“Writing is a job, a part of my job, a big part of my job actually–research is like 90% of it. And I’m a political scientist, so my work is represented in a written form, at the core of my job description. I wanna be good at it, but I don’t know if I’m good at it… [For my projects], I fill the gap with writing skills, so that’s where I’m struggling right now…I never thought I was a good writer. I think I’m getting better at making things clear, but I still think I have horrible prose. So I doubt myself all the time. Going back to the idea that I can still cut out some of the unnecessary stuff in drafts was just a gradual process that came to make me feel better.”
Byunghwan Son is an Assistant Professor of Global Affairs.
People new to teaching writing aren’t often sure what proven teaching strategies are and whether those practices are linked to research or simply lore.
Doug Hesse addresses concerns that are often posed by many writing teachers in programs across the country, such as Professor Joseph Teller who worries about his students’ writing abilities despite much instructional effort. Hesse, however, attempts to correct Teller’s position by stating that there are proven, research based practices to teach writing. Continue reading
Check back in January for new posts and profiles!
– The Writing Across the Curriculum Team
This year, our National Day on Writing celebration was a bit more familiar but no less exciting. According to the NCTE website, the National Day on Writing is a day to recognize all forms of writing, built on “the premise that writing is critical to literacy but needs greater attention and celebration.” This mission is one near and dear to our hearts. So, with tweets prepped, pens at the ready, and sticky notes shining brightly in the sun, we were ready to call attention to the diverse voices of the Mason community as they let us know their thoughts on writing. Continue reading