Not Just Skills: Teaching Transferable Writing Knowledge
Wednesday, August 13, 2014 at 9:00am to 12:30pm
Center for Teaching Excellence UNH 3030, 1 LMU Drive, Los Angeles, CA 90045
Presented By: Suzanne Lane, PhD, Director, Writing, Rhetoric, and Professional Communication, MIT
In First-Year Seminars and other writing-intensive classes, we hope not only to provide assignments and give students practice in writing academic essays, but also to teach students writing concepts and processes that they can carry with them to other classes and writing situations. Recent research suggests that, because writing is always situational and domain-specific, students struggle to abstract conceptual knowledge about writing, and to effectively adapt it for new situations. In order to do this, students need to be aware not only of individual “skills” in writing, such as integrating sources, but also of the system of rhetorical choices and constraints that help us shape how we communicate in different disciplines, and for different audiences. Drawing from research on knowledge transfer, as well as on longitudinal studies of writing development, this workshop will focus on how to design writing instruction that will aid students in conceptualizing, abstracting, and adapting their writing knowledge for new situations.
Participation in this workshop is limited to registered participants only. All registered participants are required to attend the entire workshop.
Breakfast will be available at 8:30am. Lunch will be provided at the end of the workshop. If you have any specific dietary needs, please do let us know.
Please direct all questions and RSVP to email@example.com.
This workshop is a Core Course Development Workshop - for details on the new Core Curriculum and other events, see HERE.
Additional August Core Course Development Workshops offered by Suzanne Lane:
8/13/14 (pm): Evaluating Students' Writing, and our Writing Instruction
8/14/14 (am): Designing, Sequencing, and Scaffolding Writing Assignments
8/14/14 (pm): From Assignment to Revision: How Instruction and Feedback Shape Student Writing
8/14/14 (pm): Best Practices for the Collaboration between Course Instructor and Writing Instructor
Printouts of presentation slides are available upon request.
This program will be video and audio taped and may be podcast. By your willing participation in the program, you expressly and irrevocably consent to be photographed, videotaped and/or audio taped and quoted/cited. The films, tapes, and other digital recordings will become the property of the Center of Teaching Excellence, LMU.
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