Fellows’ Corner – Page 17 – Writing Across the Curriculum

February 25, 2014February 25, 2014

Using WAC Practices to Help Students Locate Appropriate Research Sources

Writing a research paper is a complex task, and we often forget all the basic skills that are needed to write a successful paper. This is why breaking down, or scaffolding an assignment into its smaller components is essential for student success. A scaffolded assignment permits us put emphasis on its components, and to teach our students those basic skills.

One of those basic skills is the location of appropriate research sources. In my experience, students find it rather difficult to determine what an appropriate source is, how to find it, and how to cite it. How often have you asked students to conduct a literature review, and your students cited a Wikipedia page, a New York Times article, or some random blog article? The use of WAC practices can help students to tackle this challenge. In my own teaching, I break down my research essay in smaller single tasks one of which is an annotated bibliography. I ask students to locate three academic articles, to create a bibliography in ASA style (I am a sociologist), and to write a short summary of each article. I give students time (about 3 – 4 weeks) to produce their annotated bibliography, and I then allow them to submit it as a draft for feedback. They have to submit their bibliography one or two weeks after they received my feedback.

What seems like a long time for a relatively short and easy assignment has proven to be a rather challenging assignment for my students. Many of them have never done a “real” literature research, and almost none of them has ever been asked to produce a bibliography that is error free. But focusing on only one component of the research essay allows me to give extensive feedback on those basic skills, and to really teach the fundamentals of my research discipline. Finally, having appropriate research sources is almost a guarantee for an interesting, and strong research essay.

February 17, 2014February 17, 2014

Using WAC Techniques to Introduce Discipline-Specific Writing

Through recent discussions with other WAC fellows and CUNY faculty, it has becoming increasing clear that as instructors, we often forget to take a step back and make sure our students have an understanding of what is expected of them for writing in the discipline of which our class is a part (whatever discipline that may be). Early to mid-way into a semester (earlier the better), as simple as it may seem, it is immensely useful to gauge student writing in order to ensure they do in fact understand what is meant by a thesis, for example in whatever field we are in (and what course they are taking). This is just one writing-related term that truly can mean varying things in different fields or at minimum may look different depending upon the discipline.

Take the students’ perspective for a minute. Imagine going from an Introduction to Psychology class, to an English class, followed by a course in Mathematics all in the same day. Each of these disciplines requires different formats and structures in regards to writing. You can see how easy it would be to as a student, assume that writing in the manner that earned you an ‘A’ on an English assignment may surprisingly earn you a ‘B’ or less on a Psychology research proposal (or vice versa) if you were never giving explicit instructions for what qualifies as a ‘good’ paper for a particular type of class. Writing Across the Curriculum (WAC) techniques offer some great tools towards improving our students’ writing, even for assisting them on the way of learning the specific writing style we expect in our own courses.

In order to see where our students are in the writing process for our discipline, as instructors we can initially do one of several specific things:

1) Provide a discipline-specific piece of writing in class, give students time to read it, and then discuss as a class how this writing may be different than that of other types of courses students have taken.

2) Assign several discipline-specific professional readings (one at the beginning and several others throughout) and provide a template that asks directed questions about the texts, hereby pointing out the important structural aspects of the writing piece.

3) Give time during class for small groups of students to pick out seemingly important parts of a provided reading, have them define separate sections, and finally openly explaining to students (during class time if at all possible) how your field defines and structures a thesis, evidence, supporting arguments, etc.

4) Give a take-away handout that clearly and succinctly lists the requirements you have for the content and structure of writing assignments in your course (for which you take a few minutes to explain in person if the class is not online).

Two more helpful tips from evidence-based WAC practices:

Of course students mostly learn from doing and redoing or writing and rewriting! Therefore, multiple drafts of the same assignment are always essential to the writing process regardless of discipline.
Scaffolding (creating smaller assignments that build up to a larger more complete final paper, lab report, project, or proposal) is incredibly helpful for students to understand complex ideas or information that is new to them (this has been extremely beneficial for my students’ research proposals as many of them never write in this manner before entering my class). This allows them to master important specific aspects of a bigger assignment before the final result which is often worth many more points.

