Week 1: WAC, WID, & WI
Readings
"Reading and Writing Rhetorically" by S. Miller Cochran, R. Stamper, & S. Cochran (document included below) "Writing to Learn by Learning to Write in the Disciplines" by M. Carter, M. Ferzil, & E. N. Wiebe "We Know What Works in Teaching Composition" by D. Hesse
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Our Today's Meet page (It will be open for one month.)
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This article by Michael Cater explores the idea and use of mentor texts (aka apprenticeship genres).
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Week 2: Writing to Learn
Readings
“Writing for Learning – Not Just for Demonstrating Learning” by Peter Elbow “What is Metacognition?” by Michael Martinex “Knowing How to Write: Metacognition" by Barbara Sitko
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Week 3: Grammar's Place in Writing Instruction
Readings
"Why Revitalize Grammar?" by P. Dunn & K. Lindblom TED Talk "Txtng is killing language. JK!!!" with J. McWhorter
Curations of Teaching Artifacts: Examples
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Additional Resources
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Check out our blog for ideas on how to collaborative create assessment tools with your students.
Week 4: Transfer of Writing Skills & Knowledge
Readings
"Understanding 'Transfer' from FYC: Preliminary Results of a Longitudinal Study" by E. Wardle "An Introduction to Threshold Concepts" by G. Cousin
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Week 5
- Readings: WPA, ECU’s FYC/Writing Foundations, and ECU’s QEP/WI Outcome Statements
- Pre-writing: Please read and annotate the outcomes. How do they align with or inform your courses? What do they mean to you? How are (or may) they be for informing your instruction? What questions do you have about them? Other ideas, observations, or critiques?
Week 5: Writing Outcomes, Objectives, & Goals
Readings
Council of Writing Program Administrators' Outcomes and Revised Outcomes
ECU's First Year Writing/Writing Foundations Outcomes
ECU's Writing-Intensive Course Outcomes
Council of Writing Program Administrators' Outcomes and Revised Outcomes
ECU's First Year Writing/Writing Foundations Outcomes
ECU's Writing-Intensive Course Outcomes
wpa_outcomes_objectives_fyc.pdf |
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Week 6: Feedback, Evaluation, & Assessment
Readings
"Formative Assessment & Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice" by D. J. Nicol & D. Macfarlane-Dick
"Formative Assessment & Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice" by D. J. Nicol & D. Macfarlane-Dick
Reflective Round Up
Since this is our last “official” meeting of the WAC Academy, we are going to take some time to reflect on your experience: the activities we have engaged in, the topics we have written about, the ideas been thinking about or questioning, the discoveries we have made about ourselves...
Take a few minutes to read back through your Academy pre-writing, your daybook, your exit slips, our blog page (and the pictures on it), and other writing artifacts from the WAC Academy. Using open coding (or another methodological approach), identify emerging themes and other observations while considering what you have learned about yourself as a teacher, a writer, and a teacher of writing. Use the chart on the back of this page to record your reflections.
The document located below titled 'Reflective Round Up-WAC Academy' includes the rest of the directions for this activity. The document titled 'Reflective Round Up-classroom' is an example of how this activity could be used or adapted as a class activity. It includes the extension of using a metro map as a genre for a visual representation of the reflection.
Since this is our last “official” meeting of the WAC Academy, we are going to take some time to reflect on your experience: the activities we have engaged in, the topics we have written about, the ideas been thinking about or questioning, the discoveries we have made about ourselves...
Take a few minutes to read back through your Academy pre-writing, your daybook, your exit slips, our blog page (and the pictures on it), and other writing artifacts from the WAC Academy. Using open coding (or another methodological approach), identify emerging themes and other observations while considering what you have learned about yourself as a teacher, a writer, and a teacher of writing. Use the chart on the back of this page to record your reflections.
