from the workshop with feedback from your colleagues to use as you plan your course and with a new set of tools for teaching writing.
New Faculty Workshop: Prompting Writer Re-vision
Monday, February 11 from 12:15-1:15 in HUB 201-202
How do writers become revisers? We will discuss how to explain revision to students, particularly how it differs from editing or proofreading. We will learn how to orchestrate productive peer review groups, seek support from the writing center, and hold effective conferences with writers. Finally, we will discover techniques that will enable us to hold students accountable for multiple drafts (without having to read every draft ourselves).
New Faculty Workshop: Responding to Student Writing
Monday, March 18 from 12:15-1:15 in HUB 201-202
We will consider how to respond to student writing in a way that helps students grow as writers and thinkers. Examining the art of margin notes and end notes, we will discuss approaches to commenting, the pitfalls of over-commenting, our purpose and sense of audience when commenting, and the amount of emphasis to place on sentence-level (grammatical) errors.
Preparing to Teach Writing in the First-Year Seminar