February 10, 2014

Using Blogs in the Classroom: Some Quick Ideas

As instructors, we frequently hear pleas from our administrators and departments to integrate more technology into our classroom teaching, to meet our online-savvy students on ground with which they’re already familiar. Yet, we often come up short when it comes to actually implementing “technology,” which is itself so broad and varied a term that it suffers from its own lack of specificity. What do “they” mean by “technology”? And more importantly, how do I use this “technology” if I’m admittedly not tech-savvy?

One easy way to incorporate a technological platform into the classroom is with a class blog. Blogs are an interactive place that can serve as a locus for discussion and group study outside of the classroom, allowing you as the instructor the opportunity for creating writing assignments without using up valuable class time devoted to course content. And one great aspect of this is that with a well-designed low-stakes assignment, your students will do most of the work and you can just sit back without taking on a mountain of extra grading.

At CityTech, we have a great blog platform in OpenLab, already available for every class. OpenLab has an excellent introductory guide for faculty, and their staff is also happy to work with faculty to design a site and assignments that can work for them. Once you’ve figured out the basics, there are a number of ways you can make the blog work for you using low-stakes, informal writing:

Create a short prompt. This can be a provocative question related to course content, a response to an article or statement made by a public figure, or a response to a particular aspect of the course content.
Post a piece of media for the students to “dissect”: either a clip from a film or TV show, a short piece of a documentary, a song or other piece of music, a news report, or a photo.
Have students post a critical review of an article, news report, event, museum/gallery/concert visit.

Require every student (or select a small number which rotates weekly throughout the semester) to write a short blog post. Then require every student to comment on at least two posts. This last part is key, because it requires the students to read and engage with each other’s work. You’ll find that the students begin to engage with each other in a highly collegial and productive exchange of ideas. As with all assignments, it’s important to still make sure we’re telling our students exactly what we want them to do and how to do it.

As an example, here’s a blog-based assignment I used when teaching music appreciation at Baruch College, and here are the student responses. I wanted students to use the vocabulary of the course to engage with music that they enjoy and doesn’t get covered in class, thus reinforcing core concepts such as form, harmony, melody, and rhythm.

We know that students enjoy this sort of online interaction for a number of reasons: it varies their mode of learning; it provides a way for them to engage in the class outside of the classroom; it prepares them better for class; it fosters discussion (and can be great especially for students who shy away from in-class speaking); and it utilizes technology that students know and with which they feel comfortable. A post last year from the Metawriting blog shows that one professor’s students responded “with overwhelming strong agreement” that “the instructor uses technology to establish good relationships with students.”

We at WAC support class blogging because it provides a platform for students to do expressive, low-stakes writing that isn’t graded in the traditional sense. Similar to using a journal (which we wrote about in this post from last fall), this kind of writing fosters “the building of connections between course content and real life experiences within one or two pages of writing.” In turn, students practice writing-to-learn, engaging with course content in a risk-free environment.

Have you used blogging in your classes? Share your experiences below in the comments.

February 4, 2014February 19, 2014

Writing in the Disciplines – A Case for Multiple Drafts

Writing in college-level courses (especially in the STEM fields) is often assigned by asking students to mirror professional scholarly writing. For example, students are often required to compose assignments following the format and style of those we read in the professional literature – a journal article. In other courses, writing may take the form of proposals or literature reviews. Asking students to learn to write this way is immensely useful to inuring them to the thought-process of the discipline they are studying. This kind of modeling encourages critical thinking, precise word use, and command of the field’s vernacular. There is just one problem.

In such classes, students are generally required to write multiple papers on widely varying topics. For example, in an experimental psychology class, students might write separate papers on a perceptual, learning/memory, cognitive, and/or social processes study that they conducted in class. Students are often given feedback on these papers (let’s avoid a conversation about the nature of instructor feedback for now), which they are then expected to read, understand, and then incorporate into the next paper they write, which will often cover an entirely different topic. Transferring comments about the content and writing of one paper does not always easily transfer to a paper on a novel course topic.

If we want students to model our discipline’s writing process, asking students to write this way may be detrimental to the learning objectives we set for our courses. As professionals, when we compose a draft of a manuscript/proposal, we undoubtedly receive feedback from others – coauthors, advisers, peer reviewers, other colleagues – before submitting a final product for publication. Rarely (if ever) are these comments incorporated into a new manuscript that addresses a completely different question or topic. While they may inspire us to begin a new project or paper, they rarely result in abandonment of the entire manuscript. We spend much of our time incorporating these comments towards improving the original manuscript. One technique we can employ as instructors may be to require students to submit multiple drafts of their papers in our courses. Allowing students to write multiple drafts and experience the process of professional scholarly writing (and, therefore, the discipline’s thought process) is an immensely useful tool for teaching both writing and course content to our students, just as it is for our professional development as scholars.

