An Overview of the Workshop

Part I:  Writing Across the Curriculum, WID and Writing to Learn:
         -- a discussion of  dreams, goals, outcomes, purposes, and, if there are any, fears, uncertainties, and doubts.


Part II:  The Writing Online Spectrum -- where do you fit and how and why to use online writing in your courses:

• online work supplements the face to face class you teach; 
• you teach a formal hybrid course where you release students from some f2f seat time and do some class work online; 
• you teach fully online.
  

Part III:  Writing and E-Portfolios:  collect, select, and reflect, or how every student should know how and why to keep an e-portfolio even if you don't use them for assessment in your course (though it's so easy to do, you'll likely want to use them).

Resources for the Workshop

Added on 12/22/2009:

Clancy Ratliff's Opinion About What Makes a Good Teaching Portfolio
http://culturecat.net/clancy-ratliffs-opinion-about-what-makes

Clancy directs the first year writing program at the University of Louisiana, Lafayette.  She's a smart thinker and innovative teacher and knows a lot about teaching with technology and using technology for scholarship, instruction, and professional development.

From Bedford/St. Martin's
The Bedford St. Martin's Teaching with Technology Workshop.  by Nick Carbone, Doug Eyman, and Cindy Wambeam. A collection of tips, ideas, and arguments for teaching writing online.

Teaching Peer Review Resources  These were originally gathered in one place for WAC @ Colorado State workshops, but I also use them for peer review workshops on campuses.

Plagiarism Handouts for Students and  Colleagues. We'll be referencing the plagiarism handout for students, which shows a way to teach students how to create a very basic e-portfolio.

Teaching Central. This is from our catalog page. From here you can request for free an exam copy of any professional resource book or use any professional resource web site we provide. For example, we offer the following titles on WAC/WID, or teaching writing with computers, which many of you already have:

• Computers in the Composition Classroom 
•  Assessing Writing: A Critical Sourcebook  
• A TA's Guide to Teaching Writing in All Disciplines and the companion web site for A TA's Guide
•  Portfolio Teaching: A Guide for Instructors
•  The Elements of Teaching Writing

In addition to the above titles, there are books on teaching writing to students with disabilities, ESL, assessing writing and more.  Please add what you need to your personal professional resource library (pprl).  If you don't have a pprl, start one today. 

Resources from Around the Web


The Online Learning Record by Peg Syverson. Peg's work seeks richer insights into student learning than can be gotten from standardized tests and most traditional uses of portfolios. Of particular interest to this workshop, we'll be drawing upon Peg's description of the five -- and a sixth she adds -- dimensions of learning: http://www.cwrl.utexas.edu/~Syverson/olr/dimensions.html.

Principles and Practices in Electronic Portfolios: A CCCC Position Statement
Published in 2007 by CCCC Taskforce on Best Practices in Electronic Portfolios, this statement outlines suggestions for best practices in e-portfolios in composition courses, but much can be gleaned for using e-portfolios in any course. The site/statement offers extensive links to institutions that offer good e-portfolio models as well as bibliography (with links as well).


Teaching Writing Online: How and Why by Scott Warnock, published by NCTE Press
                From the book's catalog page:
Grounded in Warnock’s years of experience in teaching, teacher preparation, online learning, and composition scholarship, this book is designed with usability in mind. Features include:

• How to manage online conversations
• Responding to students
• Organizing course material
• Core guidelines for teaching online
• Resource chapter and appendix with sample teaching materials
  

NC notes: Scott's a good teacher, and the advice here is practical, focusing on using the tools most of us start with when we go to teach online: the course management system provided by the institution we teach for. There's a sample chapter -- the Introduction -- that will give you a good feel for the book.


College Writing and Beyond: A New Framework for University Writing Instruction by Anne Beaufort from Utah State U. Press

Beaufort's book argues for a rethinking of FYC to better prepare students for writing beyond FYC. But that part of her argument is not as pertinent for Appalachian State because of your Vertical WAC/WID curriculum. What is useful, however, in Beaufort's work for this workshop is her argument that writers draw on five knowledge domains when composing: 

1. knowledge of writing processes, 
2. knowledge of rhetoric, 
3. knowledge of subject matter, 
4. knowledge of genre, and 
5. knowledge of the discourse community they are operating in—a domain that encompasses the other four.

We'll be using this domains today; they are useful for stepping back and using them as lenses for considering writing assignments and writing assessment.

WAC Clearing House from Colorado State U.

This is the best one-stop site for WAC and WID resources, online books, and one of the leading scholarly journals in WAC/WID studies, also online: Across the Disciplines. 


WAC at Appalachian State
 
General Education at Appalachian State with an eye on Communicating Effectively and its seven outcomes.