What Are WI Capstones & Why Do We Need Them?

1. What Are WI Capstones & Why Do We Need Them? Presented by Linda Sarbo, PhD GWAR Coordinator March 21, 2014

2. What is WAC? • Writing Across the Curriculum (WAC) is a pedagogical movement that started in the 80s. • WAC is based on the premise that writing is a learning tool. • WAC is grounded on the principle that writing helps students analyze, synthesize & apply course content.

3. Basic WAC Principles Writing promotes learning. Practicing the conventions of a discipline helps students communicate effectively in that discipline. Writing is the responsibility of the entire academic community. Writing must be integrated across disciplinary boundaries. Writing instruction must be continuous.

4. Writing to Learn • WTL is an approach to WAC that uses journals, logs, micro-themes & other informal writing. • Learning research shows that writing tends to help students comprehend & retain information. • WTL not only improves students’ engagement, it also improves their writing.

5. Why have WI Capstones? The WPE doesn’t ensure good academic writing. Many students who pass the WPE need more writing experience before graduation. Students need writing experience in their disciplines.

6. WI Capstone Requirements • Enrollment capped at 35 • 5,000 words in various assignments • Regular opportunities for revision, ongoing evaluation & feedback • 2/3 of final grade based on students’ writing • Early feedback on writing (i.e., week 3) • Workshops on writing assignments & evaluation

7. Questions How do you expect the WI Capstone course requirements to change the way you conduct your course? Do you have concerns about teaching a WI Capstone course? What type of support do you think would help you most to cope with these changes and concerns?

8. Traditional View of Writing • Writing is a tool for assessing learning. • In this context, writing should be “good.” • Writing should be clear, correct, accurate, etc. • This is high stakes writing. • Examples include term papers and essay tests. • Therefore, writing should be evaluated.

9. Writing to Learn • The goal is not good writing, but good learning. • Its purpose is to understand, remember, and figure out what you don’t know yet. • This writing promotes engagement in learning. • This writing need not be good as writing. • This is low stakes writing. • It can be entirely private, shared, or graded.

10. Examples of WTL Assignments Writing to Learn can be assigned in many forms, including: • In-class writing • Journal writing • Exploratory writing • Essays/papers that are revised • Portfolios containing a variety of types of writing

11. In-class WTL Assignments For example, have students write a paragraph that: • Defines a concept you’ve presented • Applies a principle to the students’ experience • Makes connections with previous learning • Summarizes today’s lecture or assigned reading • Translates a principle into a word problem

12. More WTL Assignments • Ask students to prepare the reading assignment for class by writing two or three questions that the reading addresses or several statements that represent “leading ideas” in the reading. • Five minutes before the end of class, ask students to write a paragraph that summarizes the main points of the lecture. Then have several students read their paragraphs.

13. Journals As a Tool for Learning • Reading, lecture, or thinking journals are all effective tools for engagement & learning. • Journal writing helps students connect what they’re learning with the rest of their experience. • Set minimum word limits but keep stakes low. • Instructors can spot check, browse, read, or respond, or they can have students trade entries for peer response.

14. Exploratory Writing Assignments Assign weekly writing about the reading, homework, or issues you want students to consider more carefully. For example, ask students to: • Compare two concepts from the reading • Compare a concept from the reading to some experience from their lives • Work out a definition in writing

15. What’s in It for You? • You’re better able to gauge what students understand and where they need help. • You can act immediately to improve students’ learning before assessment. • Your teaching will become more effective. • You’ll receive higher quality work from students. • Students will become better communicators.

16. Responding to WTL Remember, you’re not teaching a writing course you’re using writing to teach your course. Consider high-level comments, such as straight (strong) or curvy (weak) lines and Xs (wrong). Don’t correct errors or use grammar terms. Keep you responses consistent with the goals of the assignment or activity.

17. Attitude Is a Powerful Tool • Your attitude can improve students’ writing. • Let students know you use and value writing. • Tell students how you handle writing tasks. • Focus on communication versus correctness. • Stop thinking of good writing as a commodity. • Instead, view writing as thinking.

18. www.csulb.edu/gwar/faculty Discussion of WAC/WTL WTL activities Research & resources for WTL Designing WTL activities