Faculty Workshop Archive

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Fall 2017 Writing @ Bates Workshops for Faculty & Staff

Reading Like A Writer: Using Assigned Reading to Improve Students’ Genre Awareness

Workshop materials available here.

9/12/17, Noon, Hathorn 303

Encouraging Students to Practice (in Writing) the Critical Thinking You Value

We think carefully about our course designs and many of us have course objectives that we outline in our syllabi to reflect the kinds of critical thinking we value in our field. But how do we know our students are clued in to those values? How can we make more apparent and encourage students to practice the kinds of critical thinking we value? This workshop will offer a space for instructors to consider and share the kinds of critical thinking skills valued in their disciplines and to brainstorm strategies for supporting and guiding students to practice those skills in their writing.

Workshop materials available here. Powerpoint. Handout.

10/3, Noon, PGILL G10

The Norton Field Guide to Writing Coursepack: An Overview and How-to Guide

The Norton Field Guide to Writing comes with electronic access, for both you and your students, to a large library of materials (quizzes, tutorials, handouts, and other resources) that supplement the text and support the teaching of writing. These materials are excellent and helpful, but can be a bit overwhelming to dive into.This session will provide an overview of these materials, and a guide to integrating them with your Lyceum course.

Facilitated by Dan Sanford

10/11, 4:15 PM, Coram Computer Lab

InQuizitive: Gamified Learning to support the Teaching of Writing

InQuizitive is an adaptive quizzing tool that combines interactive questions about writing, academic honesty, citation, and grammar with game-like elements to engage students in a format similar to popular language-learning apps. If you’re interested in using this resource (which is available to all FYS faculty and to all faculty using the Norton Field Guide to Writing) in your courses, please come for in introduction to the tool and a guide to integrating it with your course in Lyceum. For a preview of InQuizitive, visit http://inquizitive.wwnorton.com.

Facilitated by Dan Sanford

10/17, Noon, Coram Computer Lab

The Gallery Walk and Other Strategies for Teaching Research as a Recursive Process

This interactive workshop will lead participants through a series of activities that help writers generate good research questions, define the scope of a research project, and revise their questions and their scope in response to preliminary research. While you are invited to bring your own research questions, your students’ research questions, or assignments from your classes, no prior preparation is necessary. Please RSVP here.

10/25, 4:15 PM, PGILL G10

Tools for Faster, Better Grading

Commenting on and grading papers can be one of the most time-consuming parts of faculty life. By focusing your energy, it’s possible to both spend less time grading, and provide more useful feedback for your students. In this workshop, we’ll cover a few principles for fast and pedagogically effective assessment, as well as a few tools that can completely change the way you grade. Please RSVP here.

10/31, Noon, PGILL 257

The Four R’s of Effective Peer Review

Asking students to peer workshop their writing can seem like a time-consuming activity that doesn’t always pay off in ways you’d hoped. However, offering students a few preparatory pointers on how (and why) to read each other’s writing respectfully and responsibly with an eye towards revision can build communities of writers that insist on responsible membership and avoid the “culture of nice.” This workshop will present research on effective peer review and offer tangible and simple go-to strategies for facilitating targeted and more generative peer feedback in your courses. Cover Sheet for Post Review Draft, Peer Review Benefits, Review Memo, SAMPLE of a Class Peer Review Contract, Straub: Responding to Student Writing, The Four Rs of Effective Peer Review

11/7, Noon, PGILL G10

Inclusive Research Methods

In this workshop, we will begin to address the pressing issue of inclusivity by exploring the following questions: What are the origins of research methods in the sciences, the social sciences, and the humanities? How do research methods relate to culturally-specific epistemologies? Where have underrepresented minorities been marginalized in conventional histories of research? What can we learn from alternative histories and indigenous methodologies? How can we make our research methods more inclusive? Workshop slideshow available here.

11/8, 4:15 PM, PGILL G10

Supporting English Language Learners as Writers

Working with ELL writers presents a unique set of challenges. How do you work with student writers when your usual guiding principles don’t apply? How do you focus your efforts, presented with a large number of surface errors? How can you use your class to meaningfully move your ELL students towards fluency? Join us as we explore these and other questions!

11/15, 4:15 PM, PGILL G10

Revisioning Strategies: Helping Students Re-see Their Writing

Students often consider proofreading, editing, and revising interchangeable writing skills. However, each implies a very different way of re-seeing a piece of writing and each requires a particular level of close reading and metacognitive self-awareness. In this workshop, participants will tease apart the differences between proofreading, editing, and revision and will learn about and share strategies for helping students grasp these differences and attempt bigger revision risks (with bigger pay-offs) in their writing.

12/5, Noon, PGILL G10