Technology Access and Use in Writing Intensive Courses

By Bree McGregor, December 17, 2015

Part 1: Introduction

The National Council of Teachers of English describes digital literacy as “proficiency and fluency with the tools of technology” (The NCTE definition, 2013), which include utilizing a networked, social approach to designing, sharing, analyzing, and synthesizing information, and the application of ethical considerations that such complex environments require. At George Mason University, we strive to embody an innovative spirit at institutional and programmatic levels: Continue reading

Announcing Writers of Mason!

At heart, all university campuses are communities of writers.

In Mason’s Writing Across the Curriculum Program, we work with a diverse array of writers. Mason’s students write in multiple contexts, with different styles, and for a variety of purposes. Our faculty teach writing in classrooms, seminars, and as part of their local and global field projects. Students and faculty alike contribute to the literature of their scholarly, research, creative, and professional communities. Continue reading

“I Changed My Mind”: Articulating Empathic Design

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By: Rachael Burke

Rachael Burke is a second-year Writing and Rhetoric PhD student at George Mason University.  Her research centers on empathic articulation and social-emotional design.  She has taught composition, ESL, and interdisciplinary studies, and she is currently teaching at GMU and Northern Virginia Community College.  You can reach her at rburke13@gmu.edu.

This post is the third in a series on empathy and writing scholarship. For the full series, please see her first post and second post.

When I think about what it means to write collaboratively and productively across the curriculum, I am always attempting to determine which frameworks best help us all define empathy ontologically and pragmatically. Toward this end, in my previous posts, I have attempted to simultaneously advocate for empathy’s inclusion across the curriculum even while I have tried to better define it. Admittedly, this is a complex task, and not just for me. As Daniel Batson (1991) says, “opportunities for disagreement abound” within the framework of empathy’s theoretical uncertainties (p. 11), and even with a “liquid” understanding of empathy (Burke, Permanence and Change, 1965 qtd. in Miller, 1984, p. 158), a firm sense of definition or application can be hard to come by. Continue reading

Inspiring Faculty Community at George Mason University

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Cameron Carter is the Communications & Marketing Specialist for the Office of Distance Education at George Mason University. She earned her MA in English (Professional Writing & Rhetoric) from Mason in 2013, and she is currently a graduate student in the Higher Education Administration certificate program. You can reach her at ccarte17@gmu.edu.

Over the past five years, Mason’s Office of Distance Education (DE) has supported a number of faculty and programs transitioning their courses from face-to-face to fully online. From partnering each faculty member with an Instructional Designer in Learning Support Services (LSS) to connecting them to the accessibility experts with the Assistive Technology Initiative, highlighting the research and copyright expertise of the University Librarians to emphasizing the resources available through the Center for Teaching and Faculty Excellence (CTFE), our role has focused largely on how best to connect Mason’s online faculty with the services and resources available across our campus.

As the DE Office, along with online education at Mason, continues to grow and take shape, we’ve asked ourselves – is this enough? This question has sparked a new effort for faculty support from the DE Office, mainly via an upsurge of faculty development opportunities. We don’t only want to support online program development and link to specific resources. We want to promote a sense of faculty community and a culture of shared knowledge and practice. Through a string of faculty development events hosted in collaboration with CTFE and LSS, we are making a push to inspire this shared place for faculty at Mason. Here’s the kicker – we aren’t focusing on online faculty alone.  Continue reading

Supporting Faculty Writers: Book Proposal Workshop

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by Caitlin Holmes and Caitlin Dungan

On Friday, April 24th, Mason’s Writing Across the Curriculum invited three experts on academic publishing to present on crucial information for writing and submitting book proposals.  Our panelists, Dr. John Farina, Dr. Peter Stearns, and John Warren (click here for full biographies), provided thoughtful and supportive advice to attendees before workshopping proposals. Here, we will summarize a few key points that our presenters discussed, our tweets of the event (see the full Twitter feed here), and one presenter’s handout at the end of this piece.  Continue reading

Professor Expectations of Writing Assignments: A Student Perspective

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By Mikal Cardine

Mikal is a senior studying English at George Mason. She previously worked with WAC to create disciplinary writing guides for student use. To reach her, please contact wac@gmu.edu.

