Thursday, January 16 at 12:00pm to 2:00pm
Faculty and TAs expect that students will be able to write as we want them to, but sometimes find that we do not have the language to explain our expectations to students. In this interactive workshop, Elizabeth Wardle will share research about this phenomenon and engage faculty in developing strategies to address it.
Wardle will begin by sharing results from a study of an undergraduate student through her general education courses and into her pre-nursing major. Late in her college career, the student noted that “the hardest thing about writing is not getting enough instruction.” The workshop then engages faculty in activities to address the problem raised by this statement: that we generally want to provide such instruction, but often need help gaining the language to articulate disciplinary writing conventions to students. In this portion of the workshop, faculty will work from discipline-specific artifacts to gain some of this knowledge.
Attendees should bring a printed copy of a research article from their field that they believe demonstrates typical and expected conventions of writing in their field. If possible, please read Ken Hyland’s chapter “Disciplinary cultures, texts, and interactions” prior to the workshop.
Elizabeth Wardle is Roger and Joyce Howe Distinguished Professor of Written Communication and Director of the Howe Center for Writing Excellence at Miami University. Her research has long focused on transfer of knowledge across academic domains. She is co-author of an influential writing textbook, co-editor of six books, and author of dozens of articles and book chapters focusing on transfer.
RSVP HERE by January 13
Center for Innovative Teaching, Research, and Learning
CITRAL, UC Santa Barbara Library, Room 1576