Author: caitlincholmes

Technology Access and Use in Writing Intensive Courses

Post author By caitlincholmes
Post date June 14, 2017

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:

Tags classroom technology, digital literacy, George Mason University, technology, WAC, Writing, Writing Across the Curriculum, writing intensive courses

Modules Teaching Writing

The Prevalence of Low Stakes Writing and Writing-to-Learn Activities in WI Courses

Post author By caitlincholmes
Post date May 17, 2017

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.

Tags low stakes writing, teaching writing, Writing, writing intensive courses, writing to learn activities

Modules Teaching Writing

Talking About Writing: An Exercise

Post author By caitlincholmes
Post date March 3, 2016

Tags composition, in-class writing, Writing

Graduate Students Teaching Writing

“I Changed My Mind”: Articulating Empathic Design

Post author By caitlincholmes
Post date February 25, 2016

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.

Tags Empathy, English 302, theory, WAC, well-being, WID, Writing Across the Curriculum, Writing in the Disciplines, writing instruction, writing pedagogy

Graduate Students Teaching Writing

“Evolution not Revolution”: Empathy as Supportive Practice

Post author By caitlincholmes
Post date February 11, 2016

By: Rachael Burke

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.

Tags Empathy, pedagogy, supporting student writers, teaching writing, theory, Writing, writing pedagogy