This category contains 16 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

Piloting the New 1020, Part VI: Using Reflective Activities to Teach Writing Process in 1020

Note: This it the sixth in a series of blog posts chronicling the piloting of the new ENG 1020 Curriculum. You can find all entries in the series here. As one of a handful of instructors that’s teaching a pilot version of 1020 this semester, it’s been both fun and challenging to rethink my approach … Continue reading

Mediating Tensions of Voice, Audience, and Authority through Reflection

Reading Jared’s most recent post on the “Ends(s) of Reflection in an ENG 1020 Semester” led me first back through two other posts he cites early in his, both from the winter 2012 semester, and then, in an idiosyncratic set of associative steps, to revisit some of this semester’s posts and assignment sequences on the … Continue reading

Recharging, Reflecting, and Revising: My Conference Weekend

Amy Metcalf and I just got back from a trip to East Lansing for MCTE and WIDE-EMU, where we talked about our projects on self-efficacy (Amy) and the inquiry environment (me). Now that I am home, in my dissertation sweatpants, in my chair, about to eat some pizza, I want to take a few minutes … Continue reading

Encountering Impact Beyond Composition Courses

It’s hard not to feel nostalgic when your GTA position ends in the English department. It’s even more nostalgic when you return to the location where you first began your GTA journey: the Writing Center. Within the past week, I’ve encountered students that I haven’t seen in years. After twenty sections, some students are more … Continue reading

“Watch and Wait”: Some Thoughts About the End(s) of Reflection in an ENG 1020 Semester

The first year of blog posts have started a conversation that has helped me feel more connected with other teachers and more deliberate and informed in my own day to day teaching. The longest thread on reflection was an interesting and appropriate starting point for this blog too – giving insight into not only into … Continue reading

Piloting the New 1020, Part III: From 3010 to 1020 and Back Again

Note: This it the third in a series of blog posts chronicling the piloting of the new ENG 1020 Curriculum. You can find all entries in the series here. I come to the reflection upon the new ENG 1020 objectives and revisions from a different position. I have not taught ENG 1020 for quite a … Continue reading

Piloting the New 1020: Viral Genres

Note: This it the first in a series of blog posts chronicling the piloting of the new ENG 1020 Curriculum. You can find all entries in the series here. One of the challenges of revising the 1020 curriculum for piloting this Fall, at least for this instructor, was the thought of giving up on assignments … Continue reading

The True Value of Self-Deprecation

I usually march into my composition class with a general outline, a handful of illustrative examples, and a dry erase marker – all aimed at solving a problem or completing a task associated with the latest project I’ve assigned. My students seem to prefer this method: splitting the project into a series of scaffolded steps … Continue reading