Core beliefs

1. Quantity: students must write a lot of words--ideally in frequent low stakes ways which don't feel onerous to them or you, which can be assessed quickly, if at all, and which add up to a significant portion of students grade (20-30 percent).
2. Public: writing must be public and it's presence must be made visible in your course on a daily basis. Low stakes writing should be shared frequently and high stakes writing should be as well.
3. Course management system: in order to accomplish 1 & 2, as frequently as possible and ideally all the time writing must be done in digitally, by using the CMS. (this means that laptops should be encouraged in class and frequent trips to writing labs should be taken.
4. Class time: class time should be allocated to ACTIVITY--lecture is just one kind of activity and should not be the primary activity of class time. Activities which engage students in writing-related activities (individual writing, group/collaborative writing, peer-review, discusion of student texts--low stakes and high) should far outweigh the activity of lecture.
5. peer review: all major or high stakes writing should be peer-reviewed multiple times/drafts before it is handed in for a grade.

Teaching writing effectively means adopting a student (as opposed to a content) centered orientation towards the classroom. You are there to teach students how to KNOW and to DO things. Knowing and doing are equally important. Effective student-centered instructors develop a repertoire of strategies and tools for structuring classroom activity to facilitate knowing and doing. They are constantly adapting their practice to expand the range of strategies and tools they deploy to accomplish their objectives. Communications technologies are key tools in student-centered teaching.

Internship Opportunities

RI Monthly magazine (12 hours per week required)

Fall, Spring, Summer internships

To Apply: write to them by email (no website info for interns)

cover letter

resume

links to previous work (at least 2 published examples of work, not school papers)

Direct Letters of Inquiry to:

Jamie Coelho

jcoelho@rimonthly.com

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What's News

RIWP

Edible Rhody

Genie McPherson Trevor
genie@ediblerhody.com
www.ediblerhody.com

What is research-writing?

As compositionists should know, research-writing (and therefore research) is not simply about assembling readymade information, but about changing the ways a topic can be looked at and about making new cross-connections between material. (87)

Scott, Patrick. "Bibliographical Problems in Research on Composition." College Composition and Communication 37 (1986): 167-77.

SSTW Readings for Next Time

Selected Print Resources on Writing to Learn

Adams, P. (Ed.) (1973). Language in Thinking. Harmondsworth: Penguin Press.

Applebee, A.N. (1985). Writing and Reasoning. Review of Educational Research, 54(4), 577-596.

Britton, J., Burgess, T., Martin, N., McLeod, A., & Rosen, H. (1975). The Development of Writing Abilities (11-18). London: Macmillan Education.

Bruner, J. (1975). Language as an Instrument of Thought. In A. Davies (Ed.), Problems in language and learning. London: Heinemann.

Emig, J. ( 1977). Writing as a Mode of Learning. College Composition and Communication, 28, 122-28.

Forsman, S. (1985). Writing to Learn Means Learning to Think. In A. R. Gere (Ed.), Roots in the sawdust: Writing to learn across the disciplines (pp. 162-174). Urbana, IL: National Council of Teachers of English.

Fulwiler, T. & Young, A. (1982). Introduction. In T. Fulwiler and A. Young (Eds.), Language connections: Writing and reading across the curriculum (pp. ix-xiii). Urbana, IL: National Council of Teachers of English.

Herrington, A. (1981). Writing to Learn: Writing Across the Disciplines. College English, 43, 379-87.

Kiefer, K. (1990). An Alternative to Curricular Reform: Writing in the Natural Science/Engineering Curriculum. In Proceedings of the Core Across the Curriculum Conference (Keystone, Colorado, October 6-8, 1990). The American Association for the Advancement of Core Curriculum.

Knoblauch, C., & Brannon, L. (1983). Writing as Learning through the Curriculum. College English, 45, 465-74.

McLeod, S.H. (1989). Writing across the curriculum: The second stage, and beyond. College Composition and Communication 40,(3), 337-343.

Odell, L. (1980). The Process of Writing and the Process of Learning. College Composition and Communication, 36, 42-50.

Palmquist, M., Rodrigues, D., Kiefer, K., and Zimmerman, D. 1995. Enhancing the audience for writing across the curriculum: Housing WAC in a network-supported writing center. Computers and Composition 12, 335-353.

Parker, R. P. (1985). The Language across the Curriculum Movement: A Brief Overview and Bibliography. College Composition and Communication, 36, 173-177.

Parker, R. P., & Goodkin, V. (1987). The Consequences of Writing: Enhancing Learning in the Disciplines. Upper Montclair, NJ: Boynton/Cook.

Russell, D.R. (1990). Writing Across the Curriculum in Historical Perspective: Toward a Social Interpretation. College English, 52, 52-73.

Walvoord, B.E. 1992. Getting started. In Writing across the curriculum: A guide to developing programs, edited by S.H. McLeod and M. Soven. Newbury Park, CA: Sage.

Wilkes, J. (1978). Science Writing: Who? What? How? English Journal, 67, 56-60.

Young, A., and Fulwiler, T. 1986. Writing across the disciplines: Research into practice. Upper Montclair, NJ: Boynton/Cook.

Duke

WID Program

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Pew Study on Teens and Writing

Writing, Technology, and Teens