WAC Digital Initiatives: Writing Intensive Certification

WAC Fellow Yosefa Ehrlich goes into more detail here in blog post form.

link to presentation (approximately 35 minutes)
handout

• Watch the presentation above.
• Discussion (respond in a comment of 150 words or more below): Think about a concept that your students have a difficult time grasping. How might you incorporate active learning techniques to teach that concept in the future?
• Portfolio Assignment: Choose two active learning activities from the lists in the slides or the (longer) list in the handout and draft a lesson plan for each that would work for an existing or future course.

One of the challenges in writing-intensive instruction is developing a syllabus that weaves together course content with WAC principles to improve student writing and facilitate their writing process. In this workshop, we will suggest critical elements for crafting syllabi for writing-intensive courses and consider ways to adapt assignments and course practices that help students learn to become better writers.

link to presentation (approximately 23 minutes)

• Watch the presentation above.
• Discussion (respond in a comment of 150 words or more below): What are your current course objectives and how do you use writing (low and high stakes assignments) in your classroom to achieve them?
• Portfolio Assignment: Revise three of the current course objectives on your syllabus to reflect how you use writing in the classroom.

As instructors, we often don’t think about plagiarism until after it happens. This workshop will provide tools to help instructors discuss academic integrity in their classes, design plagiarism-resistant assignments, and utilize campus resources to address the roots of plagiarism.

link to presentation (approximately 23 minutes)

• Watch the presentation above.
• Discussion (respond in a comment of 150 words or more below): What types of plagiarism do you encounter or anticipate encountering in your courses? How can you craft your policies, syllabus, and / or assignments so that your course is more plagiarism-resistant?
• Portfolio Assignment: Revise one of your assignment prompts to make it plagiarism resistant and plan out the scaffolded components you might use leading up to its final form.

• Watch the presentation above.
• Discussion (respond in a comment of 150 words or more below): What kinds of formal writing do you assign your students? What is one informal writing assignment you might incorporate into your schedule that would help students learn course content?
• Portfolio Assignment (recommended): Revise one of your formal assignment sheets to incorporate scaffolding.