Writing and Learning Communities. Why is student writing so bad?. They wrote the paper last night and finished at 2:00 a.m., leaving no time for editing and revision. They are uncertain what to prioritize. They are uncertain about audience expectations.
They wrote the paper last night and finished at 2:00 a.m., leaving no time for editing and revision.
They are uncertain what to prioritize.
They are uncertain about audience expectations.
They are learning a new language—Academic English.
At every level—including grad school—writing suffers when students encounter a new discipline.
Students in learning communities learn to write for an audience that includes their peers.
In effective peer review groups, students learn to see their writing as others see it.
Students learn to see writing as a collaborative process, not an isolated product.
Students can be more invested in writing on a subject they study in depth.
Research shows that learning communities focusing on skills are more effective.
Increased opportunities for making connections and integrating learning in formal and informal writing assignments.
Students see themselves and their peers as sources of knowledge.
Peer review groups in classes
Shared classes for majors or general interests
Freshman Interest Groups (FIGS)
Team-taught Freshman Inquiry courses
Students gain awareness of audience and process, and receive more feedback
Students learn to see their writing as others see it
Lacks sustained focus of high-impact practices
Less opportunity to integrate learning
Courses organized by major or interest
Shared interests can increase student engagement
Students develop ongoing peer support
Most effective for 4-year programs
Integrated learning is limited
Composition sections for Music, Art, Theatre Arts
Courses organized by theme
Opportunities to integrate learning across disciplines
Can include UNIV 101
Integrated learning limited if instructors do not coordinate
Past efforts at CWU have attracted little interest among students
Overlapping syllabi encourage integrated learning
Most effective for writing, learning communities
More opportunities for writing-to-learn activities
More work for instructors
Difficult to schedule
Some students may not be eligible for ENG 101 or 102
One-to-one: same-sized writing and content courses
One-to-many: multiple composition sections linked to larger lecture course
Most effective when instructors develop courses jointly
Most effective when instructors receive recognition and administrative support for jointly developing courses