<\/a>
\n<\/a><\/a><\/p>\n

\u201cteaching. writing. learning.,\u201d <\/strong>the new series of conversations on teaching writing across the campus, began last wednesday.\u00a0 emily king<\/a> <\/strong>(english), richard lloyd<\/a> <\/strong>(sociology), and jonathan gilligan<\/a> <\/strong>(earth & environmental sciences) were the invited guests for kick-off event entitled “starting the conversation: a panel on inspiring your students to write.\u201d<\/p>\n

emily emphasized the need to define \u201cexcellent writing\u201d in your class<\/strong>, as this definition will vary across levels and disciplines.\u00a0 she shared a wealth of concrete suggestions, addressing<\/p>\n

\n
• how to prepare students for writing in your class (\u201cpractice the analysis in class that you will demand from them in their essays,\u201d create and share with students a grading rubric for writing in your class),<\/li>\n
• how to help students during the drafting process (workshops, staggering deadlines, drawing on the writing studio and the fyws instructor toolkit<\/a>), and<\/li>\n
• how to help students make sense of your evaluation of their writing (\u201cstress again and again that writing is a process,\u201d showing your own manuscripts in progress, presenting the common writing problems in a set of papers before you return them).<\/li>\n<\/ul>\n

  richard focused on the relationship between \u201csubstantive discussions and substantive writing\u201d:\u00a0 \u201cthe quality of class discussions is reflected in predictable ways in the writing i get from students.\u201d \u00a0he wants his sociology students to think, discuss, and write \u201csynthetically,\u201d <\/strong>putting texts and ideas in conversation with each other.\u00a0 such synthesis is a higher order of thinking and writing, he said, than simple interpretation, or compare and contrast.<\/a><\/p>\n

  jonathan wants his science students to think of themselves as writers<\/strong>.\u00a0 he confessed to teaching less content and more writing in his first-year writing seminars.\u00a0 he regularly assigns readings from the classic writing guide <\/span>the craft of research<\/a> <\/em>to help students integrate how they think about research and writing.\u00a0 \u201cwhy <\/span>do researchers write? to communicate information. to make replication of research possible. to talk with <\/span>journal editors and readers. even to affect public policy.\u201d<\/span><\/p>\n

  <\/a><\/p>\n

  for an additional glimpse into the conversation, see cft director derek bruff’s sketchnotes<\/a> (preview left).<\/span><\/p>\n

   <\/p>\n

   <\/p>\n

  the next conversation?<\/h2>\n

  the remaining \u201cteaching. writing. learning.\u201d sessions will shift to a less formal conversation to facilitate idea sharing among all attendees.\u00a0 on wednesday, september 18, from 12:10-1:00,<\/strong> the conversation will focus on \u201cmanaging the paper load: grading writing efficiently and effectively.\u201d <\/strong>scott juengel<\/a> (english) will open with 10 minutes of some effective practices that colleagues from across the disciplines may use, followed by a few minutes of research-based best practices shared by the cft, ws, and\/or library staff.\u00a0 during the remaining 40 minutes, attendees will have a chance to discuss their practices, challenges, and questions related to \u201cmanaging the paper load.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

  \u201cteaching. writing. learning.,\u201d the new series of conversations on teaching writing across the campus, began last wednesday.\u00a0 emily king (english), richard lloyd (sociology), and jonathan gilligan (earth & environmental sciences) were the invited guests for kick-off event entitled “starting the conversation: a panel on inspiring your students to write.\u201d emily emphasized the need to define…<\/p>\n","protected":false},"author":452,"featured_media":14643,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","_links_to":"","_links_to_target":""},"categories":[6,8],"tags":[188,48],"acf":[],"jetpack_featured_media_url":"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09154610\/teaching-writing-learning-logo.jpg","_links":{"self":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/15372"}],"collection":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/users\/452"}],"replies":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/comments?post=15372"}],"version-history":[{"count":0,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/15372\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media\/14643"}],"wp:attachment":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media?parent=15372"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/categories?post=15372"},{"taxonomy":"post_tag","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/tags?post=15372"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}