FB: Efficient and Effective Feedback for Student Writing.
Time-saving strategies for giving effective feedback on student writing.
CA: Crafting Effective Assignments for Student Writing.
How you articulate a writing task can have a large impact on what your students do and what they learn. Topics for this session include setting expectations, selecting an appropriate form and audience for student writing, helping students identify a meaningful and manageable writing project, and staging the process.
VD: Helping Students Learn to Write with Graphs, Tables and Other Visual Displays.
Graphs, tables, diagrams, and other exhibits are central to writing in some fields. This session presents ways to help students learn to design these elements and discuss them effectively in their papers.
G: Grading Student Writing.
Grading student writing can be a frustrating and time consuming affair. This session offers advice on approaches to grading and designing context-appropriate guidelines and rubrics.
AF: Audio Feedback for Student Writing.
While teachers have traditionally given students feedback on their writing in writing, advances in digital technology have made oral feedback a viable option. Giving oral feedback can be more pleasant and efficient than written feedback, and students generally respond positively to the intimacy of their instructor’s spoken voice and the greater nuance of spoken comments. Topics will include benefits and drawbacks of recorded oral feedback, types of oral feedback, and an overview of current technologies for recording and disseminating recorded responses.
GP: Setting Up and Managing Group Writing Assignments.
While co-authorship is increasingly common in undergraduate courses, faculty often have little training on how to effectively manage collaborative student work. Topics for this session include forming groups, assigning roles, reducing freeloading, and setting up a peer evaluation protocol.
IR: Supporting Student Writing in Independent Research Projects.
Undergraduate research is not only valuable for helping students learn how knowledge is created in the discipline. It also offers a rich opportunity for students to develop as writers. This session will suggest ways to capitalize on the extended and focused writing undergraduates do as part of their independent research projects. Topics will include staging student writing, planning for effective feedback, and anticipating incomplete research.
LC: Undergraduate Lab Courses as Productive Sites for Student Writing.
The science lab has been a mainstay of undergraduate science curricula for decades. Unfortunately, traditional approaches to student writing in lab courses rarely take full pedagogical advantage of these contexts. Topics for this session include defining goals for student writing in science labs, crafting lab writing assignments, training TAs, and providing useful feedback.
SD: Student Writing in Senior Design Projects.
Senior design projects offer a rich and valuable context for students to practice writing as apprentice engineers. However, because students usually have no experience in doing the kind of writing appropriate for design work, these contexts also present particular challenges. Topics will include helping students understand the conventions and demands of the assigned forms of writing, staging the writing process, and working with clients.
RP: The Duke Reader Project.
The Duke Reader Project offers students the opportunity to get feedback on a class writing project from someone outside the classroom who can serve as an authentic member of the target audience for their writing. Discovering how real readers respond to their writing helps students learn to approach writing as an act of communication, rather than merely a school assignment. Interacting with readers outside of the class can also get students more intellectually engaged in the assignment. Students who elect to participate are paired with a Duke alum or Duke employee with the appropriate background who is willing to provide feedback on drafts of the student’s work-in-progress. (The Reader Project has a volunteer pool of over 600 readers with a broad range of backgrounds.) Writing projects can range from scholarly/research writing in a particular discipline to forms of communication intended for a broader audience. For the former we match students with an experienced professional in the field; for the latter we match them with volunteers who are interested in the topic and regularly read that type of writing outside of their professional work. According to assessment surveys, students who participate tend to be more invested in the assignment, write better papers, and become more critical of their own writing. This session provides an overview of how the project works and describes what’s involved for faculty who enlist a course.
WK: Why You Want to Use Wikis for Your Student Writing Projects.
While wikis (like Google Docs) were originally designed to facilitate collaborative authorship on a document, they offer many advantages as a workspace for student writing. This talk will discuss these advantages--such as eliminating late or missing papers, hassle-free document sharing for peer feedback and co-authoring, and automatic saving of drafts--as well as issues of privacy and setting permissions. When a new technology can actually save us time and hassles (most don't)--we should use it! Participants will get hands-on practice setting up wikis for student writing using online tools available at Duke. Bring your laptop. Capped at 6 participants.
PL: Preventing Plagiarism.
While plagiarism has long been an issue for instructors who give writing assignments, there are ways to reduce plagiarism that also make the experience of student writing better for both students and instructors.