Writing Intensive (WI) Faculty Workshop (video series)

Writing Intensive (WI) Faculty Workshop (Central Michigan University)

1.  ​An Introduction to Writing Intensive Courses at CMU 
2.  Planning Your Writing Intensive Course
3.  Designing Writing Assignments​
4.  Strategies for Teaching Writing​
5.  Providing Feedback to Writers​
6.  Assessing Writing, Improving Writers​
7.  Working with International Students​
8.  Resources and Reference​s

What Is a Video Essay?

https://www.adn.com/visual/2017/04/18/video-the-spring-tide/?nl=cooking&em_pos=large&emc=edit_ck_20170424

Composing Focus: Shaping Temporal, Social, Media, Social Media, and Attentional Environments

Abstract: Writers must learn to control factors that influence the ability to focus, especially in what some call a culture of distraction. In our efforts to promote metacognition and flexible writing processes, writing teachers need to engage students in study and discussion of factors in our temporal, social, media, social media, and attentional environments that influence focus while composing. This article examines these facets of our contemporary scenes of writing by reviewing recent research in composition studies and psychology about writing and attention, discussing the results of a survey of undergraduate writers’ composing practices, and sharing insights from assignments that help writers notice important elements of their environments. The article recommends assignments and questions to encourage reflection on writers’ interactions with these elements in order both to find focus and to promote process-related transfer and adaptability in our ever-changing scenes of writing.

Composing Focus: Shaping Temporal, Social, Media, Social Media, and Attentional Environments

Decoding the Disciplines Project

http://www.iub.edu/~hlp/decodingthedisciplines.html

For the last decade the Indiana University Freshman Learning Project has taken faculty through a two-week seminar designed to help the participants find new ways to increase learning in their undergraduate courses. This “decoding the disciplines” process allows professionals in departments from across the university to develop ways to identify the kinds of operations that are required for success in their fields and to more effectively initiate students into these ways of thinking.

Error in Professional Writing

Let me provide the list of references I share with those teaching business/technical writing:

 1.  Hairston. (1981). Not All Errors Are Created Equal: Nonacademic Readers in the Professions Respond to Lapses in Usage. College English<http://www.ncte.org/journals/ce>, 43, 794-806.
 2.  Connors & Lunsford. (1988). Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Research. College Composition and Communication<http://www.ncte.org/cccc/ccc>, 39, 395-409.
 3.  Leonard & Gilsdorf. (1990). Language in Change: Academics’ and Executives’ Perceptions of Usage Errors. Journal of Business Communication<http://job.sagepub.com/>, 27, 137-158.
 4.  Seshadri & Theye. (2000). Professionals and Professors: Substance or Style? Business Communication Quarterly<http://bcq.sagepub.com/>, 64, 9-23.
 5.  Beason. (2001). Ethos and Error: How Business People React to Errors. College Composition and Communication<http://www.ncte.org/cccc/ccc>, 53, 33-64.
 6.  Lunsford & Lunsford. (2008). Mistakes Are a Fact of Life: A National Comparative Study.College Composition and Communication<http://www.ncte.org/cccc/ccc>, 59, 781-806.

What Can You Do With An English Major? (Special Topics Course)

What would it include?

A Writing Course with research on the affective elements of writing at the center

Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions

States, Traits, and Dispositions: The Impact of Emotion on Writing Development and Writing Transfer Across College Courses and Beyond