Writing in the Disciplines Training, 2018

1. Writing in the Disciplines Training, 2018 source: https://writingprogram.gwu.edu/writing-disciplines

2. You must successfully complete this training to teach a WID class. Yes, there will be spot quizzes as we go along! Source: https://www.fastweb.com/college-search/articles/four-pieces-of-advice-for-nervous-test-takers

3. WID Requirements at Farmingdale State College Page 23 of the 2014 - 2015 Farmingdale College Catalog states that students pursuing a baccalaureate degree are required to complete a writing intensive course with a grade of C or higher as outlined in their program of study. All classes designated with a "W": • Must incorporate at least ten pages of writing (typed/double-spaced) that receive comments from the instructor and which students are then required to revise; (this can be done in one long paper or a series of shorter papers) • Must include low stakes writing activities (non-graded writing assignments, often in the form of in-class writing) • Should include writing on midterm and final exams • Must have the writing portion of the course be a significant factor in formulating a final grade

4. Spot Quiz #1: True/False Decide if each of the following statements is true or false: All classes designated with a “W”… • must include at least ten pages of writing (typed/double-spaced) that includes comments from the instructor. Students must revise these papers. • must include low stakes writing activities (non-graded writing assignments, often in-class writing). • should include writing on midterm and final exams. • must include the writing done in the course as a major factor in the final grade.

5. A moment to think… Source: www.starkeffects.com

6. Spot Quiz #1: Answers Every answer is true because all classes designated with a “W” … • must include at least ten pages of writing (typed/double-spaced) that includes comments from the instructor. Students must revise these papers. • must include low stakes writing activities (non-graded writing assignments, often in-class writing). • should include writing on midterm and final exams. • must include the writing done in the course as a major factor in the final grade.

7. Some Common Misconceptions About Writing in the Disciplines Source: https://fonolo.com/blog/2015/09/11-common-misconceptions-about-customer-service/

8. Assumption #1: All writing should be handled by the English department It IS the primary responsibility of the English Department to teach basic and advanced composition skills. But… students must write in other classes to develop their writing further and hone their skills.  Source: http://writingwithaesop.blogspot.com/2012/01/when-english-teachers-snap.html

9. Assumption #1: All writing should be handled by the English department (cont’d) In addition, writing improves learning and critical thinking. Writing helps students remember the information they learn in your class. All of us are responsible for helping students learn to write more effectively, because writing is such an effective tool for learning. Source: http://blog.writeathome.com/index.php/2012/02/wild-party-games-for-english-teachers/

10. Assumption #2: I’m not qualified to teach writing because I don’t have a degree in English You’re not teaching writing the way that it is taught in the English department.  Writing is a necessary tool that expands students’ potential to learn. An instructor in any discipline is capable of using writing as an effective technique to improve students’ learning and thinking. Source: https://go.marybaldwin.edu/writing-center/

11. Assumption #3: Assigning writing and grading papers is a lot of extra work We on the WID committee can teach you a variety of ways to incorporate writing into your course that do not always require intensive hours of extra work. Please come to one of our seminars to learn these techniques. Source: https://www.google.com/search?tbm=isch&source=hp&biw=1366&bih=626&ei=_1fgW_i4FOmzggffsaKoCw&q=saving+time&oq=saving+time&gs_l=img.3..0l10.1378.2969..3207...0.0..0.74.638.11......3....1..gws-wiz-img.....0..35i39.EkMKyEdaXBs#imgrc=1nPwTL1G2M9CtM:&spf=1541429246762

12. Assumption #4: I can’t evaluate student writing because I don’t know enough about grammar Only respond to errors if they are so distracting that you can’t read the document, in which case you should return it to the student to rewrite. In addition, as you’ll learn later in this program, we recommend that you don’t grade low stakes writing – at all. Source: https://www.teachingwithsimplicity.com/2013/11/a-formative-assessment-option.html/papers2

13. Assumption #5: I can’t ask students to write a lot because I’m not a confident writer myself You’re not writing; rather, students are. Your role is to provide meaningful ways for students to learn through writing and to develop their writing through learning. Source: https://www.google.com/search?tbm=isch&source=hp&biw=1366&bih=626&ei=vVngW527FrC6gge3sL6YBQ&q=humnorous+writing&oq=humnorous+writing&gs_l=img.3...2304.4637..4845...0.0..0.108.998.16j1......3....1..gws-wiz-img.....0..0j35i39j0i30j0i10i30j0i10i24.7UsFxPt6fmc#imgrc=ijj79tCNtmYWJM:&spf=1541429694358

14. Assumption #6: Students don’t need to write to demonstrate they understand the subject I teach Students may be able to recite facts and learn definitions about course content, but in order to apply content, they need to write.

