Category: Modules

Undergraduate Column: Can We Talk about 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?

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

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.

Design Thinking in the Writing Classroom

By Emily Chambers

Emily Chambers is a former WAC GRA and is studying for her M.A. in Teaching Writing and Literature. Her main interests are faculty development and curriculum resources. Prior to coming to GMU, she taught sixth grade English in Culpeper County, VA; now she teaches composition at GMU. She can be reached at [email protected].

Design Thinking is a way of using the principles of design to think about various problems and projects in contexts outside of design. When clients give designers a brief, a document outlining the goals and results of the proposed project, the designers use design thinking to create prototypes and final products for the client. Many educators, innovators, and businesses have sought to apply design thinking to the classroom. For writing teachers, design thinking offers several principles that are helpful, because it addresses the complex challenges that writers face. By teaching our students to face these challenges together, with minds open to new possibilities and a willingness to fail, we can teach students a means to successful writing. Design thinking addresses complicated problems with empathy, collaboration, divergent thinking, and failing often.

Mason’s WAC Program Ranked among Top in the Nation

For the 15^th 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. Mason’s WAC program supports the efforts of faculty across the curriculum to make student writing a priority in course work for the major. “We’re very honored to be among the programs ranked nationally once more,” director of the WAC program, Michelle LaFrance, said. The rankings were generated through nominations from 1,500 schools taken during Spring 2016.