Seminars and workshops about teaching writing are available for instructors who teach writing-intensive courses. All seminars meet in the Writing Center, which is in Suite 201 of the Tuttleman Learning Center.
Please RSVP to Jennifer Follett: firstname.lastname@example.org or 1-0703.
The following is a list of seminars for the beginning of the Fall 2011 semester:
The Writing-Intensive Course Program at Temple
Come to one of these meetings for an introduction to teaching in Temple's writing-intensive course program. We'll review the guidelines for w-courses and talk about what they mean for your class. If you haven't taught in the program before, or if you're unsure about what has changed in the new w-course program, please consider attending.
Friday August 26th 11:00-12:00 pm
Monday August 29th 3:30 - 4:30 pm
Tuesday August 30th 11:30 - 12:30 pm
Designing Effective Writing Assignments
One of the keys to teaching a writing-intensive class is crafting effective assignments. Well-designed assignments can mean the difference between getting student work of the "I-wrote-it-last-night-while-watching-TV" variety and the "hey-I-really-learned-something" variety. Honing your assignments can also save you valuable time when it comes to responding to and grading students' papers.
Come to this forum to learn about creating effective assignments for your w-course. We will review the assignments from several w-courses to see how they are designed and sequenced to match the instructors' goals. After that, participants will spend time reviewing the assignments from their own courses to see how they might be improved. As always there will be ample time for participants to talk with each other about their own teaching strategies.
Wednesday August 31st 12:00 - 1:30 pm
Thursday September 1st 4:00 - 5:30
Incorporating Peer Review into a W-course Assignment
Incorporating peer-response into your writing intensive courses can offer students deeper awareness of their own writing processes, opportunities to read and discuss genres important to your discipline, important feedback from multiple readers, and improved competencies both in talking about writing and in collaborating with fellow students. But how do you get more from your students than, “It looks fine. . . I think you should get an ‘A’?” In this workshop, we will discuss methods and models for assigning, supporting and evaluating peer response efforts, so we can facilitate the kind of collaborative work that can be productive and satisfying for your students.
Wednesday September 7th 12:00 - 1:30
Thursday September 8th 3:00 - 4:30