15. Assumption #6: Students don’t need to write to demonstrate they understand the subject I teach (cont’d) Remember: Writing helps students process and learn difficult material. Research has shown that students retain complex material better when they write about it. That’s why WID works! Source: http://time.com/3739786/memory-september-11/

16. Spot Quiz #2: Write Your Answers as Sentences • How can I save time grading papers? • How can I ask students to write if I’m not a confident writer myself? • Why do students need to write to demonstrate they understand the subject I teach? What is the advantage of having students write in all classes – not just in English? How does writing help students? Why are all instructors capable of teaching writing?

17. A moment to think… Source: Erikaoppenheimer.com

18. Spot Quiz #2: Answers • Come to a WID meeting: We’ll show you effective and time-saving grading techniques. • You’re not writing; rather your role is to provide meaningful ways for students to learn through writing and to develop their writing through learning. • Students need to write in order to apply content – even if they can recite facts and figures. Research has shown that students retain complex material better when they write about it. Even though it is the primary responsibility of the English Department to teach writing, students must write in all classes to develop their skills.  Writing fosters critical thinking and helps students remember what they learn in all classes. All instructors are capable of using writing as an effective technique to improve students’ learning and thinking.

19. So Exactly What is Writing in the Disciplines? Writing in the Disciplines (abbreviated “WID”) is a program used to assist teachers across disciplines in using student writing as an instructional tool in their teaching. Source: https://www.google.com/search?biw=1366&bih=626&tbm=isch&sa=1&ei=qLTlW_vDDImq_Qay9LyoDg&q=writing+humorous&oq=writing+humorous&gs_l=img.3..0i8i30l4j0i24l6.60740.61783..62002...0.0..0.70.479.8......1....1..gws-wiz-img.......0j0i5i30.cap7dORBnu0#imgrc=7WxTJ23vL279yM:&spf=1541780694682

20. WID Premises • Writing improves student learning. • Writing encourages critical thinking. • Writing is a process of making decisions and evaluating the effectiveness of those decisions through drafting, feedback, and revision. • Writing is a tool that can help students synthesize, analyze, and apply course content. • Writing occurs in a context: when students learn the language and style of a particular discipline, they can more successfully participate in the discourse of that discipline. • WID is a program of faculty development to promote curricular change.

21. Institutional Objectives of WID • Increase student learning and success in all instructional areas. • Create a forum for dialogue about writing among instructors across the disciplines. • Investigate attitudes and anxieties about writing. • Encourage instructors in all disciplines to incorporate writing into their course curriculum. Source: https://www.google.com/search?biw=1366&bih=626&tbm=isch&sa=1&ei=v7blW8-XJdG7ggeZwqLoBg&q=student+learning+humorous&oq=student+learning+humorous&gs_l=img.3...3417.10735..10989...0.0..0.120.2095.33j1......1....1..gws-wiz-img.......0j0i10i24j35i39j0i67j0i8i30j0i24.YTBTi440M6g#imgrc=HPmgyFcodrqcoM:&spf=1541781198351

22. Institutional Objectives of WID (cont’d) • Promote interesting, effective, and efficient methods for integrating writing and instructional content. • Address the challenges of using writing in the disciplines. • Change the culture of the College to reflect the interconnection of thinking, writing, and learning. Source: https://www.google.com/search?biw=1366&bih= 626&tbm= isch&sa=1&ei=v7blW8-XJdG7ggeZwqLoBg&q=student+learning+ humorous&oq=student+learning+humorous&gs_l=img.3...3417.10735..10989...0.0..0.120.2095.33j1......1....1..gws-wiz-img.......0j0i10i24 j35i39j0i67j 0i8i30j0i24.YTBTi440M6 g#imgrc= Mcrsv4XroyP6vM:&spf=1541781198351

23. Justification for WID Writing is essential to learning, basic to the development of self-knowledge, and central for the clear and efficient exchange of information in all disciplines. Source: https://www.google.com/search?biw=1366&bih=626&tbm=isch&sa=1&ei=57TlW8ynIuK6ggfqnKrADw&q=writing+&oq=writing+&gs_l=img.3.0.35i39l2j0l8.4941.4941..5277...0.0..0.63.63.1......1....1..gws-wiz-img.Qg1cSigbuP8#imgrc=3g0raY9WtsPN8M:&spf=1541780953726

