Wednesday, October 05, 2016


Writer's Help at MCPHS

After the first visit to discuss teaching with the handbook, I compiled a list of resources that came up during the conversation. Those are collected here to have in one place.

Teaching with Hacker Handbooks:
  This will have ideas for sequencing the handbook use into writing assignments and/or activities to address writing issues. 

Syllabus 5: Writer’s Help, in Critical Reading and Writing, fall semester   
  This syllabus is from Stephen Bernhardt, who with Nancy Sommers co-authored Writer's Help. His cool idea: he underlines key terms in his syllabus and then has students look those up using the search tool in Writer's Help.

Stuff I've Written Up
How to use Word to turn essay into list of sentences  

With inspiration from Klonoski, Edward, “Using the Eyes of the PC to Teach Revision.,” Computers and Composition, v11 n1 p71-78. 1994.

Since handbooks and exercises use single sentence examples to illustrate incorrect and then corrected sentences, a proofing stage activity, students use the steps in this handout to transfer what they read and exercise to their own writing.  They do this by turning their essay into a list of sentences to match the kind of approach the handbook/exercises use.   See also, for a related activity inspired by Ed’s piece, “One Way to Use Grammar and Spellcheckers Carefully” at

See also, "Schooling Grammar Checkers" for 8 things teachers can do to address the strengths and weaknesses of that tool:

James Lang's stuff from the CHE:
Small Changes in Teaching --

On Transfer
Why Don't They Apply What They Learned, Part 1

Why Don't They Apply What They Learned, Part 2

Why Don't They Apply What They Learned, Part 3


Three core ideas

1. Be explicit with students about the role of Writer's Help in their MCPHS writing career. It's not just a course text, it's a text for all the writing they do. Strategies include letting them know their other professors will know they have the book (and those professors might have access). Stressing for each time you teach them how to use the book on their own that you are teaching them this so that can and will use it on their own in other courses, other writing situations. This kind of explicit teaching of goals and purpose will help students see that what is taught in a writing course -- strategies for drafting, researching, citing, reviewing, revising, proofing, and consulting Writer's Help in all those activities, is what they should bring to writing across the curriculum.

2. Move from Writer's Help to student writing; from student writing to Writer's Help. Teach students how to go from the advice in Writer's Help to their own writing and classmates' writings; and to know how to look at writing and then go to Writer's Help for advice. So space the use of Writer's Help throughout the semester (see Lang on spacing and interleaving), structured so that they move as quickly as possible from Writer's Help to writing. For example, if you're going to ask them to focus on thesis statements for a workshop, they might be told to look up thesis statements in Writer's Help, maybe do some LearningCurve questions, or standard quiz activities, to reinforce what they read. Then in class the next day, have them bring copies of their own writing and work in groups on finding and improving their owns and classmates' thesis statements. The key is make it the next day, so they can apply what they read and exercised to actual writing. Because you are just focusing on thesis statements, they can be in groups of four, and each writer can get three reviews.  Ask them to do this:  Describe to the writer what the thesis statement is (or could be if the reviewer thinks one is not there), and based on Writer's Help -- by citing or quoting from it -- talk about the statement's quality.  If it helps, use this prompt or template for them to complete:
According to Writer's Help, a good thesis statement ____________________________. 
Your thesis statement is __________________________________________________.

And then use either:

Your thesis statement is good because ______________________________________.
Your thesis statement is on the way to good, and will get there if you _________________________________.

3. Never work  harder than your students. 

First, do as much to grow student to student feedback as you can. Micro reviews such as the thesis statement can work wonders, both to help writers learn to see how to improve things on their own and to give them the time, focus, and practice at working those improvements.  No writing instructor should ever take on the burden of being the only person who gives writers feedback they will use. Teach them to give and receive feedback from one another; they will learn more and more deeply.

Second, on sentence level issues,  address only one or two a week, using steps something like above -- students read Writer's Help, do exercises, do the best they can applying to their own writing; in workshops set aside to teach just proofreading and copyediting,  they look at writing and go back to Writer's Help for explaining their feedback. When you address sentence level issue in your written feedback, do two things: one, only address an issue you've taught; and two, don't circle the error in the sentence nor label it. Use minimal marking -- put a check at the end of the sentence. The writer needs to look at the sentence, decide what the error is, and figure a good revision. He or she can ask a classmate for help.  