The document located below titled 'Reflective Round Up-WAC Academy' includes the rest of the directions for this activity. The document titled 'Reflective Round Up-classroom' is an example of how this activity could be used or adapted as a class activity. It includes the extension of using a metro map as a genre for a visual representation of the reflection.
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Assessment & Feedback Resources
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cats-classroom_assessment_techni.pdf |
Peer Review Resources
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Pre-Readings & Writings
Pre-Academy Written Reflection
Before our first meeting, please reflect on and record responses to the "Pre-Academy Writing Questions". This is not a test or a trick. I hope we can see where we are before we start. I consider this to be a writing-to-learn activity; therefore, while I am writing my responses to these questions, I will be focusing on critical thinking and clarity rather than working toward polished and perfect prose. Responses can take on whatever format you find to be most useful to you. For example, I may sketch part of mine and write another part in a Word Document. Please email your responses to me ([email protected]) by Tuesday, January 24th.
Before our first meeting, please reflect on and record responses to the "Pre-Academy Writing Questions". This is not a test or a trick. I hope we can see where we are before we start. I consider this to be a writing-to-learn activity; therefore, while I am writing my responses to these questions, I will be focusing on critical thinking and clarity rather than working toward polished and perfect prose. Responses can take on whatever format you find to be most useful to you. For example, I may sketch part of mine and write another part in a Word Document. Please email your responses to me ([email protected]) by Tuesday, January 24th.
Pre-Academy Readings
These readings for the WAC Academy are what we can consider our common knowledge as we think about, discuss, and/or disrupt key concepts of writing and writing pedagogies. Please read, complete the writing activity, and be ready to dig into them when we meet on January 25th. For our first meeting, please read “Reading and Writing Rhetorically” from An Insider’s Guide to Academic Writing, “We Know What Works in Teaching Composition”, and “Ways of Knowing, Doing, & Writing in the Disciplines”. (I would recommend reading them in that order, but that is up to you, of course.) While reading, please complete the first two columns of the Dialogic Journal assignment in your daybook. Instructions for this activity are located in the PDF below. Heads up: While you won’t be required to turn in this activity or read anything aloud, at least a couple of your fellow participants will be reading and responding to you/your ideas.
These readings for the WAC Academy are what we can consider our common knowledge as we think about, discuss, and/or disrupt key concepts of writing and writing pedagogies. Please read, complete the writing activity, and be ready to dig into them when we meet on January 25th. For our first meeting, please read “Reading and Writing Rhetorically” from An Insider’s Guide to Academic Writing, “We Know What Works in Teaching Composition”, and “Ways of Knowing, Doing, & Writing in the Disciplines”. (I would recommend reading them in that order, but that is up to you, of course.) While reading, please complete the first two columns of the Dialogic Journal assignment in your daybook. Instructions for this activity are located in the PDF below. Heads up: While you won’t be required to turn in this activity or read anything aloud, at least a couple of your fellow participants will be reading and responding to you/your ideas.
dialogic_journal_-_pre-readings.pdf |
When & Where
We will be meeting on Wednesdays, 2:30-4:30. The WAC Academy’s weekly meetings will start Wednesday, January 25th in Joyner 1008. The dates of all of our meetings are as follows: January 25th, February 1st, February 8th, February 15th, February 22nd, and March 1st. The University Writing Program will provide snacks for each meeting, and we also encourage you to bring your own, if you would wish to do so.
To get us started, the University Writing Program invites you to attend the Pre-Academy Kickoff Lunch, which will be held in Joyner 1008 (the OFE/UWP Conference Room), on Monday, January 23rd at noon. We will provide lunch, and you will receive your materials for the Academy while having an opportunity to chat with your fellow WAC-mates.
To get us started, the University Writing Program invites you to attend the Pre-Academy Kickoff Lunch, which will be held in Joyner 1008 (the OFE/UWP Conference Room), on Monday, January 23rd at noon. We will provide lunch, and you will receive your materials for the Academy while having an opportunity to chat with your fellow WAC-mates.