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NCPTW Presentation: Experiencing the Evolution
Transcript of NCPTW Presentation: Experiencing the Evolution
Often have a general idea of expectations
Writing Across the Curriculum
What is WAC?
Why incorporate writing?
"Writing is used to initiate discussion, reinforce content, and model the method of inquiry common to the field. It can help students discover new knowledge—to sort through previous understandings, draw connections, and uncover new ideas as they write"
(Michigan Department of Education)
Any WAC program is the encouragement of incorporating writing into traditionally non-writing disciplines.
So why isn't WAC more widespread?
steps of assignment
The same problems face us at all levels of academia
As a Tutor
"a liason between
What To Do?
goal is not for
to get an A on their paper, or get a gold star, or win an award,
to walk away with a better understanding of what it is to be a good writer”
have the doubly difficult task of translating the
comments into language the
can understand and making the revision process seem feasible and approachable rather than overwhelming” (Auten and Pasterkiewicz 6)
learn to edit their own work
in fixing their work
improve their writing skills overall
expectations for grade to improve
If results are not seen,
may lose interest
But how do
know what the
Keep in mind...
On the Same Level
“While neither peer
may alone be masters of normal discourse of a given knowledge community, by working together—pooling their resources—they are very likely to be able to master it if their conversation is structured indirectly by the task or problem that a member of that community (the
) provides” (Bruffee)
the status quo of
authority and suggests that high school writing
can be agents of change who introduce and advocate for a less conventional definition of what it means to
(Fels and Wells 61)
The next step isn't a change...
it's an evolution
But how does it happen?
The Final Product
What does it all mean?
That two types of evolutions are occurring within the system.
as interpreters, but evolve to collaborate with
helps peers understand
to clarify written instructions and expectations
recognizes communication gaps
WAC at the EWC
Student driven program
Veteran tutors are all WAC liaisons
explaining problems to
so they connect more to students
to correct issues
help them improve their understanding and build relationships
treated the rubric like it was the
this assignment, because
had nothing else to go on"
sort of as confused as the
The (Sort of) Solution
Attempt to work with the vague rubric
Focus on the basics of writing
grammar, structure, content, etc.
Use available resources
expectations are unclear
brings the conversation knowledge of the subject to be written about and knowledge of the assignment. The
brings to the conversation knowledge of the conventions of discourse and knowledge in standard written English. If the
does not bring to the conversation knowledge of the subject and the assignment, the
’s most important contribution is to begin at the beginning: help the
acquire the relevant knowledge of the subject and assignment” (Bruffee)
Auten, Janet, and Melissa Pasterkiewicz. “The Third Voice in the Session: Helping Students Interpret Teacher’s Commnents on Their Papers.” The Writing Lab Newsletter Dec. 2007: 2-6. The Writing Lab Newsletter. Web. 27 Aug. 2012. <https://writinglabnewsletter.org/>.
Boel, Madeleine. Personal interview. 10 Sept. 2012.
Bruffee, Kenneth A. “Collaborative Learning and the ‘Conversation of Mankind.’” College English 46: 635-52. JSTOR. Web. 19 Oct. 2012. <http://www.jstor.org/stable/376924?seq=2&Search=yes&searchText=knowledge&searchText=community&searchText=tutees&searchText=bruffee&searchText=discourse&searchText=tutors&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dbruffee%2Btutors%2Btutees%2Bknowledge%2Bcommunity%2Bdiscourse%26acc%3Don%26wc%3Don&prevSearch=&item=2&ttl=4&returnArticleService=showFullText&resultsServiceName=null>.
Fels, Dawn, and Jennifer Wells, eds. The Successful High School Writing Center: Building the Best Program with Your Students. N.p.: Teachers College, 2011. Print.
Michigan Science Teachers Association (MSTA), and Office of School Improvement. “Writing Across the Curriculum.” SOM-State of Michigan. State of Michigan, n.d. Web. 27 Oct. 2012. <http://michigan.gov/documents/mde/Science_WAC_2_3_264454_7.pdf>.
Omans, Kira. Personal interview. 11 Aug. 2012
Sheldahl, Annalisa. Personal interview. 15 July 2012.
So did it change anything?
"I talked to the writing center tutors about how to write this assignment called a literature review... their questions helped to better define how to tell other students how to write a lit review"
"It is a demand on my time. It is pushing me to get something done that I had a mind to get done with for a long time and never succeed at. It is someone showing up and going to ask you questions about something; are you ready for it?"
"I consider myself a good writer, but I'm gaining information from her on how to lookc
"It's a really good idea, it helps our science students sort out procedure writing they have trouble with. The Writing Center also provides a great service to the school in terms of tutorials in prepartation for college essays and SATs"
"I was holding myself accountable to make something I do better, getting student input to make it more clear to the rest of the students"
"I would have tutors read the materials and develop questions the students would have to think about. That's the main benefit for me, they prepare what the student should be thinking about"
"It's awkward for students to write in math. Any strength they can pull from History or English papers can translate into feeling more comfortable or taking more risks when writing in math"
"Tutors act like friends helping to guide students through an assignment. Although they are an authority, they don't present as such and therefore they relate to the students on a personal level that adults can't"
Kids really come out of the EWC sessions feeling impowered. They understand assignments better. They feel accomplished when they complete part of the assignment during their tutoring session, and many of my kids go back voluntarily after the first time.
The tutors were great - very prepared (a few even asked me clarification questions, and provided suggestions days before the workshop so that they could be best prepared). They worked very well with the students while giving whole group instructions and when working one on one.