1,533,483 research outputs found
HeartLines Issue 1 (April 2023)
https://digitalcommons.sacredheart.edu/heartlines/1000/thumbnail.jp
HeartLines Issue 2 ( Dec 2023)
https://digitalcommons.sacredheart.edu/heartlines/1001/thumbnail.jp
The Teacher-Student Writing Conference Reimaged: Entangled Becoming-Writingconferencing
This analysis is experimental: we attempt to read data with the work of Karen Barad and in doing so âseeâ teacher-student writing conferences (a common pedagogy of US elementary school writing) as intra-activity. Data were gathered during teacher-student writing conferences in a grade five US classroom over a six week period. One conference between a researcher and a male Latino student, a Student of Labels, is diffracted. Reading and writing and thinking with Barad disrupts our habitual ways of privileging language as representational. Rather, we consider the material-discursive practices of schooling that produce what comes to matter, leading us to reimage the teacher-student writing conference as entangled becoming-writingconferencing, speaking to the multiplicity of participants, merging of bodies, continual movement, open-ended possibilities, and anticipated transformation of intra-action
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Right Place, Wrong Time
Consulting sessions in the writing center occur at a unique time during the writing process. Generally, a student will bring in an entire draft of a paperâ oftentimes with the idea that it is completely finishedâfor a tutor to look over. Thus, we do not have the advantage of engaging the student over the entire writing process but only during a small sliver in medias res. Approaching a student writer in the middle of his or her work as opposed to either extremes of chronological timeânamely, the beginning or the endâlimits a consultantâs ability to engage the student effectively in a sequential, temporal sense.University Writing Cente
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Launching a High School Writing Center
We cast a very wide net when we established our high schoolâs writing center in
2002. The Centerâs mission statement promises "to foster an active writing
community for all members of Souhegan High School. We had a writing
center twelve years ago at our schoolâs inception, but in that start-up
environment we did not have a clear sense of the primacy of this work with
student writers. Consequently, we did not retain this position when our writing
teacher left the school. Our student population grew from 550 to over 1000,
however, and our parents were urging us to dedicate more resources to student
writing to support classroom instruction. I left my position as an English teacher
on an interdisciplinary, heterogeneous ninth-grade team to become the schoolâs
writing coordinator. We are now working to place our writing center at the
intersection of teaching and learning in our school.University Writing Cente
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Writing Centers in Athletics, A New Contact Zone
When I meet someone for the first time and explain what I do, I commonly hear some version of the question âSo, what? You write papers for football players?â It was in the spirit of combating this disheartening and marginalizing view of student athletes and athletics support services that I wrote my initial Praxis column, âSupporting Student Athletes.â There, I describe the Writing Lab (Lab) at The University of Texas at Austinâs (UTâs) Football Academics Center and our approach to working with student athlete football players. In beginning this conversation, my intent was to disavow notions that our writing tutors are doing more than they should for our student athletes and highlight writing center work happening in unconventional environments.University Writing Cente
Exploring the Impact of Teacher Collaboration on Student Learning: A Focus on Writing
In this yearlong case study, six English teachers in an urban high school in Northern California engaged in sustained collaboration focused on developing and enacting strategies to improve the writing skills of their culturally and linguistically diverse freshmen. The study was conducted between August 2018 and June 2019, to determine the connections, if any, between teacher collaboration and student learning. Qualitative data were analyzed from teacher collaboration and observation of classroom practices, focus groups and teacher-created artifacts. Studentsâ on-demand writing assessments in fall and spring were compared with instructionally supported writing. Student surveys were analyzed in a mixed methods approach. Findings suggest that studentsâ writing skills improved and students reported increased confidence in writing and other literacy practices. The lessons developed in the collaboration meetings and observed in practice, in tandem with student and teacher self-reports suggest a positive relationship between teacher collaboration and student learning outcomes
Writing across curriculum: Evaluating a faculty-centered approach
This paper discusses research on a pilot study for implementing a Writing Across the Curriculum (WAC) program in the College of Business (CoB) at a California Public University. Data analysis focused on faculty and writing assistant satisfaction using interviews, and on student learning as measured by evaluation of progressive writing assignments. Discussion includes: 1) assumptions on which the pilot was based and its goals, 2) overview of how the program was structured and implemented, 3) outcomes of the pilot program, and 4) recommendations for future programs. Results suggest both faculty and student participants were satisfied with the pilot program implementation and student writing improvement
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