Any course that wants students to learn course content and improve their writing skills will find that requiring multiple drafts of a paper will lead to better student learning outcomes. Personally, I would rather my students write one or two solid papers on fewer topics (incorporating multiple drafts) than three or four mediocre papers on more topics.

November 11, 2013November 11, 2013

Using Course Material As a Springboard for “Drier” Essentials

One major concern I ran into as an instructor at CUNY (particularly in Composition), was how to integrate my subject matter (English in general, American Literature in particular) with the basic, foundation skills requires for paper writing? (“Papers” being the final desired outcome for my class.) Further, how to do this without either condescending to the material you’re working with, nor making the task at hand seem trivial or unproductively “free form” with regard to low-pressure writing? This seems to be a common concern among faculty: how to integrate skills smoothly, non-oppressively, and with a degree of efficacy while still not totally derailing the planned coursework and materials to be covered?

How I addressed this in my American Literature course, with broader import, I think, for other (even non-humanities) disciplines, was in getting students to engage with course material in the form of the required assignment. That is, isolating a skill required for a later assignments and making this skill manifest as the required form of response to the course content. In service of John Jay’s requirement for a “mock interview” between the students’ sources (a less intimidating way of approaching the annotated bibliography), I had my students respond to a piece of writing that was written in Question and Answer format. The text in question was David Foster Wallace’s story “Brief Interviews with Hideous Men” from the short story collection of the same title, which is told in the unique format of an extended question-and-answer sessions with the interviewer’s questions removed. We made informed guesses as to what the missing questions possibly were based on the surrounding contextual clues in the interview subjects’ answers, gaining insights about the operation of literary dialogue while also accruing skills for how to flesh out opinions–both their own or that of their sources in the “mock interview” dialogue. I noticed the “interview” assignment went much better when prefaced with this more free-form (but secretly “literary”) assignment beforehand, as it had both helped the students study the composition of “voice” in prose, as well as reflect on how one might accurately render the opinions of their quoted sources.

While not every instructor might have the luxury of free-ranging formats allotted by postmodern literature, there is undoubtedly material that might cater to a particular skill that is required (sometimes implicitly) as part of a larger, later project. Perhaps an article highlighting a new scientific tool requiring a response in the form of a “methodology” section of an abstract? Or a “breakthrough” statistical study requiring response in the form of the study’s possible “outcomes”? In any case, isolating skills beforehand in a non-derailing way, potentially with the use of already existing course materials, can help these phantom skills from piling up last minute in the form of an intimidating, omnibus final assignment, to which students (in my experience) usually respond with non-productive fear-and-trembling.

November 10, 2013

Quick Fixes That Can Help Improve Student Writing

Ideally, we want to introduce students slowly to the process of creating formal research papers. A research paper – or any formal paper for that matter – is a complex task that assumes a wealth of knowledge on the side of the student. What is an appropriate source? How to use evidence? Who is the intended audience the voice of the paper should be directed at? How to organize one’s thoughts? What is considered an appropriate thesis? All these, and many more, are questions students have to have tackled before they will be able to write a successful paper. It is because of the complexity that is inherent in each formal assignment that we will see better results when we break down assignments into smaller, doable tasks. Scaffolded assignments that break down larger formal assignments into small tasks help students to focus, and understand the smaller pieces a research paper is made of.

But what happens when we cannot scaffold an assignment to help students to write more successfully? Sometimes the constraints of the course curriculum do not allow us to break down assignments, sometimes we inherit a course, and do not have the time to make substantial changes to the course’s assignments, or we assign a paper that we think is doable to students only to find out later that we asked too much of our students. There are a few things we can do to help students write more successfully, to be more engaged in the process of writing, and to get more consistent results throughout:

Take 20 minutes of your class time to go over the assignment with your students. Many of the questions students deal with when writing a paper can be solved by a Q & A session in which students have the possibility to learn about their professor’s expectations. I find an in-class discussion much more fruitful than an email or office hour conversation with single students, as students will learn from each other while talking about the assignment. Some of the questions students have may be questions others would not have thought about, or were reluctant to ask. By going over the assignment together students will teach each other a valuable lesson on how to approach the writing of a research paper.

