{"id":275,"date":"2016-02-23T14:09:46","date_gmt":"2016-02-23T14:09:46","guid":{"rendered":"http:\/\/digitalobby.spu.edu\/writingprogram\/?page_id=275"},"modified":"2019-10-24T16:02:37","modified_gmt":"2019-10-24T16:02:37","slug":"practice","status":"publish","type":"page","link":"https:\/\/scholars.spu.edu\/spuwriting\/faculty-resources\/practice\/","title":{"rendered":"Practice"},"content":{"rendered":"

Victor Villanueva believes that when it comes to teaching writing, “a conceptual understanding provides the way for creating one’s own gimmicks” (Bootstraps: From an American Academic of Color<\/em>. Urbana: NCTE, 1993, 117).\u00a0\u00a0In that spirit, the Writing Program encourages faculty teaching WRI 1000 and 1100 to head to the pedagogy<\/a> section of the website, because it provides the foundation for much of what follows here.<\/p>\n

There are many on-line publications with regular columns on the teaching of writing. \u00a0See\u00a0The Chronicle of Higher Education<\/em>‘s Scholars Talk Writing<\/a> series, and also the\u00a0Chronicle<\/em>‘s Vitae webpage, which has many columns offering advice for writers<\/a>. \u00a0Though aimed at professors writing, much of the advice can be tailored to the first-year composition classroom. \u00a0Inside Higher Ed\u00a0<\/em>has many blogs<\/a> that publish writing advice. \u00a0See also Faculty Focus<\/a>.<\/p>\n

The\u00a0Chronicle,\u00a0<\/em>Inside Higher Ed<\/em>, and\u00a0Faculty Focus<\/em> publish pieces by writing teachers outside “Composition” proper. \u00a0For practical pieces by Composition scholars, see the “What Works for Me” series in\u00a0Teaching English in the Two-Year College<\/a><\/em>, the “From the Classroom” section of\u00a0Pedagogy<\/a><\/em>, and “Composing With” in\u00a0Composition Studies<\/a><\/em>.<\/p>\n

And finally, the following thoughts come from David Bartholomae and Anthony Petrosky’s\u00a0Resources for Teaching\u00a0Ways\u00a0of Reading<\/em>:<\/p>\n

Tell students there are no quick-and-easy methods to read or write for these\u00a0courses.\u00a0 They will need to reread the texts assigned and revisit their own writing multiple times to do well in WRI 1000 and 1100.<\/p>\n

Discuss writing with students before they do any of the writing assignments.\u00a0 Use examples from past students\u2019 papers to demonstrate such things as note-taking, drafting, revising, and editing.<\/p>\n

Copy and distribute\u00a0students\u2019 papers for class discussion.\u00a0 Use complete papers and parts of papers to demonstrate students\u2019 work on such matters as interpretation, critical commentary, text references, paraphrase, and risk-taking.<\/p>\n

Encourage students to take notes from the texts and record their thoughts, other students\u2019 comments, class discussions, and their responses to your comments on their papers.\u00a0 Note taking is a skill they need to learn and be reminded to practice.<\/p>\n

Accept students\u2019 drafts as drafts.\u00a0 Allow them the opportunity to use drafts and revisions to think through the problems involved in an assignment.<\/p>\n

Respond to students\u2019 writing in stages.\u00a0 Respond first to their completion of the task, then to what they have to say and how they use (or don\u2019t use) the text at hand, then to editorial matters.<\/p>\n

Write comments on student papers that push them back into the data\/text.\u00a0 Your commentary should address their thinking, challenging the quick and hasty conclusions they will be drawn to.<\/p>\n

Limit the number of comments you write on student papers.\u00a0 Pick two or three things to focus on, and avoid mixing comments for revision with editorial suggestions.<\/p>\n

Teach students to edit their own papers.\u00a0 Show them how to use a rule and a red pencil and to read line by line through their final revisions.<\/p>\n","protected":false},"excerpt":{"rendered":"

Victor Villanueva believes that when it comes to teaching writing, “a conceptual understanding provides the way for creating one’s own gimmicks” (Bootstraps: […]<\/p>\n","protected":false},"author":51,"featured_media":0,"parent":85,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"class_list":["post-275","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/pages\/275","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/users\/51"}],"replies":[{"embeddable":true,"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/comments?post=275"}],"version-history":[{"count":4,"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/pages\/275\/revisions"}],"predecessor-version":[{"id":1427,"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/pages\/275\/revisions\/1427"}],"up":[{"embeddable":true,"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/pages\/85"}],"wp:attachment":[{"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/media?parent=275"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}