Archive for the ‘Instructors’ Category

  • CFP: 2012 UW Teaching and Learning Symposium

    Date: 2012.03.02 | Category: Instructors | Response: 0

    For instructors:

    The Center for Teaching and Learning, the Faculty Council on Teaching and Learning, the Teaching and Learning Center at UW Bothell, and the Teaching and Learning Center at UW Tacoma invite your participation in the Eighth Annual Teaching and Learning Symposium at the University of Washington, scheduled for Tuesday, April 17, 2012, 2:00-4:30 p.m., in the Walker Ames Room, Kane Hall.

    Many UW faculty, graduate students and professional staff are actively engaged in examining how their work affects student learning. The Symposium provides a forum where all who share this interest in improving student learning can learn about the work their colleagues are doing. We invite you to present your work on teaching and learning at the Symposium. Presenters are asked to represent their work in a poster session and to be on hand during the session to discuss their work with others.

    To view abstracts of sessions presented at the Symposium in previous years, visit:

    http://depts.washington.edu/sotl/symposium/index.html

    To submit a proposal, use the application WebQ:

    https://catalyst.uw.edu/webq/survey/sotl/159367

    Proposals must be received by Friday, March 16th.  Acceptances will be confirmed by Tuesday, March 27th. Further inquiries about the Symposium can be directed to sotl @ uw.edu

  • Putting a Paper Back Together Activity

    Date: 2011.03.21 | Category: Instructors | Response: 0

    by Lily Campbell

    A great way to use an e.g. paper to work on organization and transitions!

    The Basics:

    - Print out several copies of an e.g. paper of your choice and cut it up by paragraph.

    - Students organize into groups and each group gets a complete cut-up paper.

    - Groups spend about 15 minutes putting the paper back together, making notes as they go explaining their choices. What organizational clues are they finding?

    - Discuss the Intro/Conclusion

    - What should an Intro do? What kind is this? (Acts Of Inquiry pg. 247)

    - What should a Conclusion do? What kind is this? (Acts of Inquiry pg. 265)

    - Discuss the order of the main paragraphs. Identify the following:

    - Minor claims for the paragraph

    - How that claim is developed: what kind of evidence is used?

    - Map out a reverse outline on the board, considering relationships between minor claims

    If you have more time:

    - Groups can work on coming up with alternate organizations and discuss advantages and disadvantages of each

    - Students can spend some time outlining an upcoming major paper using new skills

    For Instructors:

    - Consider using an e.g. paper that resembles one of your major assignments. My students were working on a comparative rhetorical analysis, so I used “Persuasion for a Better Cause” by 2006-2007 winner Ashley Thoreson.

    - I’ve found this assignment can be scaffolded in throughout the quarter. Early on, it serves as an introduction to thinking about organization. Later on, it allows you to address surface-level concerns like transition phrases or the known-new clause.

    For Students:

    - You can modify this activity with your own papers! Find a partner and exchange cut-up drafts. Then, try to put each other’s papers back together. Take a look at where you agree/disagree about organization and discuss:

    - What transitional cues are missing in my paper that confused my partner?

    - What alternate organizations were suggested by this activity? Would rearranging my argument make it more effective?

  • Library Resources for 100-Level Instructors Survey

    Date: 2010.06.23 | Category: Instructors | Response: 0

    Greetings, ENGL 131 instructors past and present!

    This summer, the Libraries are working on providing more coordinated support for ENGL 131 Teaching Assistants by collaborating with ENGL 131 instructors and the Expository Writing Program on ENGL 131 research assignments and tying Libraries teaching and learning goals with the EWP course outcomes. In order to determine your needs, we would appreciate it if you could please fill out this short survey for ENGL 131 instructors:  https://catalysttools.washington.edu/webq/survey/hornbya/103502

    The survey asks you to respond to a few brief questions and to upload your ENGL 131 research assignment(s) to a Catalyst drop box space. Your survey response will be invaluable as we coordinate with EWP to plan strategic Libraries workshops, online tools and more designed to support your students. Please respond to the survey by Friday, June 25th.