Be open to revisions. You may know this already but professors, too, can be terribly unclear and implicit. It is difficult to put yourself into the mind of an undergraduate student who is asked to perform the required task for the first time. We can learn from our students how to write clearer assignments by asking them to explain what parts of the assignment they find confusing, or unintelligible. I found students to be more engaged, and motivated about an assignment when I took into consideration their suggestions and revised the assignment I had given them. Apart from making the assignment clearer, and therefore more doable for my students they would learn another important lesson:

Ask your students to revise their own assignments before submitting them. Revision is one of the most essential parts of the writing process. It organizes the writer’s own thoughts, it turns a wild first draft into a piece that is comprehensible to others, it detects grammar and spelling errors, typos, and missing words. The practice of revision is at the very heart of the academic tradition. And yet, we fail to engrain the process of revision into our student teaching all too often. More than once did I expect my students to come up with a well-organized, error free, and thoughtful first draft. Boy, am I glad they never saw one of my first drafts. Ideally, we would want to assist our students’ efforts to develop a strong final draft by scaffolding the assignment and/ or have them submit multiple drafts that they then can revise (by peer reviewing each other for instance). But even if students have only one opportunity to submit their assignment they should take time to revise it; and since students are beginner writers they need instructions on how to do it. A good technique that is easy to perform is to read aloud the first draft. Ideally, students should find a listener who can give feedback. But even without somebody else present reading aloud will help to detect errors. This is a particularly good exercise for students whose first language is not English, and who might find it easier to hear mistakes rather than reading them. The instructions on how to revise their essays should be part of the assignment sheet, and talked about in class. If class time permits, instructors may also want students to bring in their assignments, read them to each other in class, take notes, and revise them later at home based on the assignment’s instruction, and possibly grading rubrics. Which brings me to my next point:

If you use grading rubrics, give them to your students along with the assignment. It is much easier for students to perform a good job when they know what is expected of them. Personally, I use “checklists” that tell students what is expected of them in each part of the assignment (introduction, methods, and results section) instead of traditional grading rubrics. Again, students are at a beginner stage when it comes to producing written work that is research based, and they benefit tremendously from clear guidelines that lay out what is expected of them.

A final option to consider, particularly when your discipline requires students to write similar assignments, such as lab reports, multiple times, is to focus only on one aspect of the assignment rather than the entire assignment. In some cases scaffolded assignments may not seem feasible, and students are required to produce complete assignments all at once. In that case, you may want to consider focusing only on one aspect of the assignment per cycle. Let’s say your students have to submit 12 lab reports in your course each semester. You can have them write 12 reports, but in your grading feedback focus on one aspect for each lab report. By focusing on only parts of the assignments (such as the introduction, the formatting, results section, and so on) students will think more deeply about the requirements, and complexities of each section, and you, on the other hand, can pay more attention to the details of each section in your feedback. At the end of the course, students will be able to write an entire paper more easily, and with more consistent results.

These are only a few of many “quick fixes” that can be used when assigning papers to students, and that will help students to become better writers, and scholars. The fixes offered are largely based on the principles of Writing Across the Curriculum, as well as personal teaching experience at various CUNY campuses.

November 2, 2013

Journal-entry Assignments: Connecting Course Content to Real Experiences

Journal-entry assignments are a valuable tool for incorporating semi-structured writing into a course. Less formal than traditional writing assignments which often include a thesis statement, citations, or full-length papers (5 or more pages), journal entries allow the building of connections between course content and real life experiences within one or two pages of writing. Often they are most effective when requiring students to first define the term, theory, or issue and then asking them to describe how either how they or someone they know had a real experience related to a given course topic.

This technique pushes students to be agents of learning as opposed to passive learners. If they can start to link the jargon/terms of a given field with real examples or experiences, the importance of what they are learning is made clear to them beyond the purposes of the classroom. Furthermore, this can lead to lively discussions if the instructor is willing to spend a few minutes of class time engaging students by talking through each others’ examples.

