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