View in EDS

Centering the Teaching of Writing: Using Writing Center Theory and Practice in a Graduate Course in Teaching Writing.

Saved in:
Bibliographic Details
Title: Centering the Teaching of Writing: Using Writing Center Theory and Practice in a Graduate Course in Teaching Writing.
Language: English
Authors: Cullum, Linda
Peer Reviewed: N
Page Count: 15
Publication Date: 2001
Document Type: Opinion Papers
Speeches/Meeting Papers
Descriptors: Course Objectives, Graduate Study, Higher Education, Instructional Innovation, Masters Programs, Teacher Student Relationship, Theory Practice Relationship, Writing Instruction, Writing Laboratories
Abstract: This paper focuses on a course taught by the author/educator in summer 2001, after a challenge from her department head to come up with a strategy to attract graduate students to a Master of Education course in Teaching Writing, a course that had failed to run for the previous five years because of low enrollments. The paper explains that a "fresh approach" to the course was needed--the fresh approach chosen was to design the course around Writing Center theories and practices. It first considers the unusual physical circumstances of the center and the disparate group of students who signed up for the course. It then discusses what the students brainstormed as the five main ingredients to teaching writing successfully: the teacher delivers clearly explained, process-oriented instruction; students produce careful, "correct" work; the curriculum gets covered; an atmosphere of respect for the teacher and his/her authority is maintained; and there is more writing but less grading. The paper states that the course focused on writing theory, best writing practices, individual writing histories, community-based writing, and similar issues; additionally, the students studied Writing Center theory; worked on tutor practicum projects; observed actual tutoring sessions in the Writing Center; spent time consulting with one another about their own papers; and engaged in ongoing reflection about what works and does not work when the goal is to produce better and more meaningful writing. The main focus of the paper is the new understandings that the author/educator and her graduate students took away from the summer course. (Contains a 15-item select bibliography.) (NKA)
Entry Date: 2002
Accession Number: ED461874
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED461874
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED461874
AccessLevel: 3
PubType: Editorial & Opinion
PubTypeId: editorialOpinion
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Centering the Teaching of Writing: Using Writing Center Theory and Practice in a Graduate Course in Teaching Writing.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cullum%2C+Linda%22">Cullum, Linda</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2001
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Opinion Papers<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Course+Objectives%22">Course Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Innovation%22">Instructional Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Laboratories%22">Writing Laboratories</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper focuses on a course taught by the author/educator in summer 2001, after a challenge from her department head to come up with a strategy to attract graduate students to a Master of Education course in Teaching Writing, a course that had failed to run for the previous five years because of low enrollments. The paper explains that a "fresh approach" to the course was needed--the fresh approach chosen was to design the course around Writing Center theories and practices. It first considers the unusual physical circumstances of the center and the disparate group of students who signed up for the course. It then discusses what the students brainstormed as the five main ingredients to teaching writing successfully: the teacher delivers clearly explained, process-oriented instruction; students produce careful, "correct" work; the curriculum gets covered; an atmosphere of respect for the teacher and his/her authority is maintained; and there is more writing but less grading. The paper states that the course focused on writing theory, best writing practices, individual writing histories, community-based writing, and similar issues; additionally, the students studied Writing Center theory; worked on tutor practicum projects; observed actual tutoring sessions in the Writing Center; spent time consulting with one another about their own papers; and engaged in ongoing reflection about what works and does not work when the goal is to produce better and more meaningful writing. The main focus of the paper is the new understandings that the author/educator and her graduate students took away from the summer course. (Contains a 15-item select bibliography.) (NKA)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2002
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED461874
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED461874
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Course Objectives
        Type: general
      – SubjectFull: Graduate Study
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Instructional Innovation
        Type: general
      – SubjectFull: Masters Programs
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Writing Laboratories
        Type: general
    Titles:
      – TitleFull: Centering the Teaching of Writing: Using Writing Center Theory and Practice in a Graduate Course in Teaching Writing.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cullum, Linda
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Type: published
              Y: 2001
ResultId 1