Remember that journal-entry assignments may be new for many students, so it is always beneficial to clarify what you expect as the instructor in terms of formatting, length, and audience, as this is certainly a different manner of writing than their usual lab reports or research papers. Yet if used multiple times throughout the semester, journal-entries can continuously improve students’ abilities to link course content to how it relates in their own lives and can also be used in building to longer, more formal assignments (i.e., scaffolding) later in the semester.

October 30, 2013October 30, 2013

Workshop Recap: Effective Assignment Design, October 22, 2013

Last Tuesday, WAC Fellows Zachary Aidala and Justina Oliveira led an excellent workshop on effective assignment design and assignment scaffolding for City Tech faculty. We were so pleased to have faculty members from all across the college in attendance. Since reading and writing are so intimately linked when creating assignments, our WAC team was joined by Professor Juanita But from the English Department and the college’s reading initiative, Reading Effectively Across the Disciplines (READ). As writing professor Toby Fulwiler reminds us:

[Reading and writing] are interdependent, mutually supportive skills, both of which are “basic” to an individual’s capacity to generate critical, developed, independent thought.” [1]

Justina began by outlining two of the workshop’s major pedagogical theories: writing as active reading, and purposeful writing assignments. The first represents the idea that by assigning low-stakes writing assignments such as note-taking, summaries, or informal response papers, students will internalize and learn from readings more comprehensively. The second theory is something of a WAC mantra, the idea that student writing should not merely convey knowledge but also reinforce larger educational course objectives, be it critical thinking or doing discipline-specific work.

Prof. But covered a variety of techniques that utilize writing to encourage better reading comprehension. She showed us the two-column note-taking method, where students take notes on content in one column, and then annotate their notes in an adjacent column. This echoes another great WAC strategy: having students explain course material to a “new learner,” such as a friend or relative, forcing the student to put complex ideas into their own words.

She also introduced us to the concept map, a visual aid for readers to organize major themes, subjects, hypotheses, and other material in a reading. A short exercise for attendees using an E.B. White paragraph later revealed the usefulness of this organizational tool.

Justina then covered some of the differences between low- and high-stakes writing. One of the many benefits to low-stakes writing is that it can be used as a purely pedagogical tool, or “writing to learn,” but it can also be part of a scaffold, a number of smaller writing exercises that lead to a longer, high-stakes paper. She concluded with a very handy checklist (available on handout at bottom of this article) of items instructors should remember to ask themselves when designing an assignment, things that all of us as instructors have probably forgotten at one point or another (e.g. “Have I expressed who the intended audience is for this paper?”). Finally, she presented a series of useful assignment types for low-stakes writing, including a variety of prompt types, summary assignments, or the “explain to a new learner” strategy.

Next, Zak Aidala covered high-stakes assignments, and how to better prepare students for writing these longer, more serious papers. He covered a variety of ideas for scaffolding larger assignments, or building up to the final paper with a series of shorter targeted papers. The workshop concluded with each group considering a traditional high-stakes assignment that had a number of flaws, and each table of faculty and fellows approached it with a variety of “fixes.” One table focused entirely on creating writing as reading assignments, another on low-stakes scaffolded assignments, and another on high-stakes scaffolded assignments.

If you missed our Effective Assignment Design Workshop, the PowerPoint is available here. Please feel free to download it and if you have questions, use the comments section below. We also have a concise Handout with directions for concept mapping, ideas for low-stakes writing assignments, and an assignment design checklist, all taken from the presentation.

Our next workshop will be on November 12 at 1pm, and covers Peer Review, another great tool that you can use in the classroom with low- or high-stakes assignments. We hope to see you there, and check back here for more information shortly.

[1] Toby Fulwiler, “Why We Teach Writing in the First Place,” fforum 4, no. 2 (1983): 123.

October 17, 2013October 25, 2013

Peer Review in the College Classroom

Peer review assignments can provide a scaffold to a formal writing assignment (such as a term paper) in which students comment on each others’ drafts, thereby relieving instructors of that burden. Peer review activities (whether in class or as a homework assignment) require students to take an active role in their own as well as their fellow students’ learning experiences, allowing them to obtain feedback from more than one person’s point of view. In a traditional classroom setting, students are almost always exclusively given feedback from one authoritative body – the instructor. While it is necessary to have a singular entity that provides feedback and instructions for improvement, it is equally important for students to become comfortable receiving feedback from multiple people. Regardless of the career they choose, students will find there is rarely a back-and-forth between only two people. Collaborations are the norm and so feedback will come from many different individuals, and certain aspects of their work will be more important to some people than others.

