Category Archives: WAC in Practice

Why We Grade

At a recent WAC meeting, we watched this video of students relating their feelings about receiving graded papers back from instructors. The general theme among the students was that getting comments (often somewhat inscrutable negative ones like “Bad” or “No”) scribbled in … Continue reading

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Writing to Learn: From WAC Principle to Life Practice

As anyone who has spent much time around the Writing Across the Curriculum program is well aware, those working in WAC have a near religious devotion to the inclusion of low-stakes informal writing assignments in every curriculum. These exploratory writing … Continue reading

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Back to school, back to plagiarism?

As another semester gets under way, many City Tech students will find themselves under a tremendous amount of pressure – with family, work, and school obligations, finding time to write a successful paper might seem impossible to some. And that’s what the … Continue reading

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Guiding Students Toward Successful Discipline-Specific Writing

One of the fundamental tenets of WAC pedagogy is that learning in every discipline is enhanced by writing. This is one reason you will often see WAC linked with another acronym, WID. Writing in the Disciplines, or WID, is a … Continue reading

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Writing with an Accent

“When you hear my accent, you know where I come from. Well, I want my writing to be reflected in that way too.” –Tonka Dobreva More than two thirds of City Tech students are not native English speakers. For many of those students–and … Continue reading

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Technology in the Classroom

Our last faculty workshop of the semester is approaching, where we will be discussing strategies for implementing more creativity in the classroom. An aspect of this workshop involves the use of technology. But whether and how to use technology in … Continue reading

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Putting Down the Red Pen

If you have been exposed to even a moderate amount of WAC pedagogy, you have probably heard this advice: when you mark student work, use anything other than a red pen.   On the surface this seems reasonable, after all, … Continue reading

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Should We Abandon Active Learning for Lecturing?

A Sunday New York Times op-ed about teaching style—currently one of the most-emailed articles on the newspaper’s website—issues a call for more lectures and less active learning, at least in the humanities. Molly Worthen, an assistant professor at UNC-Chapel Hill, … Continue reading

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The Importance of Varied Modes of Teaching

Earlier this summer, one of our WAC co-coordinators shared this article by Paula Moran that aims to debunk the “Learning Styles” myth. The topic of the various ways in which students learn is something we think about a lot in … Continue reading

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Context: One Key to Deeper Learning

Friday May 1st at the Graduate Center’s Annual Purposeful Pedagogy Conference, the keynote address was given by Dr. Anna Stetsenko, a Professor in the Human Development and Urban Education Ph.D. Programs at the Graduate Center. I also was lucky enough … Continue reading

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