The Writers of Mason, based on the Humans of New York, attempts to capture the diversity of writers on campus by profiling students, faculty, and staff through interviews and photos. To date, we have published 45 profiles on the blog, are currently processing multiple different profiles, and have snapped 189 photos of writers in our Mason community. Because we strive to showcase the human experience, creating a profile for an interviewee takes time and patience; each profile must go through a series of stages: conducting the interview, transcribing the interview and selecting the quotation to publish, taking and adding the finishing touches on the photo, and then editing and publishing the profile. Now that we have been publishing these profiles for a while, we thought we would share a little bit about the process of creating our Writers of Mason profiles. Continue reading
Since our first interview in February of 2017, we’ve been very busy with the Writers of Mason project. To date, we have interviewed 42 writers, transcribed each of those interviews, and taken 189 profile pictures. We have met and spoken with writers across campus, talking writing in all its messy and awesome glory, with faculty, staff, and students. To date, we have talked with writers from: Fenwick and Johnson Center Libraries, the Students as Scholars/Office of Student Creative Activities and Research offices, Stearns Center, English, Anthropology, B-School, Game Design, Philosophy, Physics, Education, and Mason Korea.
Check in each week as the profiles on our site update.
Writing Across the Curriculum is proud to sponsor “Partners on the Page,” a special event at George Mason’s annual Fall for the Book festival featuring an evening with author Laura Micciche as she showcases the power of partnerships in the writing community and the genre of written acknowledgments.
Partners on the Page will take place on Thursday, October 12 at 4:30pm on the 3rd floor of the Johnson Center in Meeting Room G.
WAC is also excited for our partner’s event, “Research in Rhetoric: Digital, Visual and Archival Methods.” The George Mason University chapter of the Society for Technical Communication brings Dr. Douglas Eyman, Dr. Laurie Gries, and Dr. Jennell Johnson together for a panel discussion about research methods in the fields of rhetoric, composition, and communication.
Research in Rhetoric will take place in Meeting Room G of the Johnson Center at 6:00pm following the Partners on the Page presentation.
Don’t miss these two great, back-to-back events!
Fall for the Book runs from October 11th – 14th. Find more information about the many incredible authors coming to campus at www.fallforthebook.org.
For the 16th consecutive year, Mason’s Writing Across the Curriculum (WAC) program has been ranked among the best writing in the disciplines programs in the US by US News and World Reports. In spring 2017, US News invited college presidents, chief academic officers, deans of students and deans of admissions from more than 1,500 schools to nominate up to 10 institutions with stellar examples of writing in the disciplines. Mason was once again included in the final listing.
Mason’s WAC program supports the efforts of faculty across the curriculum to make student writing a priority in course work for the major. Established in 1993, WAC was designed to develop students’ understanding of the writing in their disciplines, as well as their ability to communicate as professionals within their respective fields. The program fosters a number of ideals, but the core of the program advocates that students should have frequent opportunities to write in diverse contexts and for diverse audiences, to receive feedback, and to engage in revision strategies. This foundation helps students to think more creatively and critically, engage more deeply in their learning, and transfer their learning from context to context.
The list of educational institutions ranked by US News and World Reports includes Brown, Cornell, Duke, Harvard, Princeton, Stanford, and several others.
Congratulations to Mason WAC!
To see the listings, go to:
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
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
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 email@example.com.
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
Interested in utilizing Dr. Thomas Sura’s One Minute Paper in your classroom? Here is a brief instructional video detailing how to implement it. This is a great way to foster reflective thinking in your students concerning their own writing practice, and has the added benefit of allowing you instant feedback on your own teaching practices!
Check out this easy video for speeding up commenting on student work! It’s a great complement to Paul T. Corrigan’s essay on correcting student work. How do you give feedback to students? What works for you?
By Paul T. Corrigan
Paul T. Corrigan teaches writing and literature at Southeastern University, where he serves on the steering committee for Writing Across the Curriculum. He writes at Teaching & Learning in Higher Ed. You can reach him through Facebook, Twitter, and paultcorrigan.com.
Errors in writing may irk and confuse readers, imply ignorance or negligence on behalf of the author, and have unintended consequences in the real world. For these reasons, many teachers feel compelled to try to “cure” students’ writing of errors, often by prescribing heavy doses of red ink. I am grateful for the thankless efforts these teachers make to help students become clearer, more accurate writers. But I bear bad news. There is no cure for errors in student writing. We need to be absolutely clear on this. Short of not writing, students will continue to err, no matter what we do.
But—let me hasten to add—this bad news is also the good news. Continue reading