A subcommittee of the NCTE Executive Committee wrote the NCTE Beliefs about the Teaching of Writing in 2004. In over a decade since, the everyday experience of writing in people’s lives has expanded dramatically. Increasingly, handheld devices are important instruments for people’s writing, integrated tightly, nearly seamlessly, with their composing in video, photographs, and other media. Geographic location and embodied presence have become more salient to writing than at most times in human history. The ways writing and the spoken voice are mutually supportive in writing processes have become increasingly facilitated by technological capabilities. Globalized economies and relative ease of transportation have continued to bring languages into contact with one another, and US educational scholars and, sometimes, institutions have made progress in considering what it means for individuals to be adding new written languages to existing ones. Even as these expansions have enlarged the experience of writing outside school, implementation of the first USA nation-wide standards in literacy--the Common Core State Standards--has, in some places, contributed to narrowing students’ experience of writing inside school. In that contradictory and shifting environment, the NCTE Executive Committee charged a committee to update the Beliefs about the Teaching of Writing, attempting to reflect some of the historically significant changes of recent years. What follow are some of the professional principles that guide effective teaching.
Although faculty across the curriculum are often faced with issues of racial identity in the teaching of writing, WAC has offered little support for addressing race in assignment design, classroom interactions, and assessment. Through examples from teaching workshops, I offer specific ways that we can engage discussions about teaching writing and race productively.
Previous research regarding students' verbal participation in the college classroom has focused largely on gender and class size. Using a triangulation of methods (observation, survey, and interview), this study, conducted at an extension campus of a large state university, examines the impact of students' age on classroom discussion. Age, gender, attendance, week in the semester, and time of day are found to be significant determinants of verbal participation. The results indicate a "consolidation of responsibility" for participation. Students' reasons for their lack of participation are examined, as are their attitudes toward "talkative" students. Suggestions are offered for increasing participation.
In an attempt to bring composition studies into a more thoroughgoing discussion of the place of visual literacy in the writing classroom, I argue that throughout the history of writing instruction in this country the terms of debate typical in discussions of visual literacy and the teaching of writing have limited the kinds of assignments we might imagine for composition.
Open textbook designed for use in first-year college composition programs, written as a practical guide for students struggling to bring their writing up to the level expected of them by their professors and instructors. Sections include an overview of the writing process, genres, advanced topics, and grammar/mechanics. - JW
Writing Spaces: Readings on Writing, Volume 1, is a collection of Creative Commons licensed essays for use in the first year writing classroom, all written by writing teachers for students. Primary Focuses: writing fundamentals, writing as reflection of thought, genres, and mechanics. - JW
Writing Spaces: Readings on Writing, Volume 2, is a collection of Creative Commons licensed essays for use in the first year writing classroom, all written by writing teachers for students. The primary focus of these readings is on the research process and argumentative writing. - JW
Welcome to the Tumblr page for Everyone’s an Author. Our goals are to challenge your thinking, stimulate your creativity, and offer you a platform for launching yourself into authordom. We’ll be posting new items weekly for you to analyze, reflect on, and respond to. You’ll find posts here in diverse media that extend the themes of the text, and each one has a few stimulating questions to get you started on commenting and responding.
Open Culture brings together high-quality cultural & educational media for the worldwide lifelong learning community. It is the mission of Open Culture to centralize open cultural content in one place, curate it, and give others access to this high quality content whenever and wherever they want it. Some of their major resource collections include online courses, free movies, and audio and e-books.
Wisecrack is a Los Angeles-based media collective run by comedians, academics, filmmakers and artists who are endlessly curious about the world around us. Our channel explores great topics in ways that make them fun, engaging and unexpected. 8-bit Philosophy, a series of video essays on Wisecrack, offer an engaging take on complicated issues.
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Annotation Studio is open source software that engages students in the process of interpreting literary texts and other humanities media documents by searching curated multimedia collections for relevant materials, posting comments, tagging, remixing, and sharing with other users – skills that today’s students have already acquired from the many hours they have spent interacting with peers on the Internet. Instead of skimming over difficult passages or being frustrated by them, students use our annotation tool along with their new-media skills to open up the texts their instructors assign. Instead of passively reading, they are actively discovering, annotating, comparing, sampling, illustrating, and representing.
Instructors report that their students, by using Annotation Studio, developed new approaches to critical thinking while honing the foundational skills of humanities research, writing, and presentation.