24. Justification for WID (cont’d) To achieve these ends, writing, like any other skill, needs to be practiced – a lot. Ideally, a college curriculum embeds the writing process in all modes of instruction, from the chemistry laboratory report to the explanation for the solution to a math problem. And more! Source: https://www.google.com/search?biw=1366&bih=626&tbm=isch&sa=1&ei=57TlW8ynIuK6ggfqnKrADw&q=practice&oq=practice&gs_l=img.3..35i39j0i67j0j0i67j0j0i67l2j0j0i67l2.5064.6148..6377...0.0..0.232.748.5j2j1

25. Writing Teaches Students to Think Writing in the Disciplines is based on the fact that content and writing are inseparable because writing reflects thinking. Therefore, the primary reason for incorporating more writing in college courses is to foster clearer thinking and better learning. As famed author Joan Didion said, “I don’t know what I think until I write it down.” Source: https://www.facultyfocus.com/articles/teaching-professor-blog/designing-developmentally-simple-strategies-get-students-thinking/

26. Writing Helps Instructors Teach the Subject Matter Frequent writing assignments give students practice with the language of a discipline as well as with the formats used in that discipline. For example, an engineering lab report, a business memo, and a chemistry lab all have a form, content, and style specific to their subject and audience. Source: http://jeffstutoring.ca/guidelines-for-writing-formal-lab-reports/

27. Writing Prepares Students for the Work Force In addition, being able to write clearly, concisely, and logically is increasingly needed in the work place. ABET, for example, has long recognized that students in engineering courses need to learn to write clearly about their subject in order to do their jobs well. Writing ability is a crucial life skill.

28. Writing in the Disciplines is Widespread Half of the colleges and universities in the U.S. have a WID or WAC (Writing Across the Curriculum) program. Source: http://fatihtorun.net/map-of-united-states-colleges/

29. Writing in the Disciplines is Widely Accepted There’s nothing new about WID: scholars in the field trace the program’s origins in the U.S. to the 1870s. Source: http://anneofgreengables.wikia.com/wiki/1870s

30. Spot Quiz #3: Which of the Following is False? • Writing teaches students to think, helps instructors teach the subject matter, and prepares students for the work force. • Writing improves student learning, encourages critical thinking, and can help students synthesize, analyze, and apply course content. • Writing increases student learning and success in all instructional areas. • WID creates a forum for dialogue about writing among instructors across the disciplines and changes the culture of the College to reflect the inseparable connection among thinking, writing, and learning. • WID promotes interesting, effective, and efficient methods for integrating writing and instructional content. • WID is widespread and widely accepted.

31. A moment to think…

32. Spot Quiz #3: Answer Every choice is true.

33. Writing in the Disciplines at Farmingdale State

34. We’re Under “W” in Quicklinks W W.E.B Du Bois Faculty Student Research Experience Weather Related Procedures for Staff, Faculty and Students Web Accessibility Policy Website Content Contributors Wireless Access Work Order Writing in the Disciplines Writing Lab

35. Writing-Intensive Classes Many colleges and universities have institutionalized writing intensive programs which specify that students need to take a prescribed number of W classes in order to graduate. As discussed earlier, FSC is one such college. Photo courtesy of Farmingdale State College

36. General WID Requirements WID programs have faculty-generated guidelines for courses that include the number of pages students must write; the requirement that certain pieces of writing go through at least one rough draft, response, and revision; and a statement that writing assignments will account for a certain percentage of the grade. The WID program at FSC follows these requirements. Source: https://www.google.com/search?tbm=isch&source= hp&biw= 1366&bih=626&ei=CJnnW_e7G82MggeipqrACA&q=writing&oq=writing&gs_l=img.3..35i39l2j0l8.2070.3541..6126...0.0..0.242.598.6j0j1......3....1..gws-wiz-img.....0.z5TuHobRF4Y#imgrc=Tw1sJPMldHKlfM:&spf=1541904633780

37. WID Requirements at Farmingdale State College Page 23 of the 2014 - 2015 Farmingdale College Catalog states that students pursuing a baccalaureate degree are required to complete a writing intensive course with a grade of C or higher as outlined in their program of study. All classes designated with a "W": • Must incorporate at least ten pages of writing (typed/double-spaced) that receive comments from the instructor and which students are then required to revise; (this can be done in one long paper or a series of shorter papers) • Must include low stakes writing activities (non-graded writing assignments, often in the form of in-class writing) • Should include writing on midterm and final exams • Must have the writing portion of the course be a significant factor in formulating a final grade

38. Any faculty member may decide to make a new or existing course writing-intensive.

39. Proposal for New Writing-Intensive Classes Again, any faculty member may decide to make a new or existing course writing-intensive. Follow these steps to propose a new writing-intensive class: • Design the syllabus, following our WID guidelines. Email Laurie Rozakis or any WID member for assistance, if you would like. • Submit the syllabus to your department chair for approval. • Submit the syllabus and the WID application form through Axiom. • The WID Committee will review the syllabus and application and either approve it or work with you on revisions. • Once the course is approved, the department chair arranges for the course to be offered.

