scholarly journals Authenticity and the Rhetoric of “Selling” on Social Media: A Role-writing Assignment Set

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Jessica McCaughey
Keyword(s):  
Social Media ◽  
Role Playing ◽  
Writing Pedagogy ◽  
Writing Studies ◽  
Professional Writing ◽  
First Year ◽  
Transfer Of Knowledge ◽  
First Year Writing ◽  
Writing Course ◽  
Writing Assignment

Rooted in a hybrid, themed, first-year writing course titled Please Like Us: Selling with Social Media and drawing on the disciplines of business, marketing, and writing studies, the two sequenced assignments explored here rely upon role-playing and “role-writing” for specific outside professional audiences. A semester-long blog project serves as a jumping off point for a researched, multi-disciplinary social media marketing proposal, providing students with the chance to examine social media in both rhetorical and professional terms. The accompanying article explores these assignments in the context of “authenticity” and with an eye toward not only principles of writing pedagogy, but also the transfer of knowledge and process between academic and professional writing.

scholarly journals Helping Students Gain A Better Understanding of Writing

2014 ◽  
Author(s):  
Jessica Ulmer
Keyword(s):  
Writing Skills ◽  
Writing Pedagogy ◽  
Writing Studies ◽  
College Writing ◽  
First Year ◽  
College Level ◽  
First Year Writing ◽  
The Third ◽  
Two Year College ◽  
Course Sequence

<p>The primary purpose of this study is to develop a curriculum for first-year writing that can be taught at the two-year college to help students transfer writing skills to courses taken afterwards. The second chapter aims to define what transfer is and identify a few different approaches to teach for transfer, which led to the discovery of the Writing about Writing pedagogy as developed by Douglas Downs and Elizabeth Wardle. This research was influenced heavily by Anne Beaufort’s <em>College Writing and Beyond </em>as well. Following this, the third chapter examines the nature of the two-year college that makes it uniquely difficult to teach for longer term transfer of writing skills. Finally, chapter four features a review of the Writing about Writing pedagogy and textbook, which leads to development of a course sequence for use at a two-year college. This study supports the implementation of an introduction to writing studies course sequence at the two-year college level to aid in the transfer of writing skills. </p>

Reinventing the university: EUI as writing initiative

2013 ◽  
Vol 6 (3) ◽  
pp. 79-88
Author(s):  
Catherine Prendergast
Keyword(s):  
Higher Education ◽  
Writing Studies ◽  
First Year ◽  
Research Writing ◽  
First Year Writing ◽  
University Of Illinois ◽  
American Higher Education ◽  
The Core ◽  
Writing Course ◽  
The University

This article reports on the multi-year collaboration between the Ethnography of the University Initiative (EUI) at the University of Illinois and the University's Rhetoric Program, a required first-year writing course. I argue that this collaboration was successful in large part because the goals of writing programmes in American higher education settings – teaching the process of research, inviting students to see themselves as producers of knowledge and fostering collaboration between peers – are highly consonant with principles of EUI. Indeed, my own history with EUI reflects the parallel commitment of Writing Studies and the methods and goals of EUI. I suggest that EUI can serve as a powerful model for universities if they seek to place undergraduate student research writing at the core of their mission.

scholarly journals What Can Students Tell Us about “Skill Building” in Canadian Writing Studies?

2021 ◽  
Vol 30 ◽  
pp. 314-322
Author(s):  
Christopher Eaton
Keyword(s):  
Narrative Research ◽  
Writing Pedagogy ◽  
Writing Studies ◽  
First Year ◽  
Writing Teachers ◽  
Open Spaces ◽  
First Year Writing ◽  
Writing Class ◽  
The One ◽  
Skill Building

This paper comes from narrative research that I did with ten former students who reflected on their experiences with writing both in a first-year writing class and beyond. As the participants and I worked together, it became clear that there was the tension between the way they described process and skill building in writing pedagogy. They emphasized that process and scaffolding were integral to their learning, but they equally emphasized the one-off, skills-oriented components of our work. Many conversations in Canadian writing studies have focused on dismantling or resisting the skills narrative, but the tension in the participants’ responses prompted me to think about this differently. The paper explores the tension between skills and process to argue that perhaps skill building has its place in our contexts, and that we as writing teachers and scholars must think about it differently in order to articulate the value of the work that we do. If we can use the skills-oriented components of our courses to open spaces to discuss the less quantifiable elements of our work that often get overlooked (i.e., scaffolding), then we may put ourselves in a better position to advocate for increased resources and funding.

scholarly journals Re-Imagining the First Year as Catalyst for First-Year Writing Program Curricular Change

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Virginia Crank ◽  
Sara Heaser ◽  
Darci L. Thoune
Keyword(s):  
College Retention ◽  
Habits Of Mind ◽  
Curricular Change ◽  
First Year ◽  
Writing Program ◽  
Research Project ◽  
First Year Writing ◽  
Writing Courses ◽  
Multiple Measures ◽  
Writing Course

This article describes a revision of a first-year writing program curriculum using the pillars of the Reimagining the First-Year Program. The authors adapted principles related to mindset and habits of mind from both college retention scholarship and composition scholarship. After developing a research project in order to understand what elements of mindset correlate with readiness for credit-bearing writing courses, the authors created a multiple measures placement system for enrolling students in a credit-bearing first-year writing course with co-requisite support.  

Building a local learner corpus

2018 ◽  
Vol 4 (1) ◽  
pp. 112-127 ◽  
Author(s):  
Monica H. Kwon ◽  
R. Scott Partridge ◽  
Shelley Staples
Keyword(s):  
Faculty Members ◽  
First Year ◽  
Construction Process ◽  
Writing Program ◽  
First Year Writing ◽  
Learner Corpus ◽  
Writing Course ◽  
Teaching Interventions ◽  
Learner Corpus Analysis ◽  
Writing Instructors

Abstract This paper describes the construction process involved in creating a robust local learner corpus of texts produced by international students in a first-year writing course at a large public, mid-western university in the U.S. We show how involving faculty members and graduate students of our local writing program in the process of learner corpus analysis provides them with opportunities to develop their skills and knowledge as writing instructors, course designers, and, ultimately, knowledge producers. An additional benefit of such an undertaking is that the corpus can become part of the infrastructure of a research community that allows continued contributions by others individually and collaboratively. We also illustrate the usefulness of our local learner corpus for research, teaching, mentoring, and collaboration within our writing program with examples of the research projects and teaching interventions we have developed.

Evaluation in the course development process

2010 ◽  
Vol 3 (1) ◽  
pp. 120-140 ◽  
Author(s):  
Kris Van de Poel ◽  
Jessica Gasiorek
Keyword(s):  
Development Process ◽  
First Year ◽  
Course Development ◽  
First Year Writing ◽  
Minimal Impact ◽  
Course Content ◽  
Course Materials ◽  
Writing Course ◽  
The University

Evaluation is a critical but frequently underutilized part of the (language) course development process. Instructors’ reasons for avoiding it vary, but often include the concern that conducting evaluations will draw time and attention away from course content. Using All Write, a first-year writing course at the University of Antwerp, as a case study, this article shows how mechanisms for feedback and evaluation can be incorporated into course materials with minimal impact, as well as demonstrates the benefits of evaluation as both a validation process and a guide for course revision. Moreover, it will show how the stakeholders, primarily learners, but also teachers, may be drawn into the process and potentially benefit from it.

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