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Writing Across the Curriculum: a 4 yr Plan by Cara Kilgallen and Sue Ringer-Pet
- 1. Writing Across the Curriculum: A Four-Year Plan Cara Killgallen (CAS) Sue Ringler Pet (FCE) https://tinyurl.com/yaybq6fz
- 2. 2 Year 1: Writing as Conversation Year 2: Writing as Critical Inquiry Year 3: Writing as Problem Solving Year 4: Writing in the Discipline
- 3. 3 Year 1: Writing as Conversation
- 4. 4 Through the first-year seminar and other foundational courses, students will focus on finding their voice. They will begin to establish their position on topics, situate themselves in critical conversations, develop thesis statements, and articulate arguments in writing.
- 6. We have collectively found our voices and have begun critical conversations
- 7. 7 Year 2: Writing as Critical Inquiry
- 8. 8 As second-year students engage in core questions through requirements such as CIT Seminars, a focus on writing as critical inquiry seems fitting. They will focus on assessing themselves, evaluating their ideas, and incorporating sources into their written arguments.
- 11. Our multiple voices have asked questions across disciplines illustrating writing as critical inquiry
- 12. 12 Year 3: Writing as Problem Solving
- 13. 13 During the third year, students will become more engaged in their major and integrated thinking. As they formulate ideas about interdisciplinary topics, they will compare, evaluate, and synthesize arguments across fields of study.
- 15. We have begun to problem solve by formulating interdisciplinary topics, synthesizing ideas, and blending arguments across fields of study.
- 16. 16 Year 4: Writing in the Discipline
- 17. 17 Seniors will dedicate themselves to their capstone projects, which empowers them to move toward mastery as authentic writers in their discipline.
- 19. What have we experienced today that we might help us empower student writers through the 4 levels of the WAC writing process?
Editor's Notes
- CARA:WAC Work-in-Progress: As with writing itself, this WAC plan a work in process. We created this plan as a way to scaffold the writing process and make it correspond with Sacred Heart’s existing Core Curriculum.
- SUE: The four-year sequence emerged from a conversation about what writing students should gain by the end of their four years with us. Purpose of this workshop: We will model each proposed step.
- SUE: As you probably know, writing can be viewed as conversation in various ways: written discourse; a conversation between two authors; communication between writer and audience/reader.
- CARA: Tell the level, communicate first layer of scaffolding process. CARA: Activity: 5-Minute Free-Write. Tell audience to look at image on next slide. We will give you three minutes to write on loose-leaf paper. Do not worry about style, syntax, mechanics, punctuation, etc. Just communicate thoughts, feelings, memories, etc. *What comes to mind? What grabs you about the image? 1-2-3 CLICK ,
- SUE: After 5- Minute Free-Write, work in Pairs. Tell participants to divide into pairs and read over one another’s writing response. Just as you did with the image, now consider what grabs you about your partner’s writing. Where do you hear his or her voice the loudest? Underline or highlight key words or phrases. Then talk to each other! We will participate, and then share snippets of our conversation--medium and message extends beyond the rock. Next, have participants share their snippets to make visible the critical conversation.
- CARA: Sometimes, the way to help students find one’s voice is to close read, free-write, and converse; these are fundamental skills that students can put into practice.
- SUE
- CARA: Tell the level, communicate second layer of scaffolding process.
- SUE: Next activity will involve lenses of your teaching discipline. Generate a question about same image. We will do the same! Pass out sheet of paper with lenses. Ask participants to look again at image, and generate a question about how they see the image through the lense of his or her discipline. Cara and Sue will do same.
- SUE/CARA: Posted “Lens” Questions. Reexamine the image from your field of study. Then, write down your discipline-based question in your lens. Then, post paper on board to create a collage of questions.
- CARA: Having found our voices and those of others, we can use them to pose questions. Asking questions moves conversation toward nuanced viewpoints, middle positions, ways for agreeing, strategies for disagreeing, not about binaires. Jives with CIT -- question-based tradition.
- SUE: Pairs will connect questions
- CARA: Tell the level, communicate third layer of scaffolding process.
- SUE: Pairs integrate questions. Have each pair grab their two questions from the board and generate a hypothesis, or a thesis statement that blends the two. Let’s model first. Share out
- CARA:
- SUE:
- CARA: What did we decide to do here? Is this correct? ,
- SUE/CARA: Click on photo. Show a bit of linked video. This girl exemplifies all 4 levels: Voice, Critical Inquiry, Problem Solving, Expression as authentic work of the discipline (of social justice).
- CARA: Participants will share feedback on how WAC’s scaffolding process may influence their own future disciplinary writing pedagogy. Full circle -- image of White Power -- ended with an empowered young Black woman