Congratulations to Human Science professor Jason Tilan, who together with former GU colleagues J.P. Hyatt and Elisa Bienenstock, has just published an article based on their work on a core Integrated Writing course, Physiological Adaptations. Their essay appears in Advanced in Physiological Education. Check it out!
Here’s the abstract of the essay:
Scientific writing requires a distinct style and tone, whether the writing is intended for an undergraduate assignment or publication in a peer-reviewed journal. From the first to the final draft, scientific writing is an iterative process requiring practice, substantial feedback from peers and instructors, and comprehensive proofreading on the part of the writer. Teaching writing or proofreading is not common in university settings. Here, we present a collection of common undergraduate student writing mistakes and put forth suggestions for corrections as a first step toward proofreading and enhancing readability in subsequent draft versions. Additionally, we propose specific strategies pertaining to word choice, structure, and approach to make products more fluid and focused for an appropriate target audience.
The Writing Program’s reading group will meet on Monday, January 23 from 2:00 – 3:00 pm in the Lannan Center (New North 408). All are welcome.
We’ll be discussing two texts: the Elon Statement on Writing Transfer and Heidi Estrem’s “Threshold Concepts and Student Learning Outcomes” (linked here, or available in Naming What We Know pages 89-104).
Please contact Dr. Karen L. Shaup (email@example.com) if you have any questions.
There are flags where the stars are transformed into baseballs, hearts or shamrocks. There are flags where the stars are replaced by the bold X’s of the hard-core movement, the symbol that was Magic Markered onto the hands of straight-edge punks. There are flags where the bars are rendered as waves or as chevrons.
“The thing that really gets me is the scale at which it’s happening and the materials and all the different subsystems,” Matt said.
After you read the article, be sure to check out Matt’s website for the project, at dcadapters.org.
In envisioning different models for the future of the university, Randy Bass has suggested a “push/pull” model in which we not only “push” some learning experiences by incorporating them into courses but also “pull” students into experiences by making resources available for independent use. This model seems especially relevant to learning in areas like writing that cuts across disciplines. As Georgetown establishes the new Integrated Writing requirement, faculty will “push” writing in courses that emphasize disciplinary content and practices. Faculty need resources to support this work, including guidance on implementing best practices in the teaching of writing and materials to which they can direct students.
At the same time, students would benefit from independent support for some of the challenges of writing, like revision and editing, and for some specific writing genres, like proposals and scientific papers. The Georgetown University Writing Program will experiment with online modules to address these needs, creating four online resources:
A guide for faculty on incorporating online peer review in their courses, with examples and templates for use with recommended online tools
An online video tutorial on revising and editing
An online video tutorial on writing proposals, with options for specific guidance on writing business proposals and grant proposals
An interactive online tutorial on reading and writing scientific papers, with emphasis on the structure and style of academic writing in the sciences
Many faculty want to help their students develop as writers, but they lack expertise in writing pedagogy and don’t have time to invest in creating writing-specific resources. In discussions of the Integrated Writing requirement, faculty regularly note their frustration with students’ revising and editing abilities, and they have expressed concern about their preparation to help students with these aspects of writing. In addition, as they move through their Georgetown careers, and once they graduate, students and alumni often find themselves writing in genres whose conventions and forms are unfamiliar. Two of those genres, proposals and scientific reports, are central to multiple academic and professional fields, so a single tutorial could be useful to users in a wide range of situations, or tutorials could be adapted for use in specific courses or programs. Faculty could integrate these resources into courses, and they will be available via a new “writing portal” to any Georgetown student (or graduate) at any time.
Myth: Teaching writing takes time away from teaching content Reality: You can teach writing by using course readings to examine how people in your field produce and share knowledge, make arguments, and use specialized language, formulas, or evidence
Myth: Teaching writing means assigning more papers Reality: Teaching writing is about quality, not quantity; the focus is on preparing students to write better papers
Myth: Teaching writing means much more grading time Reality: Providing clear assignments and guidance for writing can make grading more manageable, and students’ papers are likely to be better
Myth: Teaching writing means I have to assign long, formal papers Reality: Teaching writing can involve short, low-stakes writing assignments, presentations, and multimedia projects
Myth: Teaching writing means I have to read and comment on everything my students write Reality: You can help students learn about writing is by asking them to review and comment on each other’s work
Myth: Teaching writing means teaching editing and grammar Reality: Teaching writing means letting students know when their form, style, or approach to argument doesn’t meet the expectations and standards of their audiences
Myth: Our students would write well if only they could get the grammar and mechanics right Reality: Writers struggle to get the language right when they’re unsure about the content
Entering college students already know that strong writing skills are needed for success in university-level courses, but it’s the job of the writing teacher to explain why these skills are important. These articles explain why writing proficiency matters in college and afterwards.
Individual Life is here for you; our most straightforward mission helps trainees get the best from their encounters at the college or university pay for homework answers It becomes an entertaining possibility for nominate your most enjoyable lecturer, tutor, supervisor, support people, counselor of studies, and so forth. If you feel part of team members went above and beyond to create your time at Glasgow marvelous, then what easier route to thank them rather than to nominate them to obtain a Student Showing Grant.
This article from UC Berkeley explains the importance of strong writing skills as graduates search for jobs and eventually seek out promotions.