For example, if you've addressed fragments and subject-verb agreement only, put check marks in margins at lines where one of those two errors occurs. Don't say which it is or where it is. The following week the check mark might also include run-ons if that was taught next. Each week the mark can potentially include a wider array of errors, but only errors that have been taught and workshopped. Let your students use the marks as hints for going back to Writer's Help for advice on figuring out what the error is and how to fix it. You're working hard to mark margins; they're working harder to learn more deeply and permanently what the marks hint at and how to fix those things. 

Wednesday, September 28, 2016


Writing to Learn Aids Learning to Write

One of the challenges for students when they take any course in any discipline, and it is one of the joys too, is learning how to see and make sense of the world through the lenses -- ways of thinking and sharing ideas -- a discipline provides.

To do this, we know from insights in gleaned from the science of teaching and learning, students need to learn content and processes. Learners also need to grapple with those ideas -- not just cram them before a test, not just remember enough to pass a course -- to learn them deeply. Writing remains one of the best tools for idea grappling, for learning.

And through writing about what is being learned, students build more fluidity writing about the things they will write about as emerging thinkers and researchers in that discipline. It's kind of cool when you think about.

And here are some sources to help you think about it.

Page includes links to reviews of the book or articles inspired by the book. Key insights in the text as captured by the publisher's description:
Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another.
  • Small Teaching by James Lang

    This delightful book combines insights from the science of teaching and learning (SOTL) with small changes that can make a difference. A lot of the ideas dovetail well with writing because they use writing to learn strategies. For more on small changes, see also Lang's collection of articles on the topic at the Chronicle of Higher Ed:

  • From publisher: Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating.
    What you find when you look at the case studies of classroom practices, is how often the use of writing to learn activities help with deeper learning and help to mitigate against the need to cheat.

Aside: Plagiarism happens for two broad, complicated and often overlapping reasons: fear and loathing. Students are afraid they cannot do the work and will fail. If the stakes are high, the grade is needed, cheating becomes an option out of fear of failure. Loathing describes an almost opposite situation: students don't care about the course, don't like the subject, maybe resent having to take it. For them the stakes are so low, then, that out of disdain or animosity or boredom or indifference, they cheat as short cut to finishing.

Writing to learn mitigates against plagiarism because it gives students the time and practice to write about ideas that will be used later in their more formal writing assignments. That's very powerful learning and very powerful mitigation against plagiarism practice: getting ideas in words before setting words to an essay, lab report, or major assignment.

The works above all help illustrate how writing can help foster that power. So can this resource:

  • Plagiarism 101 by Nick Carbone --
    This site collects resources used in plagiarism workshops, including links to handouts, language you can add to your syllabus about plagiarism, readings and a video you can assign students to view and read as part of discussing the issue.

A collection of teaching ideas

Ideas for Writing to Learn with Discussion Boards

  •     When you place a reading on reserve at the library, have students use a discussion board to post their responses or notes on the reading. Since most all libraries have computers, students can do this in the library as they read.
  •     Use the discussion board during class as way for students to write and post responses to writing prompts (which you can post in the board in advance). 
  •     Put text you want students to read in a message; ask students to use the reply key and to quote the original message--the text you posted. They can insert comments and annotations in the text.
  •     Have students copy and paste drafts of their writing in a board. Create separate strands for peer review groups or study groups. They can reply and comment on one another's paper.
  •    Create a discussion board devoted to sharing research sources. Require students to post full citations for a source they discovered an annotation or abstract to go with it. 

 Writing to Learn, Writing to Write and Managing the Workload

You don’t have to comment or grade every piece of writing--you can do a lot by simply reading. Here are some ways to think about workload:

