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African American Language and the Composition Classroom

Shenika Hankerson is a lecturer at Wayne State University and is currently ABD at Michigan State University. Her research focuses on using AAL intervention strategies in the Composition Classroom.  _____________________________________________ The language, only the language…It is the thing that black people love so much—the saying of words, holding them on the tongue, experimenting with them, … Continue reading

WSU WRT Zone Workshop Series: MLA (take 2)

So popular we had to add another! Join us in UGL #231 for another workshop on MLA formatting and citation style on Tuesday, 4/28 from 2-4pm.

WRT Zone Workshop Series

Digital Storytelling in First-Year Composition

I can vividly recall stumbling across “The World of Digital Storytelling” by Jason Ohler in late 2008. I was on winter break and I was looking for an innovative way to teach a personal narrative assignment to my soon-to-be first-year composition students. To be sure, I taught personal narrative assignments many different ways during many … Continue reading

Making the Most of Student Conferences: Instructor Feedback as Heuristic

  As teachers, we do all we can to ensure the success of our students.  We make syllabi, we develop assignments and rubrics, we grade, and we converse with our students.  It is our belief that these pedagogical practices matter to students, encourage learning, and produce the successful writers in the future.  And while most … Continue reading

My On-again, Off-again Love Affair with Collaborative Writing Projects

Collaborative writing projects are a very great good, and I will continue to assign them. Collaborative writing projects are problematic and I consider cutting them from my course plans every semester. From Kenneth Bruffee to Ira Shor, pedagogical theorists have maintained not only the value of student collaboration, but the necessity of it. Knowledge is … Continue reading

We’ve Always Taught Technology in Composition!

Joe Torok is a PhD candidate in Rhetoric and Composition as well as a Lecturer in the English Department at Wayne State University. He teaches Basic Writing and Technical Communication and has been instrumental in helping the department significantly expand the number of its online course offerings.   I don’t often see technology in scare quotes, but … Continue reading

Teaching the Rhetorical Situation

I use this helpful poster from CCC to define and discuss “rhetorical situation” with Basic Writing (ENG 1010) students. In particular, we make liberal use of the diagram below (from the poster) by (a) fleshing out each of the words represented and (b) plugging multiple examples into the diagram to see how it pans out. With regard to … Continue reading

How did IT get here? Part II: Strategies for Supporting Students’ Development of Metacognitive Inscription

    This is the second post of a two-part series written by Adrienne Jankens, Angela Meador, and Thomas Trimble on metacognition’s role in the WSU Composition sequence.   In our previous post, we provided an overview of the theoretical and pedagogical context behind the Composition Program’s interest in metacognitive awareness and reflection. The core argument … Continue reading

How did IT get here?

This is the first post of a two-part series written by Adrienne Jankens, Angela Meador, and Thomas Trimble on metacognition’s role in the WSU Composition sequence. Why Metacognition? Metacognition and reflection’s roles within the WSU Composition sequence can be traced to two related contexts, one of which was institutionally-specific to WSU, and another connected to … Continue reading