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
By Artie O’Leary
I have only experienced conversations about reading twice in my entire academic career. I don’t mean that we didn’t talk about the course readings themselves in my classes, we’ve talked quite a bit in many classes about the content of the pieces assigned. But these conversations often focused on content alone: What did the writer say? How is what the writer said different from what another writer said? How did what the writer say about the topic help me to understand important information related to the focus of the class? Continue reading
By Rachael Lussos
What is Low Stakes Writing, and Why is it important?
Low stakes writing and writing-to-learn activites (see table 1) include assignments such as in-class writing exercises, ungraded activities, and reflective writing opportunites. Table 1 poses the characteristics of low stakes and writing-to-learn activites in contrast to high stakes writing activites, which includes assignments like independent research and scientific papers, essay exams, and writing assignments that carry a high percentage of a final grade. Continue reading
For many undergraduate writers, being introduced and reintroduced to the writing process is an important part of learning to write in an academic community. Some of the most important aha moments I’ve had as an undergraduate writer have come from these infrequent opportunities to listen to my professors talk about their own writing, their experiences as writers, and their strategies for overcoming difficulties. I find this especially true as I take courses on the 300 and 400-levels. As my writing becomes more intensive, the insights I can gain from conversations with professors about their own writing has become invaluable. 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
This post provides a brief outline on how you could introduce writing to your course. How could you adapt this exercise to different contexts and disciplines? Tom Sura’s essay on notecard writing is another great way to have low-stakes writing in the classroom.
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 second in a series on empathy and writing scholarship. For Rachael’s first post, please click here.
In my previous post, I discussed what empathy is partly by talking a bit about what it is not. The challenge presented by proposing we should actively include empathy as a curricular goal is convincing writing teachers that the change is a natural and necessary one. Consequently, my previous entry began the task of examining and overturning a few misconceptions that have long plagued how we talk about empathy in rhetoric and composition (when we talk about it at all), and then suggesting that a more constructive definition of empathy might help us reinvigorate some of our problematic or confusing writing practices. In this entry, I want to continue to expand our understanding of empathy in rhetorical practice on our own disciplinary terms. Continue reading
Read around groups are a great way to support peer review in your classroom in an non-traditional way. This activity helps students develop their vocabulary for discussing and critiquing writing, and solidifies ideas about what good writing looks like. Consider using this method in your classroom to engage your students in more dynamic peer review!
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!
Based on a presentation by Melissa Broeckelman-Post, this learning module illustrates a methodology for course design that begins with the broad and gradually focuses in on how to create assignments and assessments. Each assignment is encouraged to link back to the original goals and outcomes desired for the course, so that everything remains focused and connected.
Consider using this method the next time you begin to design your class.