This category contains 2 posts

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

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