Bean, John C.

English

epublications@Marquette

Conversations on Jesuit Higher EducationVolume 43 Article 123-1-2013Reports: Round-Up: What's New in Writing acrossthe Curriculum at Jesuit Institutions Today?John C. BeanFollow this and additional works at: http://epublications.marquette.edu/conversationsRecommended CitationBean, John C. (2013) "Reports: Round-Up: What's New in Writing across the Curriculum at Jesuit Institutions Today?," Conversationson Jesuit Higher Education: Vol. 43, Article 12.Available at: http://epublications.marquette.edu/conversations/vol43/iss1/1222 Conversationsveteran wounded in Iraq, wrote abouthow he saw his life intersecting withthe story of Ignatius. Other students,returning to college, added to our dis-cussions of the worth and cost of a col-lege education today. Additionally, although we used thesame major assignments and many ofthe same readings, our courses werenot identical.  It’s important that thecourse remain flexible so that it canadapt to teachers’ individual expertise.We developed a shared vocabulary anda core set of texts, while retaining theautonomy to tailor the courses to ourown interests. Finally, our pilot projectwas supported through an institutionalgrant, which gave us the resources todo extensive curricular developmentthe previous summer. In one assessment, students wereasked to define academic writing, aquestion previously asked on the firstday which most could not answerclearly. Now, however, all gaveanswers that included terms like “argu-mentative,” “support,” “back up yourclaims,” “include opposing view-points,” “prove a point.” Additionally,when asked to reflect on what theyhave learned about themselves as writ-ers, the overwhelming response mimicsthis one student’s response: “I’velearned that my writing needs work.”   We were delighted by the over-whelmingly positive response becausewe had feared that students wouldreject any prolonged engagement withIgnatian ideals in a required course.During an in-class reflection early inthe semester, Erin’s students consideredthe links between that day’s readingand the college mission statement.Their responses noted how both thestatement and the author’s argument onthe nature of Jesuit ideology affirm thenecessity of individual freedom of con-scious and the importance of living afull life.  As one student, skeptical ofthe “Catholic” element of the Le Moynemission, notes: “It is comforting toknow that the Jesuits and Le MoyneCollege give me the freedom to dowhat I feel is my own path and thatthey will be supportive ofthat.”  Another student notes that “As aJesuit Institution Le Moyne has specificgoals set out for its students includingeducation of the mind and body, adualism at the heart of the Jesuit tradi-tion, critical reasoning and eloquence,skills necessary for students to go intothe world, and a dedication to serviceand learning, which lies at the center ofJesuit spirituality.” These two responses—one sur-prised by the nature of Jesuit educa-tional ideals that do not conform tonegative assumptions of Catholicismand one that sees positive linksbetween academic and non-academicgoals—are typical. Erin felt that thesestudents understood the implicationsbehind why one should attend a Jesuitcollege. All private colleges mustdemonstrate to their students why theirparticular institution is worth attending;even early on, these students seemedreceptive to the distinctive nature of thecollege they had chosen. Laura Davies and Erin Mullally teachin the English department at Le MoyneUniversity. Round-UpWhat’s New in Writingacross the Curriculumat Jesuit InstitutionsToday?John C. Bean“So, while John Carroll (JCU) doesnot have an official Writing Across theCurriculum (WAC) program, we do anumber of WAC-type things,” says TomPace, the director of writing at JCU.Like John Carroll, most Jesuit collegesand universities do a lot of WAC-typethings. What’s new are cross-discipli-nary commitments to eloquentia per-fecta that help students understand thepower of writing to promote deeplearning, civic engagement, and dis-cernment of beliefs and values.