Personal note: I’m posting this because a handful of graduate students separately insisted that I do so. This isn’t particularly well-researched or founded in anything other than my personal observations. The graduate students responsible for this were each frustrated that they couldn’t conform to their advisor’s expectations of their writing (to produce outlines, to have […]
Author’s Note: This is the second part of a three-part series. You can find the first part, On Designing a Research-Based Writing Course, here. I’ve already discussed my approach to scaffolding a research-based writing course to encourage students to focus on the processes of research and writing over the final product, and to engage in metacognition […]
Author’s Note: This is the first part in a three-part series on designing a research-based writing course that culminates in a research paper assignment. In a recent post for this blog, I began to reflect on my experience of teaching “Writing the Research Paper,” a general education humanities course open to students who have taken at […]
Last fall, I had the opportunity to teach “Writing the Research Paper” at LaGuardia Community College. The course is the third part of a composition sequence in LaGuardia’s English department (following ENG 101 and ENG 102, two courses in which students learn to write through the study of literature), and a general education course that […]
On Friday, April 7, the Humanities Alliance’s staff, faculty mentors, and Graduate Teaching Fellows met for our monthly professional development workshop. The theme of this month’s workshop? Commenting on Student-Learners’ Writing. Our agenda, at a glance: 9:00 – Breakfast 9:30 – Welcome and Overview of the Agenda 9:35 – Teachers as Writers; Writers as Teachers 10:20 – Bean-Based Cross-disciplinary Strategies […]
