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Friday, June 20 • 8:30am - 9:20am
CON9.05 – Transforming Undergraduate Essay Writing: Towards A Potential Model (Room A239)

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As any professor who teaches a course with an essay component is pointedly aware, students in the first years of undergraduate study often struggle in their writing assignments, and no more so than with the (much-dreaded) essay. In this interactive workshop, participants will be invited to consider a potential model for teaching writing that I, in my capacity as an English instructor tasked with improving student writing for majors and non-majors alike, have been developing over the last seven years of teaching. Employing worksheets, peer reviews, self-assessments, and follow-up reflection pieces, the model is highly scaffolded without adding substantially to the instructor’s workload. Founded on practice, it aims to transform passive learners into active ones by putting the student in the position of the teacher at various stages throughout the process.

Session participants will take part in a series of brainstorming, think-pair-share, and group activities at various stages (pre-assessment, participatory learning, and post-assessment) that ask them to identify common struggles they have detected in student writing, as well as to access the potential advantages of and troubleshoot potential problems raised by the model. Upon completing the workshop, educators will be able to identify the options that the model raises for addressing student struggles with writing as well as to elaborate on the value of alternate forms of assessment that the model incorporates (formative, self-, and peer) with respect to the writing process.


Speakers

Friday June 20, 2014 8:30am - 9:20am
A239 McArthur Hall

Attendees (5)