In this post by The UWC Writing Centre, the focus is on the open-mindedness necessary to teach writing across disciplines. When faculty-requested workshops on impossibly broad topics like “Can you come and tell my students how to write at university?” are not the solution to student writing issues, what is? The preliminary answer: a dialogue on the nature of the writing assignment, faculty expectations and qualifications for excellence within the assignment. This opens the door to conversations about how to best serve student writers in their discipline: by operating somewhere between the generic and the specific.
Category: Teaching Writing
As the conversations about Writing Across the Curriculum continue to evolve and march forward, it is always helpful to look back and see how far the program has come, both nationally and close to home. Today, we are linking back to a Mason WAC Newsletter from Fall of 2002 that highlights the strengths and challenges of digital writing. Lesley Smith and James Young offer insights into the benefits of digital writing in e-portfolios, and Ruth Fischer shares the credentials she and her colleagues created for the necessary IT skills of first-year composition students. The methods for implementing digital writing in the classroom have certainly progressed in the last twelve years, but the core pedagogical concepts remain the same.
“In an electronic space,” Smith and Young write, “those who perhaps struggle with words but excel with images might combine the two, and access a richness of perception previously denied both to them as writers and to their faculty members as assessors.”
In a recent post from Bryn Mawr’s Teaching and Learning Together in Higher Education, Professor Alejandro Quintana, Assistant Professor in the History Department at St. John’s University, and his student Writing Fellow, Morgan Zajkowski, have written an excellent blog post detailing their work together. Over the course of a semester, Quintana and Zajkowski collaborated on ways to improve student writing, retention, and participation in Quintana’s history course, guided by the principles of WAC. They offer helpful insights into fostering student engagement and making the classroom a dynamic place for collaborative discussion, while using low-risk writing assignments to build student confidence.
“I expected at some point to be forced to say no to any major suggestion to change my teaching practices. To my great surprise this never happened; our collaboration was progressive and smooth. Before I realized it, we were making significant changes to my teaching methodology. I learned so much from Morgan and my teaching practices were reshaped for the better. Today, a year after our collaboration, I have incorporated into all my current courses all the activities and assignments she helped me develop during the spring semester of 2013.”
“Students as Teachers Transforming a History Course” – Alejandro Quintana and Morgan Zajkowski
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?