Jessica McCaughey is an Assistant Professor at George Washington University in Washington, DC, where she teaches and writes about the intersections of academic, creative, and professional writing. You can reach her at firstname.lastname@example.org and find her online at jessicamccaughey.com.
When it comes to communicating with students, all writing instructors face two hurdles:
- Students have different learning styles, so not all students understand or retain the written word in the same way, and
- Sometimes it’s just easier to speak than it is to write.
The latter is a challenge that becomes especially clear when I find myself crafting embarrassingly long emails that could have been presented orally and visually quite easily. I have—although I’m really not proud of it—taken four paragraphs to clarify a homework assignment. I have written multi-page emails detailing the wonder that is the inter-library loan system. Most writers—and writing instructors—I know love the quote, “I would have written a shorter letter, but I did not have the time,” by French philosopher and mathematician Blaise Pascal. (You may have heard a similar quote falsely attributed to Mark Twain.) Concision takes time in writing, especially writing that is intended to teach in some way. And so it was with genuine pleasure that I discovered and began implementing the use of Jing, a program that supplements and improves the way I teach writing in so many ways. Continue reading
Erica Jacobs teaches English at Oakton High School and writing at George Mason University. She had a B.A., M.A., and Ph.D. from Columbia University and has published numerous articles in local newspapers, newsletters, and magazines. This article is a reprint from her 1997 publication, “The Weekend Retreat.” Be on the look-out for her follow-up piece this February on her most recent participation in the WAC-sponsored Winter Faculty Writing Retreat that took place on January 7-8, 2015.
As a non-tenure track teacher at George Mason University, I was pleased to discover I was eligible to participate in a “Writing Retreat” sponsored by the English department and the Northern Virginia Writing Project in the fall of 1978. Don Gallehr had completed the first two summers of the Writing Institute with local high school teachers, and their success on the secondary level seemed to promise equal success on the University level.
By Caitlin Holmes
Since Dr. José Bowen visited Mason in September 2014, I have been working to implement more of his suggestions for teaching practice into my class. I wrote previously about utilizing one such suggestion: a combination of reading, writing in response, and discussion to understand the rhetorical nature of APA style. More recently, I have experimented with another approach to improving student writing in a low-stakes environment that requires students to show the higher-order thinking skills that Dr. Bowen emphasized: read-around groups. During his workshop at Mason, Bowen reminded us that students respond well to uncertainty, failure, and experimentation, and read-around groups (or RAGs, as they are also known) certainly allow for those conditions to emerge in a productive way.
By Caitlin Dungan
Caitlin Dungan is a PhD student in Mason’s Writing and Rhetoric PhD Program. Caitlin is a Graduate Research Assistant for Mason’s Writing Across the Curriculum Program, and her current research interests include fanfiction, digital media and rhetoric, online feedback practices, and participatory culture.
It’s interesting, perplexing, and – I think – exciting that geek culture has emerged as mainstream. Realms previously reserved for a few indoctrinated fans are now open for participation to the many. One of the side effects of this growth in fandoms is the increasing number of emergent writers embracing fanfiction as a creative outlet. As young fans pursue this unique composition practice and post their works on online forums like fanfiction.net or Archive of Our Own, how much of this self-sponsored writing is informing their writing practice in the classroom?