  •    Read and comment on posts in aggregate. "I notice a lot of comments are saying ..." or "Three of you -- student, student, student -- have pointed out X, what do others of you think?"
  •     Make sure to reply to every student's writings at some point, however.
  •     Use your discussion leading skills to get students to respond to each other--point out when they have ideas in common, or opposed, and invite responses. (Good for face to face as well as discussion boards.)
  •     Don't get caught up doing tech. support. Urge students to help one another whenever possible--if you introduce online tools in face-to-face settings, you can move this along by having students who complete a step or task move around the room to help those who are still working at it.
  •     Peer review. Teach it, and help students find the value in it. Treat peer review comments as what they really are -- micro essays -- that, like any essay, can be improved by rewriting, feedback, and discussion. Spending more time on teaching students to do peer review in the early weeks -- even if that leaves less time to work on essays -- can pay off in the end. The skills they learn writing comments -- being a close reader, writing full, descriptive comments, offering a writing choices, learning to read writing like a writer -- all transfer and support what writing is about. There's no loss to spend more time on peer review and a little less on actual essays early on.
  •     Conference with students--read writing cold, on the spot, in conference. Conference online in chat spaces and have students describe what they're doing. Talk about the writing. As the semester goes on, make more of your comments orally, in mini-conferences, and let peer reviews be the comments of written record.
  •     Don't try to grade everything. Have students periodically write reflections and self-analysis (have them quote from class transcripts, discussion, peer review comments to make points); remember you're reading and skimming and keeping track that works getting done, but you don't have to grade every jit and jot.
  •     Set office hours and keep them.
  •     Set times for your own work and don't let students intrude.
  •     Set rules for when and how frequently you'll answer student email.
  •     Keep students on schedule--nothing like extensions to stretch your work out.
  •     Don't be afraid to cut down on work you assign from time to time.
  •     Teach computer skills as writing skills. For example, how to save a file in rich text format might seem computer skill, but it's an essential writing skill if writing's to be shared among platforms. Realizing this helps put that necessary teaching in perspective--it's work worth doing, and saves time down the road.

Use Portfolios to Transition Writing to Learn (WTL) to Writing in the Disciplines (WID) 

For writers, careful record keeping, reflective essays, research logs, copies of sources used, annotated bibliographies, and so on-- are essential skills and practices that scholars and researchers follow. Writing to Learn activities are part of the thinking record your young scholars should learn to save and use. If you require WTL activities and especially, but not only, if they are precursors to WID projects, requires your students to save all their work in an e-portfolio. An e-portfolio can be as simple as folder where all work is kept or as rich as full on e-portfolio tools. 

But to make these work, set for students incremental deadlines (collecting items as the weeks progress) and help students to keep their portfolio organized, accurate, and useful for these reasons:

  • It helps you teach students how to manage time and set a series of smaller goals and deadlines. Setting deadlines helps students stay on course, and if you make it explicit that you're setting deadlines to model the kind of planning they need to learn to do when they engage larger writing projects on their own, it helps them to see the value of planning the project that way.
  • It lets you tie the use of the portfolio to the issue of plagiarism and honesty. Make it clear and explicit that such a portfolio benefits students should there ever be any question about the origins of their work. Portfolios help students show the work that goes into their writing, and that helps them should there ever be a question about their honesty. And of course, by collecting the work incrementally and seeing how students are doing as they go, it helps you to teach source management (avoiding inadvertent, technical plagiarism), and makes it harder for students to cheat (avoiding intentional plagiarism).
  • One of the best ways to start any project is to use this WTL idea: have student to create a knowledge of inventory, a list of everything they know or think about  their given topic, as well as tracing where they learned what they know or how they derived the opinions they have. From this, students can generate two very useful things: one, some early essays that help them structure their own initial thinking, and two, research leads. 
  1.  Essay Drafting Benefit: Using WTL before research helps students get their voice on paper. It gives them a document that they can weave their sources and research results into. This helps avoid the get-a-stack-of-sources-cobble-quote-cite-and-then-patch-a-paper-together-thing that often results in voiceless, bland, unengaged research writing. By writing first, you can help students move back and forth between research and writing. They write to get started; research to explore their thinking, answer questions, solve a problem or learn more. They work what they've learned from research into the evolving draft, as research helps them revise their thinking 

  2. Research Leads Benefit: If students remember having read an article in the dentist's office six months ago, or recall hearing something on the news, had a textbook a few years back which addressed the issue, or took another course where a teacher discussed the topic, and so on, then they have leads, places to begin their research.  They can look up those articles and call or e-mail those teachers.
  • An incrementally collected portfolio lets you see how students research, and how their research and writing strategies are unfolding. These views into their process let you intercede and find more teachable moments than can arise when you only get a paper on a due date
  • You do not need to comment on everything you collect. Just the act of collecting work in increments still helps students because it gives them deadlines. Just skim if you've a need to, looking for broader issues that might be addressed to the class as a whole or in consultation with a research librarian This is also a good way to find class-wide issues that might be addressed by consulting your writing center and arranging a workshop on some particular research writing skill. That is, collecting portfolios does not necessarily have to entail a lot of extra work reading and responding.  But still the benefits are immeasurable and merely skimming opens up opportunities for working with your local writing center and library.
  •  Seeing work from the start -- brainstorming, searching for topics, finding a thesis, and so on -- makes the chances of plagiarism "vanishingly thin."
  • By collecting work in increments, from WTL activities to WID processes --and regularly checking portfolios and research logs to see that work accumulate, teachers can sooner find struggling students. If a student's not doing the work, is falling behind, you know that student is in some trouble. Students who get behind and in trouble are often the ones tempted to cheat. The chance to intercede and help them sooner is much more useful  -- and less agonizing -- than trying to catch them at cheating later.
  • Failure to do the portfolio and/or to meet its incremental deadlines, can be a reason to refuse a student's final paper or to consider the research project incomplete. Thus, if you feel students have plagiarized, but can't find the source materials they may have used, and they don't confess to plagiarizing, despite all the circumstantial evidence you present before them, you can still give them a low, perhaps failing, grade because they don't have a research portfolio. To do this, however, you have to make it clear in your syllabus and research assignment that a complete, and incrementally developed portfolio is part of the project. And it needs to be part of of the assignment's articulation that missing --or incomplete -- portfolios will result in no credit for the project. 

