Molly Worthen, an assistant professor at UNC-Chapel Hill, argues that lectures teach students comprehension and reasoning. But we also must persuade students to value that aspect of a lecture course often regarded as drudgery:
As an anthropology instructor for the past 4 years of a level core-requirement, many of my students are from outside my discipline. Every semester students question the usefulness of an anthropology course, assuming we will discuss some exotic society far-far away.
As educators, we want our students to engage with the course materials we have carefully prepared. And dare I say, fine tune their critical thinking skills.
But what does that mean and how do we as educators ensure that students, regardless of their educational backgrounds, benefit from a course they simply enrolled in to fulfill a course requirement? In addition to preparing clear course assignments that encourage student autonomy, I found grading is an effective way to evaluate, communicate and motivate students.
Ethnography, the presentation of empirical data on human and animal societies, is at the heart of anthropology. Therefore, anthropology courses tend to incorporate writing assignments, both formal and informal, into course requirements.
In my course, I require students write several reading responses over the course of the semester. In line with the principles of Writing Across the Curriculum, this exercise requires students to comprehend course materials to anchor their arguments.
Students are provided a grading rubric outlining the goal of each assignment and my expectations. Will they be graded harshly for grammatical errors? How important is communicating their ideas? Asking what type of feedback do I benefit from or want from colleagues regarding my own writing?
We want to know that our ideas have been conveyed clearly. We also seek validation through the rigorous academic peer-review process and so do our students. This strategy was mildly successful.
Reading and Writing Across the Content Areas (Grades & ) Cross-listed workshop: English, Elementary & Across the Curriculum New Jersey is one of many states that has adopted the National Common Core Curriculum Standards that require literacy be taught in all content areas. While there is little doubt that most teachers recognize writing as a foundational skill for academic success, effectively integrating writing to support content . Teaching Strategies Home» Teaching Strategies Since the mid-seventies, composition scholars have been developing WAC teaching strategies to help faculty incorporate writing and critical thinking into .
Some students did improve in subsequent assignments, others continued to make the same errors. One philosophy that Writing Across the Curriculum emphasizes is rather than commenting on everything wrong with an assignment, overwhelming students into a state of paralysis, instructors should limit their comments to the major changes they want to see.
Focusing first on the higher-order concerns of ideas, organization, development and clarity rather than focus on sentence level errors or lower-order concerns Bean While strategies for grading can vary across disciplines and faculty, one useful time saving strategy for grading is to organize your expectations into high-order concerns and lower-order concerns.
Focusing on higher-order concerns can also help minimize lower-order issues. Students that are more comfortable with course concepts, methods and readings tend to make fewer lower-order grammatical errors.
Then, you can turn your attention to low-order concerns, which include:"Coping Strategies of ESL Students in Writing Tasks Across the Curriculum" Maimon, Elaine P. "Collaborative Learning and Writing Across the Curriculum." Maimon, Elaine P.
"Writing Across the Curriculum: Past, Present, and Future.". Fourth National Writing Across the Curriculum Conference PLENARY SPEAKER Multiple Intelligences Charles Bazerman is Professor of English and .
The conference theme, “Making Connections,” emphasizes how writing across the curriculum fosters connections within and across institutions and programs, between people and positions, and among ideas and practices. The OpenLab is an open-source, digital platform designed to support teaching and learning at New York City College of Technology (NYCCT), and to promote student and faculty engagement in the intellectual and social life of the college community.
The Writing Fellows of the Brooklyn College Writing Across the Curriculum (WAC) program have developed a variety of tools and strategies for faculty and students to employ writing as a tool to develop writing skills, and to improve critical and creative thinking.
Strategies for Working with Multilingual Writers; Strategies for Working with Multilingual Writers.
Writing Across the Curriculum. Preparing students for writing assignments. Try to make your expectations for successful writing in your course as explicit as possible. You can make expectations explicit in your syllabus, assignment handouts.