Incorporating the 'New'  Writing Center into Your 2009-2010 Academic Year Ursula Rush Writing Center Coordinator for Gradu...
Our Old Space <ul><li>Difficult to find  </li></ul><ul><li>Limited to 3 tutor-student pairs at one time </li></ul><ul><li>...
Our New Space <ul><li>Readily visible when students enter library </li></ul><ul><li>Located near computer banks </li></ul>
Our New Space  (cont) <ul><li>Open design concept </li></ul><ul><ul><li>Encourages active/interactive use of tutors, facil...
Open Learning Spaces <ul><li>A national phenomenon in higher education </li></ul><ul><li>Promote active and collaborative ...
Writing Center/Faculty Interrelationships <ul><li>Importance of communication with faculty to establish needs and provide ...
Incorporating the Writing Center  Into the Syllabus <ul><li>In-class peer tutoring workshops for specific assignments or g...
Incorporating the Writing Center into the Syllabus  (cont) <ul><li>Encourage faculty to notify the Writing Center when req...
When the Old Becomes New Again <ul><li>Organization and clarity are key to success </li></ul><ul><ul><li>For faculty when ...
Freewriting <ul><li>Sometimes called ‘prewriting’ </li></ul><ul><li>Goal is to write about a topic without self-censoring ...
Freewriting  (cont) <ul><li>Having students freewrite about an assignment  as an assignment  will </li></ul><ul><ul><li>Mo...
Our Tutoring Approach <ul><li>Critical thinking and writing skills must take precedent over grammar and punctuation. </li>...
Logistics <ul><li>Hours of Operation </li></ul><ul><ul><li>Mondays, Tuesdays, Wednesdays, Thursdays </li></ul></ul><ul><ul...
Discussion <ul><li>We welcome your feedback.  Knowing your expectations for the new Writing Center will help us to meet th...
 
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Transcript of "Incorporating the 'New' Writing Center into Your 2009-2010 ..."

  1. 1. Incorporating the 'New' Writing Center into Your 2009-2010 Academic Year Ursula Rush Writing Center Coordinator for Graduate & Adult Programs April 30, 2009 CLU Center for Teaching and Learning Presents:
  2. 2. Our Old Space <ul><li>Difficult to find </li></ul><ul><li>Limited to 3 tutor-student pairs at one time </li></ul><ul><li>Isolated from other offices in the library </li></ul>
  3. 3. Our New Space <ul><li>Readily visible when students enter library </li></ul><ul><li>Located near computer banks </li></ul>
  4. 4. Our New Space (cont) <ul><li>Open design concept </li></ul><ul><ul><li>Encourages active/interactive use of tutors, facilities, and library equipment and collections </li></ul></ul><ul><ul><li>Fosters an inclusive writing-focused community </li></ul></ul><ul><ul><li>Creates a comfortable learning environment </li></ul></ul><ul><ul><li>Attracts more students </li></ul></ul>
  5. 5. Open Learning Spaces <ul><li>A national phenomenon in higher education </li></ul><ul><li>Promote active and collaborative learning </li></ul><ul><li>Enhance creative and critical thinking </li></ul><ul><li>Centralize information literacy by providing a ‘home base’ for writing sources and assistance </li></ul><ul><li>Offer a welcoming environment for students to read, research, explore, and write </li></ul>Long, P. D., & Holeton, R. (2009). Signposts of the revolution? What we are talking about when we talk about learning spaces. Educause Review , 44 (2), 36-48.
  6. 6. Writing Center/Faculty Interrelationships <ul><li>Importance of communication with faculty to establish needs and provide services </li></ul><ul><ul><li>Announce new Writing Center location </li></ul></ul><ul><ul><li>Meet with faculty to determine how we can help students meet specific course goals </li></ul></ul><ul><ul><li>Ask faculty how they would like to use this new learning space </li></ul></ul>* Lippincott, J. K. (2009). Involving faculty to improve pedagogy. Educause Review, 44 (2), 16-25.