In the subjective world of writing, there doesn’t seem to be any rules – just lots of different guidelines as we students move from class to class. However, effective communication is what writing is all about, and professors can best teach their students this skill by practicing it themselves, especially regarding their expectations of writing assignments. Before assuming that we know what is expected of us, professors need to consider our circumstances and differences: Some of us have not been in a focused writing class in years. Some of us have not taken 302 before taking the WI course. Some of us placed out of first year writing, or have transferred to Mason and are still adjusting to new professors and new expectations. And of course, most of us have probably received terrible writing instruction at some point.            Continue reading

Graduate Writing Consultations and WAC

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by Jenae Cohn

Jenae Cohn is a PhD candidate pursuing a Designated Emphasis in Writing, Rhetoric, and Composition in the English department at the University of California, Davis. She is a graduate writing fellow through the University Writing Program’s Writing Across the Curriculum program and her research interests include digital rhetoric, materiality, and the history of the book. She can be contacted via e-mailTwitter, and her personal website.

Never before had I seen an article filled with more numbers than words on one page. I was in the second-year of my PhD program in English and was working as a graduate writing consultant (“tutor”) through my university’s Writing Across the Curriculum program.

As someone who had trained as a tutor in an undergraduate writing center in college, I knew the techniques for skimming a long paper, seeking out the main points, and identifying the areas of higher-order concerns. In college, I had dealt with a variety of papers from disciplines across the curriculum, operating under the assumption that, as Pemberton (1995) puts it, “many aspects of text production… are ‘generic’ in nature and, for the most part, extend across disciplinary boundaries” (p. 367). Yet for the first time, I was confronted with the fact that there were disciplinary differences – and big ones – that I had never encountered before. I didn’t know what to do. After all, I was new to WAC as a pedagogy to use in tutoring and I didn’t thinking that my writing center knowledge alone was enough to equip me for the new challenges of reading and commenting upon the conventions of academic disciplinary prose at the graduate level.  Continue reading

Wikipedia: What Professors Tell Students and What Students Do

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by: Mikal Cardine

Mikal is a senior studying English at George Mason. She previously worked with WAC to create disciplinary writing guides for student use. To reach her, please contact wac@gmu.edu.

The average undergraduate will hear a variety of conflicting viewpoints from their university professors on the topic of Wikipedia. While some professors will openly express distrust of Wikipedia as a source for research, others are more open to the use of Wikipedia as a learning tool. While Middlebury College outright banned undergraduates from citing Wikipedia in any academic essay—stating that “students need to be taught to go for quality information, not just convenience” (Jaschik, 2)—professors such as Mark Kissling argue that faculty do a disservice to their students if they don’t help them to understand why instructors are concerned about the source. As Kissling writes, professors have a duty to teach “their students to learn to critically read Wikipedia…helping them understand how it is created, how it defines and positions knowledge, and what it makes possible and fails to do” (Kissling, 1).

As an undergraduate, I have to admit that Wikipedia is in. Originally branded as untrustworthy, the site is now our go-to research tool – but why? Has student scholarship fallen so far? Or has Wikipedia possibly become a useful research tool? Prompted to learn more, I decided to do a little research and created a simple survey to determine Wikipedia’s current value to both professors and students.

Continue reading

“The Rhetorical Situation” and Reading Strategies in Advanced Composition

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by: Caitlin Holmes

Caitlin Holmes is the Assistant Director of Writing Across the Curriculum at George Mason University.  She blogs regularly about teaching here at thewritingcampus.com.  You can reach her via email at wac@gmu.edu.  

During a pre-semester meeting to discuss the QEP assessment findings of Mason’s English 302 Students-as-Scholars Program, instructors of our Advanced Composition courses went over the primary student learning outcomes (SLO):

  • SLO-1, Discovery: Understand how they can engage in the practice of scholarship at GMU
  • SLO-2, Discovery: Understand research methods used in a discipline
  • SLO-3, Discovery: Understand how knowledge is transmitted within a discipline, across disciplines, and to the public
  • SLO-4, Inquiry: Articulate and refine a question
  • SLO-5, Inquiry: Follow ethical principles
  • SLO-6, Inquiry: Situate the scholarly inquiry [and inquiry process] within a broader context
  • SLO-7, Inquiry: Apply appropriate scholarly conventions during scholarly inquiry/reporting

What those discussions reinforced for my colleagues and me is that engagement in scholarship and knowledge transmission requires that students have advanced reading practices that often are not overtly discussed – or are sometimes presumed as proficiencies – as we work on writing competencies.   Continue reading