Sunday, August 21, 2016

UNR, MLA, & OFS (Other Fun Stuff)

Resources We May Reference

An MLA Update FAQ from Bedford/St. Martin's via Macmillan Community:

Citation Management Software Guides, University of Nevada Reno Library

How to Cite a Cereal Box using MLA by Martine Courant Rife*
*Note, this is for an older version of MLA, but still worth showing. Students can apply its lessons/method to the current version.

The Citation Project -- Rebecca Moore Howard and Sandra Jamieson

Plagiarism 101: Resources for Faculty

 “Inventing the University” by David Bartholomae (Journal of Basic Writing)

"Next Time, Fail Better" by Paul M. Krebs (Chronicle of Higher Education)

“Conquering the Freshman Fear of Failure by David L. Kirp (NY Times)

Carol Dweck -- The power of believing that you can improve, a Ted Talk.

James Lang on teaching transfer:

See also by Lang, Small Teaching:Everyday Lessons from the Science of Learning.,miniSiteCd-JBHIGHERED.html

Daniel Willingham on understanding transfer:
"Why Transfer is Hard." -- from his collection of online articles on how students learn at

Robyn R. Jackson on the first two steps on not working harder than your students:
"Start Where Your Students Are." and "Know Where Your Students are Going," chapters 1 and 2 from her book, Never Work Harder than Your Students & Other Principles of Great Teaching.

Barbara Fister 
Her IHE Blog, Library Babel Fish

"Teaching the Rhetorical Dimensions of Research," Research Strategies 11.4 (Fall 1993): 211-219.

Monday, August 08, 2016

WVU & Teaching w/ Technology

Stuff on Teaching

Position Statements - National Council of Teachers of English - Two Year College Association

Guidelines for the Academic Preparation of English Faculty at Two Year Colleges

 Small Teaching: Everyday Lessons from the Science of Learning, James Lang
Robynn K. Shannon, Ph.D., of Fairmont State University, wrote this recommendation: 
[James Lang has a series of posts] in The Chronicle of Higher Education on small changes that faculty can make to their teaching to improve learning in their courses, you will be pleased to know that the series has now been compiled on a single page of the Chronicle web site:   
If you are not familiar with Lang’s writings on teaching and learning, these pieces for The Chronicle are a great place to start. 
Earlier this year, Lang’s most recent book, Small Teaching: Everyday Lessons from the Science of Learning, was published by Jossey-Bass:,miniSiteCd-JBHIGHERED.html.  

Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom
by Daniel T. Willingham 

Willingham also has a collection of articles on cognition and learning at

If you visit that page, these might be helpful in your planning:
  • Why practice is important
  • Why people love and remember stories
  • How to teach critical thinking
  • Why reading comprehension strategies are less useful than most people think
  • Can Reading Comprehension Be Taught? 

“Inventing the University” by David Bartholomae

"Next Time, Fail Better" by Paul M. Krebs

Stuff on Technology

 Teaching Online Pedagogical Repository
from The University of Central Florida's (UCF) Center for Distributed Learning (CDL)

Teaching Resources for Writing @ Colostate's Writing Studio

Friday, March 25, 2016

Student Permission and Public Writing

What Role Does Student Permission Play in Making Their Own Work Public? 