  7. 7. Incorporating the Writing Center Into the Syllabus <ul><li>In-class peer tutoring workshops for specific assignments or general writing skills </li></ul><ul><ul><li>IMBA: Chicago reference style </li></ul></ul><ul><ul><li>Art: General writing skills applied to a specific assignment </li></ul></ul><ul><ul><li>Biology: Elements of a research paper </li></ul></ul><ul><li>Require Writing Center visits </li></ul><ul><li>Use the Writing Center’s archiving service to track student progress over time </li></ul><ul><li>Other suggestions </li></ul>
  8. 8. Incorporating the Writing Center into the Syllabus (cont) <ul><li>Encourage faculty to notify the Writing Center when requiring students to meet with a tutor </li></ul><ul><ul><li>Assignment guidelines </li></ul></ul><ul><ul><li>Grading rubric </li></ul></ul><ul><ul><li>Due dates </li></ul></ul><ul><li>Build in checkpoints on larger assignments to help students learn effective time management </li></ul>Theall, M. (2005). Scheduled course work (class activities, tests, projects) in ways which encouraged students to stay up-to-date in their work. POD—IDEA Center Notes . Retrieved April 24, 2009, from http://www.theideacenter.org/node/64
  9. 9. When the Old Becomes New Again <ul><li>Organization and clarity are key to success </li></ul><ul><ul><li>For faculty when crafting the syllabus and providing directions for assignments </li></ul></ul><ul><ul><li>For students when planning and initiating an assignment </li></ul></ul><ul><li>Freewriting is an old concept with renewed energy that thrives in learning spaces </li></ul>
  10. 10. Freewriting <ul><li>Sometimes called ‘prewriting’ </li></ul><ul><li>Goal is to write about a topic without self-censoring in order to discover material related to the topics </li></ul><ul><li>Best way to find thesis and main arguments </li></ul><ul><li>Offers students a chance to practice writing without the pressure of getting it right </li></ul>Harvard Business Essentials. (2003). Business communication , pp. 25-26. Boston: Harvard Business School Press.
  11. 11. Freewriting (cont) <ul><li>Having students freewrite about an assignment as an assignment will </li></ul><ul><ul><li>Motivate students to start papers earlier </li></ul></ul><ul><ul><li>Produce more concise, coherent, and cohesive writers </li></ul></ul><ul><ul><li>Increase the opportunity for students to be successful </li></ul></ul><ul><ul><li>Allow Writing Center tutors to provide the maximal benefit by guiding students to identify main points </li></ul></ul>Theall, M. (2005). Scheduled course work (class activities, tests, projects) in ways which encouraged students to stay up-to-date in their work. POD—IDEA Center Notes . Retrieved April 24, 2009, from http://www.theideacenter.org/node/64
  12. 12. Our Tutoring Approach <ul><li>Critical thinking and writing skills must take precedent over grammar and punctuation. </li></ul><ul><li>Top-down editing </li></ul><ul><ul><li>Identify overall global structure (thesis and supports) </li></ul></ul><ul><ul><li>Verify placement of paragraphs in the global structure </li></ul></ul><ul><ul><li>Examine paragraph structure (topic sentence and supports) </li></ul></ul><ul><ul><li>Consider cohesion and conciseness of sentences </li></ul></ul><ul><ul><li>Address grammar, punctuation, style requirements </li></ul></ul>
  13. 13. Logistics <ul><li>Hours of Operation </li></ul><ul><ul><li>Mondays, Tuesdays, Wednesdays, Thursdays </li></ul></ul><ul><ul><ul><li>10am to 8pm (closed 10am–11am Wednesdays for chapel) </li></ul></ul></ul><ul><ul><li>Fridays </li></ul></ul><ul><ul><ul><li>10am to 4pm </li></ul></ul></ul><ul><li>Appointments </li></ul><ul><ul><li>By phone, email, or on a walk-in basis </li></ul></ul><ul><ul><li>805-493-3257 </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul><ul><li>Website </li></ul><ul><ul><li>www.callutheran.edu/writing_center </li></ul></ul>
  14. 14. Discussion <ul><li>We welcome your feedback. Knowing your expectations for the new Writing Center will help us to meet them. Please feel free to contact us with any questions, concerns, or suggestions. </li></ul><ul><li>Joan Wines, Director of the Writing Center </li></ul><ul><li>wines@clunet.edu, x3277 </li></ul><ul><li>Ursula Rush, Coordinator for Graduate and Adult Programs </li></ul><ul><li>[email_address] </li></ul>
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