Stephanie White, Writing Across the Curriculum It’s important to take some time to talk about your expectations, methods, and beliefs about peer review before your first peer review of the semester. By preparing your …
advice
Making Peer Review Work
Kirsten Jamsen, Writing Across the Curriculum After many semesters using peer review in my own composition classes and helping colleagues in Geography, Women’s Studies, Political Science, Slavic, and Art use peer review successfully in …
Preparing for Student-Teacher Conferences
Writing Across the Curriculum Example #1 NAME: APPOINTMENT DAY AND TIME: Class is cancelled Monday, October 2, and Wednesday, October 4 in order to make time for one‑on‑one conferences. Your conference counts as class …
Save Time by Making One-on-One Conferences as Efficient as Possible
John Bean Distinguish Between Higher-Order and Lower-Order Concerns Conferences are most productive if you concentrate first on the higher-order concerns of ideas, organization, development, and overall clarity as opposed to lower-order concerns of style, …
Preparing for Effective One-on-One Conferencing
Dawn Biehler, Geography One-on-one conferencing yields the best results if you Prepare well so you can think on your feet during the conference. Convey a strong message to students about the strengths and weaknesses …
Resources for Working with Multilingual Writers
Writing Across the Curriculum Campus Resources Consult with UW’s ESL staff, 5134 Helen C. White (http://www.english.wisc.edu/esl, 263-3780). The ESL program offers a sequence of courses to improve the skills of multilingual students in reading, …
Evaluating and Grading Multilingual Writing
Elisabeth Miller, Writing Across the Curriculum One of the most common questions that Writing Across the Curriculum Programs hear from instructors across disciplines is how to fairly assess the work of multilingual writers. Many …
Strategies for Working with Multilingual Writers
Writing Across the Curriculum Preparing students for writing assignments Try to make your expectations for successful writing in your course as explicit as possible. You can make expectations explicit in your syllabus, assignment handouts, …
Helping Multilingual Writers Succeed in Your Course
Writing Across the Curriculum How is a multilingual writing process different from a monolingual writing process? Research has shown that It is more laborious and takes more time. It requires more time to set …
An Introduction to Multilingual Writers at UW-Madison
Kate Vieira, Writing Across the Curriculum As most instructors know, multilingual writers form an integral part of the educational community at UW-Madison. What instructors often don’t know is how to meet the needs of …
Twelve Common Errors: A Student Self-Editing Guide
The Writing Center, writing.wisc.edu The following list contains only brief examples and explanations intended for you to use as reminders while you are editing your papers. To learn more: Take a free grammar or …
Putting Grammar in Its Place… But Making Sure It Has a Place
REBECCA SCHOENIKE NOWACEKWRITING ACROSS THE CURRICULUM Of all the questions facing teachers of Comm-B and Writing-Intensive courses, one of the most puzzling is the question of how—and even whether—to teach grammar. For the most part, …
Designing Activities and Assignments to Discourage Plagiarism
Alice J. Robison, Bonnie K. Smith, Writing Across the Curriculum Plagiarism is a serious topic raised frequently when we talk about responding to student writing, and it makes sense that we should want to …
Using a Reverse Outline to Revise
Rebecca Schoenike Nowacek, English What is a reverse outline? If a regular outline is something you write before you draft out your paper, a reverse outline is something you do after you write a …
Revising Paragraphs
Professor David Zimmerman, English Topic sentences are the most important sentences of your essay. They provide the scaffolding or frame for your argument. The function of a body paragraph in an analytical essay is …
Teaching Revision
Rebecca Lorimer and Rebecca Schoenike Nowacek, Writing Across the Curriculum Revision, revision, revision: the term is nearly a mantra in Comm-B and Writing-Intensive (WI) courses. Indeed, the university criteria for Comm-B and Writing-Intensive courses …
Challenges for Writers with Disabilities
Stephanie White, Writing Across the Curriculum, Ohio State University Americans with Disabilities Act Coordinator’s Office Many students experience difficulties with college writing. For some students with disabilities, however, there may be even greater obstacles …
Motivating Students to Grow as Writers
Sara Lindberg, Psychology 225 There are several things you can do to help your students cope with critical feedback—a necessary evil in the writing process. The techniques outlined below are designed to help you …
Helping Your Students Improve Their Writing and Their Learning
Writing Across the Curriculum While many of these principles and techniques take time to implement, and some may be logistically impossible in large classes, they have proven successful here and at many other schools …
Tips for Writing an Assignment and Teaching It to Students
UW-Madison’s Writing Across the Curriculum Program Here are some suggestions to keep in mind as you write your assignment handouts, as well as suggestions for other activities that prepare students to write. Good writing assignments …
Sequencing Assignments Over the Course of a Semester
Rebecca Schoenike Nowacek Brad Hughes Writing Across the Curriculum When sequencing or deciding on the order of your assignments for the semester, you may want to ask yourself two questions. First, what do you want …