“WAC-type things”: Three quickexamples include GonzagaUniversity’s pilot initiative in readingacross the curriculum; the day longworkshop that Tom Pace and col-leagues at John Carroll conduct for fac-ulty teaching writing-intensive courses;or Rockhurst University’s discus-sions of eloquentia perfecta across thecurriculum.A different “WAC-type thing” is thewriting fellows program by PaulaMathieu at Boston College. Unlike adrop-in writing center, a writing fellowsprogram pairs trained graduate-studentfellows with an interested faculty mem-ber on a specific course. The fellowswork with the professor and consultthroughout the semester with studentsduring draft stages of assignments.Also, at least two Jesuit universitieshave WAC websites providing supportinformation for both students and fac-ulty. The Marquette website includesa “department-by-department” refer-ence guide as well as writing tips forstudents. Loyola Maryland has alsoproduced a writing handbook availableon-line.WAC via core initiatives:.Fordham University’s eloquentiaperfecta seminars, taught by facultyacross the curriculum, were featured ina recent article in America (“How toBuild a Better Student” May 16, 2011).Students must take four EP seminarsduring their undergraduate years. St.Joseph’s University also requires awriting-intensive course during each offour years. Seattle University’s newfour-year vertical core requires writingin every core course and specifies thatparticular courses must require a writ-ten or oral assignment.WID (writing in the disciplines)initiatives: In Seattle University’swriting-in-the-majors program, eachReports1Bean: Reports: Round-Up: What's New in Writing across the Curriculum atPublished by e-Publications@Marquette, 2013Conversations 23major identifies a capstone project thatrequires “expert insider prose” in thediscipline. Disciplinary faculty, usingthe process of backward design, devel-op instructional modules and assign-ment sequences needed earlier in themajor to prepare students for capstonework. (For a bibliography of peer-reviewed articles on Seattle University’suse of assessment to sustain WAC,email jbean@seattleu.edu)Reflection across theCurriculum:. Whereas “reflection” inwriting instruction has typically focusedon metacognition, Jesuit universitiesare increasingly using reflection in theIgnatian tradition of discernment, ask-ing students to wrestle with questionsabout meaning and value. Fairfield’snew core has a pathway entitled“Rhetoric and Reflection.” SeattleUniversity’s new Core also requiresreflection in a number of courses,including social justice.John C. Bean is professor of English atSeattle University. Writing-Across-theCurriculum and thePromise of SomethingMoreJoseph JanangeloWriting-across-the-curriculum (WAC)courses represent a nexus of what isnew and renewed for students at Jesuitcolleges and universities. Three recentdevelopments illustrate this combination. 1. Students compose digital textsacross the curriculum.For years, students and teachershave used web sites and databases tofurther their research. ContemporaryWAC instructors are moving from sim-ply using existing online texts to help-ing students create new ones in con-temporary professional genres.Students receive mentored practice incomposing texts designed for onlinepresentation and circulation. These proj-ects prepare students for careers design-ing company web sites, maintainingtheir social media presence, and creatingonline databases and reports. This helpsstudents create texts of encapsulated elo-quence with a few well-chosen wordsand a menu that is clear and inviting.Instructors also help students incorpo-rate visuals (e.g. still and movingimages) and sounds (e.g. music).2. Students write in scholarly andprofessional genres. Genres include lab reports, case stud-ies, brochures, and teaching portfolios. 3. Undergraduates publish theirresearch. Numerous journals sponsor under-graduate research. For example YoungScholars in Writing publishes work inrhetorical theory and practice. The con-cept of audience is writ large whenundergraduates write for hundreds ofreaders.More and MoreThe more students write and revisetheir work in carefully mentored WACcourses, the more attentive, rigorous,and capable they become as readersand writers. Learning to write well is alife-long project. First-year compositioncourses lay a strong foundation. Joseph Janangelo teaches English atLoyola University Chicago.2Conversations on Jesuit Higher Education, Vol. 43, Iss. 1 [2013], Art. 12http://epublications.marquette.edu/conversations/vol43/iss1/12

Reports: Round-Up: What\u27s New in Writing across the Curriculum at Jesuit Institutions Today?

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Reports: Round-Up: What\u27s New in Writing across the Curriculum at Jesuit Institutions Today?

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