In the Long Run: A Study of Faculty in Three Writing-Across-The-Curriculum Programs
Language: English
Pages: 168
ISBN: 0814156428
Format: PDF / Kindle (mobi) / ePub
Book by
thought about that in a long time. I'd sort of forgotten about doing that. Urn hm. [Pause] Well, I keep rewriting my syllabus every year and changing assignments. It's not so much that they don't work; it's just that I have this compulsion to keep trying to make them better. Changes in teaching sometimes also occurred serendipitously. One faculty member we interviewed reported he kept a log from semester to semester, noting things that had worked, things that had not, and things he had changed.
Calkins, all writing and thinking about how students write, from first grade through college. Perhaps the most valuable aspect of the Maryland Writing Project, though, is its focus on one's own personal writing-probably the scariest What Did WAC Experiences Mean to Faculty? aspect of the summer for me. I didn't have time for personal writing. I had papers to grade, diapers to change, syllabi to organize, carpools to drive, and I certainly was not comfortable sharing my writing with anyone else,
grading myself, because the students just copy the corrections I've made. They don't think it through on their own. I do give my 290 class the option of rewriting their prospectus. I presented that at a workshop one time-how I get my history students to write a prospectus for their term papers. Thejaculty writing group. It never bothered me to get criticism. I think correcting students helps them. Draft response is good in theory, but I can't do it. Students just copy the corrections I've
SnugglyTM on my back. That summer, Randy (15), Sherry (12), plus Cheney (16) and Jay (14), my "escalator children" (our family made up the phrase because they were much too wonderful to be called stepchildren), plus the baby and I spent most of our time at the swim club. While the older children swam and Billy slept peacefully under the umbrella, I began work ing on my dissertation ... again (year nine at the University of Maryland). This time, things were different. WAC had raised my
Reliability and Validity in Ethnographic Research." Review of Educational Research 52: 31-60. 157 158 In the Long Run Lincoln, Yvonna S., and Egon G. Guba. 1985. Naturalistic Inquiry. Beverly Hills, CA: Sage. Maher, Francis A., and Mary Kay Thomson Tetreault. 1994. The Feminist Classroom. New York: Basic Books. Making Large Classes Interactive. 1995. Videotape. Executive Producers Barbara Walvoord and Leslie Williams. Producer and director H. Michael Sanders. Available from H. Michael