Mindomo DC WRITING INITIATIVE

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DC WRITING INITIATIVE

CRITICAL THINKING (CT)

1 CT requirement in every writing assignment

1 CT discussion topic per week

WRITING TO DEMONSTRATE KNOWLEDGE

Program Capstone

Essay exams

Course final paper

Articulation of ideas, concepts, connections, summaries

FEEDBACK

Student Responses

Reflection

Journalling

Faculty Responses

End of term class-wide writing evaluation

Rubrics: DQ, Annotated bib, Writing, Final Paper, Capstone

ASSESSMENT

Plan and make improvements

Record progress, no change, new weaknesses

Compile and analyze evaluations How often?

Contract faculty to evaluate samples

Build an assessment rubric

Classroom rubrics are the source of evaluation data

Pull writing samples every term

WRITING TO LEARN

Subtopic

Research papers

Annotated Bibliography

Discussions

Exploration of ideas, concepts, connections, summaries

INFRASTRUCTURE

Tools and Resources

Web-based tutorials and exercises (use Flipboard approach?)

ONline reference guides (Hacker, Easybib, etc.)

Tutor.com

EN105 as a set of tutorials

P/F, no credit, no cost; take them till you pass them;

Who determines the P/F? Registrar involvement, degree-planning required!

Low-stakes writing: all "first" courses

BSSSDA: ENGL270, HIST310; BSMS: COMM301, MNGT209, MNGT530; BSCJ: ENGL250,SCIE202, HIST210; BSCS CYBR210, CYBR230; BIS: COMM301, COMM315

EN101

Course Development/Revision

Writing effective discussion posts

Guidelines for Annotated Bibliographies

Guidelines for creating writing assignments

Course Expectations

Course Writing Objectives

Course Learning Objectives

Writing Assessment Exam

Score determines

what the student's "first writing course" will be

what writing transfer credits are accepted

Required post-admission, pre-registration activity regardless of courses presented for transfer credit

WHY?

Meet CGCS Academic Requirements (Gen Eds)

See Expository Writing or Professional Writing courses under General Education at http://catalog.norwich.edu/onlineprogramscatalog/bachelorsdegrees/generaleducation/

Writing = Communication = Connection to Others

Peter Elbow: Being able to render knowledge and experience in everyday language is a mark of real understanding

Peter Elbow’s “Reflections on Academic Discourse: How It Relates to Freshmen and Colleagues” (College English 53.2 (1991): 135-155)

Students can learn how to voice and stand by their opinions confidently

Students can learn to produce reasons & evidence that hold up on their own rather than leaning on the authority of convenient, commonplace, available sources

Peter Elbow: Academic discourse using the language of the textbook or the discipline insulates students from experiencing or internalizing the concepts they are learning