40. Proposal to Teach an Existing Writing-Intensive Class for the First Time Again, any faculty member may decide to make a new or existing course writing-intensive. Follow these steps to propose teaching an existing writing-intensive class for the first time: • Submit the syllabus and WID application through Axiom. • The WID Committee will review the syllabus and application and either approve it or work with you on revisions. • Once the course is approved, the department chair arranges for the course to be offered.

41. Spot Quiz #4: Which of the Following is NOT a Step for Proposing a New Writing-Intensive Class? • Design the syllabus, following our WID guidelines. Email Laurie Rozakis or any WID member for assistance, if you would like. • Submit the syllabus to your department chair for approval. • Submit the syllabus and the WID application form through Axiom. • Do a little dance, sing a little song. • The WID Committee will review the syllabus and application and either approve it or work with you on revisions. • Once the course is approved, the department chair arranges for the course to be offered.

42. A moment to think… Source: NewYorker.com

43. Spot Quiz #4: Answer You got this one. Here’s your reward: Source: NewYorker.com

44. Reconsider the kind of writing we do in class • Learning to write • Writing to demonstrate what you have learned • Writing to learn Source: https://www.google.com/search?biw=1366&bih=626&tbm=isch&sa=1&ei=37blW8nBDqal_Qa904H4DQ&q=learning+to+write&oq=learning+to+write&gs_l=img.3..0l10.250444.252293..252610...0.0..0.103.1065.16j1......1....1..gws-wiz-img.......0i67.Yia00QR45Fs#imgrc=JCAGtP1vveFjGM:&spf=1541781451940

45. 1. Learning to write This is the work students do as they learn or improve their writing skills. Although we can argue that all writing helps students improve their writing, typically the responsibility for teaching students to write and to improve their writing rests with the English Department.

46. 2. Writing to demonstrate what you have learned Nearly all the traditional assignments fall into this category: we ask students to write and then evaluate how well they have learned or expressed the material in question. Source: https://www.google.com/search?tbm=isch&source=hp&biw= 1366&bih=626&ei=g7nlW9KsMYaMggfY4ZygCg&q=writing+andf+learning&oq=writing+andf+learning&gs_l=img.3...26486.29124..29368...0.0..1.84.1270.21......5....1..gws-wiz-img.....0..0j35i39.BXoM-9l6YEs#imgrc=a-qyP0c95g555M:&spf=1541781904702

47. 3. Writing to learn This is writing that helps us understand, reflect upon, or generate questions we might have about a topic. Students react to the information they read or heard in class, as this writing is intended to improve their ability to comprehend and retain information.

48. 3. Writing to learn (cont’d) Students explore a topic, question the material, clarify their thinking, focus on a particular topic, etc. The assignments may be journals, logs, and other short assignments that address a specific course topic. More on this later. Source: https://www.google.com/search?tbm=isch&source=hp&biw=1366&bih=626&ei=uZPoW8DPEcGXzwLD6oC4DA&q=writing+to+learn&oq=writing+to+learn&gs_l=img.3..0l4j0i24l6.1353.3155..3708...0.0..0.73.852.16......3....1..gws-wiz-img.....0..35i39.jpXQ8fdKGsw#imgrc=mcLlzFCUPlUTzM:&spf=1541968827590

49. 3. Writing to learn (cont’d) Many effective WID programs focus on writing to learn assignments because they are an excellent way to get students to think about the material in your class without having to worry about grammar, spelling, or grading. Source: https://www.slideshare.net/LisaGilby/writing-to-learn-pd-for-staff

50. Writing to Learn, also called “Low Stakes” Writing Low stakes assignments have the following features: • They are ungraded, although instructors may give credit, such as a check, to ensure that the work has been done. • Their purpose to improve student and instructor learning, not evaluate students. • They have a lower expectation of correctness (spelling, grammar, etc.) than graded assignments. • They may have an informal tone (e.g. humorous, friendly, might use slang) • They may have an unconventional format (e.g. memo or letter form; written on a 3x5 card; written on a post-it).