{"id":2237,"date":"2012-04-23T20:36:46","date_gmt":"2012-04-24T01:36:46","guid":{"rendered":"http:\/\/writing.wisc.edu\/blog\/?p=2237"},"modified":"2012-04-23T20:37:46","modified_gmt":"2012-04-24T01:37:46","slug":"the-rose-pathways-writing-project-developing-a-language-for-writing","status":"publish","type":"post","link":"https:\/\/dept.writing.wisc.edu\/blog\/the-rose-pathways-writing-project-developing-a-language-for-writing\/","title":{"rendered":"The Rose Pathways Writing Project: Developing a Language for Writing"},"content":{"rendered":"
<\/div>
\"Molly\"
Molly<\/figcaption><\/figure>\n
\"Amanda\"
Amanda<\/figcaption><\/figure>\n

By Amanda Detry and Molly Rentscher.<\/strong><\/p>\n

Each new semester in the Writing Fellows Program presents a range of exciting opportunities and challenges. Having served as Writing Fellows for the past few semesters, we have collaborated with many faculty members and worked with students of all writing levels and abilities. Amid such diversity, however, every writing appointment is shaped by two core values. First, Writing Fellows help students see revision as an essential part of the writing process. Second, Writing Fellows believe in producing good writers\u2014not necessarily good writing\u2014by offering students tools and examples for improving their work.<\/p>\n

\"Chadbourne
Chadbourne Residential College<\/figcaption><\/figure>\n

When we were given the opportunity to facilitate the Rose Pathways Writing Project, we expected the experience would be similar to our work as Writing Fellows. Rose Pathways is a weekly one-credit writing seminar for current and former residents of the Chadbourne Residential Learning Community<\/a> here at UW-Madison. We begin each class by sharing dinner with our students, which helps us establish a sense of community. Next, we teach a mini writing lesson (on essay organization, thesis statements, citations, or a similar topic) in response to our students\u2019 specific questions or concerns. Finally, we spend the majority of class facilitating a peer-review workshop: each week, two students present their drafts and receive constructive feedback from their peers on range of higher- and lower-order concerns.<\/p>\n

At first, we thought our role in this process would be much the same as our role as Writing Fellows, but perhaps a bit more directive. Like Fellows, we would create an agenda, facilitate a conversation about writing, and perform careful readings of students\u2019 work, but we would also play a slightly larger role in structuring, guiding, and engaging students in that conversation.<\/p>\n

For the most part, this has been true. What we didn\u2019t immediately foresee, however, is the role our students would play in developing their own language for this conversation. As our students engage with the ideas and writing of their peers, they have found new ways to talk about writing\u2014a skill they will carry with them into their future coursework.<\/p>\n

Three brief stories from class stand out to us:<\/p>\n

\"Barnard
Barnard Hall, part of Chadbourne Residential College<\/figcaption><\/figure>\n

Story #1:<\/strong><\/em> Midway through class one week, a student expressed frustration about an upcoming assignment. The prompt was confusing, and she couldn\u2019t organize her ideas, so she turned to the class: \u201cWhere do I start?\u201d We instantly turned on our facilitator brains, prepared to lead a conversation about the direction this student should take with her work; the resulting conversation was so natural, however, that our efforts were scarcely needed. \u201cWhat are your main ideas?\u201d \u201cHave you considered presenting one aspect of your thesis first, and then follow it up with the other part?\u201d \u201cI think you need to frame your paper around a central topic. . . .\u201d\u00a0 Listening to our students talk about the structure of an assignment, with no prompt in front of them and only a limited understanding of their classmate\u2019s ideas, revealed the extent to which our students were beginning to take ownership of the writing process and the enthusiasm with which they approached the task.<\/p>\n

Story #2:<\/strong><\/em> On the first day of class, we ask each of our students to present two drafts over the course of the semester. Recently, however, we\u2019ve found students jumping on the opportunity to present more than twice, or to workshop a paper multiple times. Considering the fact that many of our students used to write papers \u201cthe night before they\u2019re due,\u201d as they confessed at the beginning of the semester, this transformation demonstrates their new level of engagement with the writing process and the value they see in completing assignments ahead of time, with careful thought.<\/p>\n

Story #3:<\/strong><\/em> Each week, we begin our peer-review sessions by inviting each student to constructively praise that week\u2019s writer. During one of our first sessions, the praises rolled in for a particular student\u2019s draft: \u201cYou have great voice throughout this paper!\u201d \u201cYour ideas are well-developed; you make a strong case, and I trust what you have to say.\u201d We returned to the writer, who gave a shy smile: \u201cWow\u2014I didn\u2019t expect to hear so many good things about this paper.\u201d Slowly, slowly, the students of Rose Pathways are helping each other believe they can contribute to academic discussions, and that they have a unique, powerful, and important voice to share through their writing.<\/p>\n

As Writing Fellows, we are used to working with individually students on their own writing assignments. The Rose Pathways Writing Project, however, has taught us the immeasurable value of a larger community of writers: a place where students share their work, think critically about their peers\u2019 writing styles, and contribute to an ongoing conversation about forming, reshaping, and communicating one\u2019s ideas through the written word.<\/p>\n","protected":false},"excerpt":{"rendered":"

By Amanda Detry and Molly Rentscher. Each new semester in the Writing Fellows Program presents a range of exciting opportunities and challenges. Having served as Writing Fellows for the past few semesters, we have collaborated with many faculty members and worked with students of all writing levels and abilities. Amid such diversity, however, every writing […]<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[53,57,9,26,52,7,13,8],"tags":[],"class_list":["post-2237","post","type-post","status-publish","format-standard","hentry","category-collaborative-learning","category-peer-tutoring","category-satellite-locations","category-student-voices","category-tutorial-talk-and-methods","category-writing-across-the-curriculum","category-writing-centers","category-writing-fellows"],"yoast_head":"\nThe Rose Pathways Writing Project: Developing a Language for Writing - Another Word<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/dept.writing.wisc.edu\/blog\/the-rose-pathways-writing-project-developing-a-language-for-writing\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The Rose Pathways Writing Project: Developing a Language for Writing - Another Word\" \/>\n<meta property=\"og:description\" content=\"By Amanda Detry and Molly Rentscher. Each new semester in the Writing Fellows Program presents a range of exciting opportunities and challenges. Having served as Writing Fellows for the past few semesters, we have collaborated with many faculty members and worked with students of all writing levels and abilities. 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