Pedagogical Theory

This category contains 6 posts

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

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

Video of December Workshop on “Multiple Intelligences in the Basic Writing Classroom” (Part 2)

In this recording of the second half or our December Workshop, workshop attendees discuss their own best practices for teaching basic writing courses as well as possibilities for integrating multiple intelligence theory into their pedagogy.

Video of December Workshop on “Multiple Intelligences in the Basic Writing Classroom” (Part 1)

In this recording of the first half of our December Workshop, presenters Ruth Ray, Angela Meador, and Jennifer Weaver discuss multiple intelligence theory and its applications to basic writing pedagogy. Update: Part II of the workshop video is now available below:

Teaching the Summary Essay in ENG 1020

Within the current WSU composition sequence, the summary essay is usually associated with ENG 1010. Having taught all three courses in the sequence, however, my experience is that many 1020 students do not have strong summarization skills. What skills they do have are often oriented around their use of summary in literature-based courses or the … Continue reading

Passion and Principle: Syncing Teaching Priorities with Transfer Strategies

Reading LaToya Faulk’s and Joe Paszek’s recent blog entries, I found myself asking a question that conversations with a number of instructors in the Composition Program have heightened for me this semester: How can we link what we already do—and what we most value—in our teaching to the goal of promoting transfer? Joe’s post on … Continue reading