Monday, January 22 @ 12-1:15
Revision is one of the most difficult parts of the writing process that our students tackle; as a result, student writers often just end up in endless editing loops, never getting to true revision. Revision skills are also something that … Read More »
Writing, Student Memory, and Performance (new) Andy Kazama (Psychology) & Joonna Trapp (Writing Program) 2/21 Wednesday 3-4:15 p.m. in White Hall 200 Resources Writing, Student Memory, and Performance Workshop Handout Writing for Memory Workshop 3
Access should be part of the criteria used when choosing materials assigned to be read, viewed, listened to, or (in the case of hypertext) explored. And any instructional materials generated for class — e.g. syllabi, assignment sheets, video tutorials, and course websites — should be created while following current accessibility guidelines. Finally, students who create digital products for class should be provided with the opportunity to learn the importance of access, given the tools for evaluating and improving the accessibility of the materials they produce, and prompted to think critically about evaluative criteria for accessibility; this may be done in any course at any level, so long as the appropriate adjustments are made for the specific context.
Teaching a writing-heavy class can leave a teacher buried in responding to papers. While this kind of work may be largely unavoidable, techniques and teaching practices are available which help with the “paper load,” and they are pedagogical sound. This workshop provides resources for varying approaches for handling the paper load in a writing-intensive class.
“Writing to Learn” is a phrase which has grown in meaning and application since its first usage. Toby Fulwiler and Art Young (“Introduction” to Language Connections: Writing and Reading Across the Curriculum) claim that using Writing to communicate–or what James Britton … Read More »
Wood, Bruner, and Ross developed the metaphor “scaffolding” of assignments to describe the assistance a teacher or peer gives supporting the learning of the student. The support is the “scaffolding” which allows the learner to do new things gradually. As competence and experience grows, the “scaffolding” is gradually removed. Building in assignments in smaller steps with feedback along the way will improve your students’ learning and writing.