A presentation for UConn First-Year Writing's 11th Annual Conference on the Teaching of Writing

Some sources:

Agre, Phil, & Rotenber, Marc, eds. Technology and Privacy: The New Landscape. MIT Press, 1997.
From Phil Agre:
". . . control over personal information is control over an aspect of the identity one projects to the world, and the right to privacy is the freedom from unreasonable constraints on the construction of one's own identity" (7).  
Watters, Audry, "Student Data, Privacy, Ideology, and Context-less-ness," Hack Education. 31 July 2014.
In her book Privacy in Context, Nissenbaum offers a different frame: 
“What people care most about is not simply restricting the flow of information but ensuring that it flows appropriately, and an account of appropriate flow is given here through the framework of contextual integrity.” 
Privacy, she argues, is the right to the appropriate flow of information, and we should debate the appropriateness of the creation, collection, and consumption of data based on the context of each. We can debate this, ideally, through transparent, democratic processes, recognizing that we have to work through the knotty challenges of protecting public and individual needs. That is, with integrity.

Nissenbaum, Helen. Privacy in Context: Technology, Policy, and the Integrity of Social Life.  Stanford University Press, 2009.
A central tenet of  contextual  integrity  is  that  there  are  no arenas of life not governed  by  norms  of  information  flow ,  no  information  or  spheres  of life  for  which  “anything  goes.”  Almost  everything—things  that  we  do, events  that  occur,  transactions  that  take  place—happens  in  a  context  not only  of  place  but  of  politics,  convention,  and  cultural  expectation.  These contexts  can  be  as  sweepingly  defined  as,  say,  spheres  of  life  such  as education,  politics,  and  the  marketplace  or  as  finely  drawn  as  the conventional  routines  of  visiting  the  dentist,  attending  a  family  wedding, or  interviewing  for  a  job.  For  some  purposes,  broad  sweeps  are sufficient.  As  mentioned  before,  public  and  private  define  a  dichotomy of  spheres  that  have  proven  useful  in  legal  and  political  inquiry.  Robust intuitions  about  privacy  norms,  however,  seem  to  be  rooted  in  the  details of rather more limited contexts, spheres, or stereotypic situations. 
Observing  the  texture  of  people’s  lives,  we  find  them  not  only crossing  dichotomies,  but  moving  about,  into,  and  out  of  a  plurality  of distinct  realms.  They  are  at  home  with  families,  they  go  to  work,  they seek  medical  care,  visit  friends,  consult  with  psychiatrists,  talk  with lawyers,  go  to  the  bank,  attend  religious  services,  vote,  shop,  and  more. Each  of  these  spheres,  realms,  or  contexts  involves,  indeed  may  even  be defined  by,  a  distinct  set  of  norms,  which  governs  its  various  aspects such  as  roles,  expectations,  actions,  and  practices.  For  certain  contexts, such  as  the  highly  ritualized  settings  of  many  church  services,  these norms  are  explicit  and  quite  specific.  For  others,  the  norms  may  be implicit,  variable,  and  incomplete  (or  partial).  There  is  no  need  here  to construct  a  theory  of  these  contexts.  It  is  enough  for  our  purposes  that the  social  phenomenon  of  distinct  types  of  contexts,  domains,  spheres, institutions,  or  fields  is  firmly  rooted  in  common  experience . . .

Carbone, Nick; Lowe, Charlie; Jerz, Dennis; and Williams, Terra.  Review Discussion for "Moving to the Public: Weblogs in the Writing Classroom." Into the Blogosphere. 2004.

Nick, I'm curious about your reasons for thinking that required public writing should be an elective only? Is is an ethcial issue? After all, there are other course tracks in many universities where students are required as part of their degree work to do things outside of the safety of the classroom. K-12 student teaching and engineering internships are two that come to mind. Posted by: charlie at July 3, 2004 11:22 PM 3 
I can't speak for Nick, but the cases that come to my mind revolve around the confessional, personal stories that one often finds in a freshman comp course. I can also imagine problems from some students who have restraining orders against individuals to whom they'd rather not publicize their whereabouts. I personally try to address this by showing students multiple examples of times somebody blogged (or uploaded e-mailed or IMed) something they later regretted. Posted by: Dennis G. Jerz at July 4, 2004 04:45 PM

Isaacs, Emily & Jackson, Phoebe, eds. Public Works: Student Writing as Public Text. Heinemann. 2001
 "[t]here has not been enough attention to the ethics of assuming that students will necessarily benefit from such practice; there has been little discussion about the problems teachers face trying to institute such a practice; and finally, sometimes these practices have unintended, even negative, effects on students and their writing or the audience for whom they are writing." (Introduction)