    Feel free contact me if you have any questions. Thank you in advance for your time!
    Best,
    Amanda

  • e.g. Online Journal for 100-Level Writing Looking for Submissions for 2009-10

    Date: 2010.05.26 | Category: Instructors, News | Response: 0

    e.g., UW’s online journal for 100-level writing, is seeking new submissions of high quality 100-level writing.  The e.g. editorial committee needs the help of 100-level writing instructors for the past school year.  It would be great if you could all encourage your students in 100-level courses (current and former) to submit their work, both through a general announcement in class and via email (to make it a little easier for you, we’ve created two “personal” email templates, one to send to your current class and another to classes from previous quarters. Just scroll down for the time-saving email templates), and it would also be great if you could single out a few students whose writing was particularly outstanding, and encourage them via email or in person to submit their papers to e.g. You can make a plug for e.g. to all your students, mention the value of submitting writing to a reviewed, on-campus journal, perhaps even show them the website.  Even better, you can tell them that last year’s WINNERS received CASH prizes.

    Even though we’re sending the email out now, feel free to contact students you had in previous quarters this year in addition to the ones you have this quarter.  Students produce great writing at the 100-level, and e.g. is a great opportunity to showcase that writing.  Also, it gives you as the instructor a way to talk about stakes and audiences outside the confines of your classrooms.  We at e.g. depend on instructors getting the word out to students, so we can help this online journal remain meaningful to students, to instructors (it provides great samples), and to the university community.

    The email templates are below. We appreciate your help in teaching, mentoring, and encouraging your students!

    Sincerely,
    the e.g. committee

    TEMPLATE #1 (for students this quarter):

    Hello class! I’m sending out this end-of-the-quarter invitation to encourage you to submit your work from our English 111/121/131 class to e.g., the online journal of first-year writing at UW. Just go to the following website for more information:

    http://depts.washington.edu/egonline/

    For last year’s set of winners the e.g. committee was able to award cash prizes, and they foresee being able to do that again.  The journal also provides a nice, low-stakes venue for you to get your feet wet publishing, as well as offering an audience outside the classroom.  Publication in e.g. is a good c.v. or resume builder as well. They are accepting submissions through the end of the summer.  Submissions should be major papers, and current submission requirements are on the website. All of you did really tremendous work this quarter, and I really encourage any and all of you to take advantage of this.

    If you have any questions about your papers or would like to talk to me about revisions, etc., I’d be happy to look at your work!  Good luck!

    [your name--now it's personal!]

    TEMPLATE #2 (for students of previous quarters):

    Hello former class!  I’m sending out this end-of-the-year invitation to encourage you to submit your work from our English 111/121/131 class to e.g., the online journal of first-year writing at UW. Just go to the following website for more information:

    http://depts.washington.edu/egonline/

    For last year’s set of winners the e.g. committee was able to award cash prizes, and they foresee being able to do that again.  The journal also provides a nice, low-stakes venue for you to get your feet wet publishing, as well as offering an audience outside the classroom.  Publication in e.g. is a good c.v. or resume builder as well. They are accepting submissions through the end of the summer.  Submissions should be major papers, and current submission requirements are on the website. All of you did really tremendous work in our class together, and I really encourage any and all of you to take advantage of this.

    If you have any questions about your papers or would like to talk to me about revisions, etc., I’d be happy to look at your work!  Good luck!

    [your name--now it's personal!]

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The editorial committee of e.g., UW’s online journal of 100-level writing, is pleased to announce the winning essays for 2009-10: Paige Edmiston, “The Tell Tale Word: The Role of Authorship in Literary Analysis” and Jessica Oscoy, “The Irony of Higher Education.” Submissions for the 2011-12 academic year are currently being accepted until the end of September 2012.

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