Category Archives: Fellows’ Corner

“Non-Stress Tests,” Assessment, and the Body

I am a good student; most of us who make a career in academia are. I have always known how to prepare for classroom assessment. Because I attended a strict, private school in England growing up, I knew how to … Continue reading

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Making Writing Creative

A discipline unto itself, creative writing is often sharply distinguished from formal writing. Writing practices in English classes and creative writing classes can differ, and the element of creativity is not as often encouraged in the former as it is … Continue reading

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The humanities paper in a STEM class: a misled and deleterious approach.

A common concern of STEM instructors when trying to integrate writing into their curriculum is that this will take time from their teaching of the context. Of course, as WAC fellows we are taught to quickly dismiss this fear and … Continue reading

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Writing as a Tool for Improving In-class Discussion

In this blog post, I would like to offer some strategies for using low-stakes writing to foster productive and engaging in-class discussions. The list below draws from chapter eleven of John C. Bean’s Engaging Ideas. Begin by holding a “discussion … Continue reading

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Does it have to be so boring? Using active learning to liven up your classroom

Each semester, I open my class by explaining to my students that, as a graduate student adjunct lecturer, I’m in the unique position of simultaneously being a student and a teacher. I understand, I assure them, the fatigue of sitting … Continue reading

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Brainstorm, Revise, Rinse, Repeat

Literacy theorist Anne Berthoff wrote in her classic article “Recognition, Representation, and Revision” (1981) that instead of supporting a view of revision as a one-off fix for an essay’s problems, faculty “can learn to teach revision as itself a way of … Continue reading

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Falling Out of Love with Writing

By Amanda Huminski As academics, we’ve devoted years of our lives to the singular pursuit of knowledge around fairly obscure issues in fairly niche subfields in fairly thorny disciplines. Jokes about self-abnegation aside, the only thing that can explain such … Continue reading

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Engaging English Language Learners

I’ve thought allot about English Language Learners. Perhaps because 4.6 million students in the United States during the school year 2014-2015 were English language learners (National Center for Education Statistics 2014). Or maybe because new standards and assessments emphasized accountability, … Continue reading

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Back to Basics: WAC Philosophy and Course Design

In order to be engaged in the classroom, students at City Tech must have the basic skills required for college learning. As any student knows, being engaged takes constant work, practice, and motivation. The etymology of the word engaged is … Continue reading

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If You Are Not Averse to Using More Technology in the Writing Process…

Students can correct some of their written grammatical errors (misspelled words, verb tense, punctuation, wrong-word errors) by reading aloud their drafts, as mentioned in “The Study of Error” (1980) by David Bartholomae (261-262) and in Engaging Ideas (2011) by John … Continue reading

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