Category Archives: Teaching Resources

Teaching Writing about Writing 4C15 SIG

Our CCCC 15 WAW SIG (gotta love acronyms) teaching group shared some really interesting ways to teach Writing about Writing.
We had a diverse group, from people teaching at a fully integrated WAW school to STEM WAW to WAW going rogue. Thanks to all of our participants. I walked away from the SIG with many, many great ideas!

Part of our discussion seemed to circle back on ways to get students “over the hump” of a difficult and rigorous writing curriculum. Here are some ideas we discussed:

  • Teach the literacy narrative first to ease them in.
  • Use children’s literacy TV shows to get them thinking about literacy (Reading Rainbow, Dora the Explorer)
  • Use the Digital Archive of Literacy Narratives (http://daln.osu.edu) as a resource.
  • Teach some reading strategies such as reading the first time very quickly for main ideas, reading headings and subheadings, skimming methods and data sections while concentrating on introductions and conclusions.
  • Understanding that this difficult materials is about treating students as adult/college level learners. We don’t “water down” anything for them.
  • Reminding them that they’ll be proud of their own hard work at the end of the semester.

We also discussed a variety of ways to think about WAW courses:
STEM WAW can focus on STEM genres, using a science accommodation assignment, reading Jeanne Fahnestock’s 1986 article, “Accommodating Science: The Rhetorical Life of Scientific Facts.”

Approach WAW thematically by deconstructing preconceived notions of writing that students bring with them.

  • What about a whole course on revision?
  • What if a first-year course focused on deconstructing the five paragraph essay? Think of White’s “Five Paragraph Theme Theme.”
  • How might we deconstruct the use of “I” in academic writing?
  • This could also be a course around one of our Threshold Concepts
  • Why not construct a course around major people in writing studies? Read and write about Donald Murray’s ideas and how they’ve changed over time. What other figures might work for this approach?

Please consider using this space to comment about other ideas or assignments that work for you!

Downs, “Teaching first-year writers to use texts: Scholarly readings in Writing-about-Writing in First-Year Comp”

Downs’ article provides great suggestions for helping students navigate scholarly articles.

Downs, Doug. “Teaching First-year Writers to Use Texts: Scholarly Readings in Writing-about-writing in First-year Comp.” Reader: Essays in Reader-Oriented Theory, Criticism, and Pedagogy (2010): 19-50.

Interview with a Writer (Betsy Sargent)

This assignment, developed by Betsy Sargent for WRS 101: Exploring Writing (U of Alberta), tasks students with the following:

You are going to interview an individual in that field or line of work about the writing they do every day and how they go about doing it. Interviews with individuals who have more work and writing experience than you do—or experience of a different kind—can generate rich material to help you, your colleagues, and your instructor get a better sense of the wide variety of writing that gets done in the world.

Image credit: “Job Interview” by nuggety247 on Pixabay, CC0 license.

Textbooks

Below, from newest to oldest, are some textbooks that instructors might be interested in. Please write with other suggestions!

Readers

Texts by a Single Author(s)

Essay Collections

Other

  • In 2011, Betsy Sargent created this list of possible primary and supplemental textbooks for a University of Alberta FYC course, WRS 101: Exploring Writing

Support for Critical Reading

On the WAW network Ning in 2011, instructors had a conversation about how to help students read scholarly articles. With the contributors’ permission, we have copied and pasted the initial post and–in the comments–the replies.

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Hi, all!

I’m in the process of meeting w/ and preparing a group of 9 of our part-time faculty here to pilot WAW in spring 2012. (It will be piloted in our second semester comp course.)

The one question I’m getting consistently, that I am currently unable to answer is about supporting students with the readings. I know Barb Bird has done a good deal of work on this and I’m sure others of you have as well. I’d benefit from seeing handouts, hearing about your approach, and advice on supporting instructors in their approaches!

Thank you!

-Michelle LaFrance

(To read the replies, scroll below or click on “Comments,” above.)