When conducting peer review assignments in class, students should be directed to provide well-informed critiques of the work (asking them to model after your own comments as an instructor is a good place to start). This process is similar to the way publishing original research in the academic world works as well (and indeed reflects how work is produced in many non-academic professions as well, making this process beneficial to students, irrespective of their future career choice). It also allows the teacher to assess student learning from an alternative point of view. The peer reviewer assumes the role of “expert” and must therefore provide his/her expert opinion of the work produced by the reviewee. A quality peer review explains to instructors that the reviewer understands the material well enough to provide thoughtful and insightful feedback.

In my experience, students are often more interested in impressing their peers than their teachers, so when they are required to critique each others’ work they will put in more effort to impress. However, it may be useful to provide students with a rubric of some sort they can follow when conducting their review. For example, a student might state that “the main concept was explained well.” As an instructor, that gives little indication that either the reviewer or reviewee knew anything about anything. Instead, students should be required to give specific examples from the text and provide specific feedback. For example, “The author states that animals learn by association, but doesn’t talk about animals that can learn to navigate a maze in the absence of any relevant associative cues.”

Lastly, peer review assignments need not be limited to term papers/essays. They can be easily adapted to mock poster or oral presentations in which students present their posters to a group and be prepared to field questions and defend critiques of their work. Peer review assignments not only provide an alternate way of assessing student work, they lend themselves well to assignments that require multiple drafts.

March 19, 2013October 25, 2013

Bilingual Education Strategies

Bilingual education differs from ESL (English as a Second Language) in that it emphasizes growth in the students’ home language (L1) as well as English, whereas ESL is mostly geared towards learning English. Bilingual education is premised on a social justice framework for thinking about learning that seeks to incorporate student language, culture, and identity as powerful assets in the classroom as a means of working towards greater social equality both inside and outside of schools. Bilingual education is advocated for learners of all ages and varying linguistic proficiencies (Garcia, 2009).

In 2011, the CUNY-NYS Initiative on Emergent Bilinguals published a “Translanguaging Guide” which includes many concrete strategies for drawing on students’ full linguistic capacities in a variety of classroom settings. It can be found in its entirety for free here: http://www.nysieb.ws.gc.cuny.edu/files/2012/06/FINAL-Translanguaging-Guide-With-Cover-1.pdf

In the guide’s introduction, the authors state that “Translanguaging affords the opportunity to use home language practices, different as they may be from those of school, to practice the language of school, and thus to eventually also use the appropriate form of language.” As helping students learn academic discourse is a goal of Writing Across the Curriculum, here are a few translanguaging strategies to help improve student writing:

Have students develop a language portfolio where they can record and celebrate their language learning in your course. They can set goals for language learning, document and explore encounters with new language introduced by your class, develop rubrics to evaluate their own capacities, needs, and progress, and collect examples of their own accomplishments in both languages. Students can use this portfolio across courses and disciplines as they progress in the program.

The guide also provides the following questions to help instructors reflect on the linguistic demands of the course and develop multilingual objectives and strategies to help students meet those demands:

1) Will students need to learn certain vocabulary words?

2) Will students need to use a particular aspect of grammar?

3) Will students need to use certain signal words in their writing to transition from one paragraph to the next?

4) What type of language will students need to learn to read or write in a particular genre/discipline?

Students can make comparisons between how two languages use grammar, certain words, paragraph structure, and sentence structure.

Other practices include the strategic, purposeful use of both languages:

– Having students create one written assignment in English, and another (related) assignment in their home language.

– Translate a written assignment from their home language to English, or vice versa.

– Create a written assignment that uses both English and the home language for a specific purpose.

Finally, consider how students can work collaboratively in your class. Students can meet in small groups where they discuss the content in any language, but then share out or report back to the whole class in English. Students can work in groups to brainstorm in any language, and then write in English. Another possibility is to have students listen to your lecture or discussion in English, and then discuss it in small groups in any language. Students could also free-write and use concept maps to explore ideas in their home language, and develop these informal assignments into a formal paper or presentation in English.

Category: Fellows’ Corner