JCSU LEARNING ACROSS THE CURRICULUM

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JCSU LEARNING ACROSS THE CURRICULUM

• THE WRITING COMPONENT
• Adapted from materials
• prepared by Dr. Mark Reger
• Presented by Dr. Donald N. Mager

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WRITING ACROSS THE CURRICULUM

• OBJECTIVE
• Students will be able
• Use writing as a tool for comprehension,
  retention and reflection
• Students will be able to
• Create and self-evaluate
• written communications

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NATIONAL JCSU WRITING GOALS

• A. WRITE TO LEARN
• B. LEARN TO WRITE

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Write To Learn

• Tool for Learning Discovery
• Students engage in critical thinking in writing
  about course content
• Students apply what they have learned
• Students enhance understanding and recall
• Students have a mode of self-expression
• Students respond actively to readings, lectures,
  and class activities
• Students can address affective concerns before
  they become a hindrance to learning

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Write To Learn Activities

• One minute writing (muddiest point)
• In-class journal
• Running response sheets
• Paraphrases and summaries
• Reflection
• List threaded exchange
• Email exchange
• Email collaboration (with cc)

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Write To Learn

• Assessment
• Student participation in task
• Completeness of task
• Timeliness of task
• Holistic
• Brief general written comments
• Verbal summative comments

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Learn To Write

• Disciplinary Discourse
• Students learn to write in professional genres
• Students use complete writing process to produce
  polished work

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Learn To Write Activities

• Formal essays, reports, research papers,
  communications and e-mail messages.
• Disciplinary specific genres
• Senior Investigative Paper

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Learn To Write

• ASSESSMENTS SHOULD ATTEND TO STUDENT ABILITY TO
• Think critically
• Explain and inform adequately
• Sustain appropriate tone
• Organize (genre)
• Utilize peer an expert feedback
• Edit (re-do steps 1-3)
• Proofread
• Meet deadlines

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How NOT To Make a Formal Writing Assignment

• Step One Assign Writing
• Step Two Wait
• Step Three Wait some more.
• Step Four Collect last day of class
• Step Five Determine grading criteria
• Step Six Grade, return at finals, and never
  apologize

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The Formal Writing Process Assignment Plan

• Step One Make assignment, explain evaluation
  criteria be clear about whish aspect(s) of
  writing matter to this assignment
• Step Two Give Assignment
• Step Three Collect drafts, and offer holistic
  comments with specific attention to the aspect(s)
  that matter. Invite students who seem to be off
  target for required conferences. Do not edit
  papers.
• Step Four Return drafts for rewrite
• Step Five Hold conferences
• Step Five Collect and grade

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HOW DO I RESPOND?Three Roles for the Instructor

• READER
• (holistic responses about what one enjoyed, what
  confuses, whether paper is on target, etc.)
• EDITOR
• (make corrections, direct the writer to make
  specific changes, deletions, editions, etc.)
• EVALUATOR
• (assess and assign grade by informing the writer
  of successes and deficiencies in meeting the
  assignment's criteria)

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Writing and the Computer

• List 5 Specific ways in which use of digital
  technology might enhance student writing.
• (PS. Dont confuse writing proficiency with
  technology efficiency.)

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New Challenges in the Worlds of Writing

• The internet as practice and model
• Online plagiarism
• Cyber audiences and etiquette
• Fluff versus substance (the bells and whistles
  effect)

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Please send responses to the questions below to
Dr. Donald Mager, dmager_at_jcsu

• In your content area, for what skills of writing
  do you believe you should accept responsibility?
• Where in your course would instruction in writing
  be most appropriate?
• Give one example of an activity that would infuse
  writing instruction into your course.
• Send Dr. Mager your most important questions and
  comments about the writing module, and tell what
  the muddiest point in the online presentation was.