Pause and Refresh: Integrating WAC Into the Classroom
As the Writing Across the Curriculum Initiative moves toward 2010, I have to pause and take stock in our mission and goals and refresh my WAC dossier. I want to be sure we are moving in the right direction and that the bond we are forging between WAC and the Writing Center is meaningful and has purpose—that we are always striving to give our students the best tools possible. So last weekend, I had a chance to give “Writing Centers as WAC Centers: An Evolving Model,” a second look and I’d like to share a little of what Peshe Kuriloff had to say about what contributes to the success of a WAC program. In this article, Kuriloff claimed Writing Centers must continually challenge the status quo and evolve as an integral component of an institution’s core as opposed to circling the periphery and tossing out band‐aids when students need help with their writing. “Writing Centers need to affiliate themselves with the ideas and practices that have a direct relationship to what goes on the in the classroom,” claimed Kuriloff (p. 105).
Fortunately, this is exactly what we have set out to do with the Writing Coach Program we piloted during the 0903A term at Kaplan. Basically, instead of waiting for the students to come to us, we are going to them—and we are integrating our services within the context of a particular subject being taught in a particular course. Kuriloff continued,
To the extent that a Writing Center operates independently, on the model of a skills center or remedial tutoring center, it not only isolates itself but it undermines the goals most WAC Programs struggle valiantly to promote. (p. 106)
So instead of floating around the ether, we are working hard to integrate our services in the proverbial trenches. We want to create stronger, more meaningful relationships with our students and with our faculty and administrators as well. As part of a university vested in the success of its students, we cannot afford to do otherwise. Writing cannot be taught in a vacuum—it has to have context. Ideally,
Reinventing the Writing Center as a WAC center opens the door to all sorts of conversations about ideas, about methodologies, about teachers’ intentions and learning outcomes that used to be restricted, even prohibited in the context of discussion about writing. It also broadens the definition of writing to resemble more closely the type of intellectual activity that occurs in the classroom, in the laboratory. (p. 109)
For those of you unfamiliar with the Writing Coach Program, here is a quick overview. The Writing Center is working closely with a select number of courses across KU whereby a dedicated writing coach is assigned to work with students in the classroom. This way, students become more comfortable with their coach (approaching a writing center cold turkey can be a little intimidating for many students), the coach is able to learn more about individual student writing habits and problems (since the coach has a set number of students each term and can establish longevity), and the coach is able to assist the instructor when it comes to strengthening student writing (by answering those tough writing questions and helping them to understand WAC and its overarching goals in relation to course outcomes). Kuriloff and her contemporaries believe that, at the very least, a WAC consultant (or coach) working directly with students and their instructors will help students,
go back to class with a set of intelligent questions about, for example, what constitutes appropriate evidence, the answers to which will help them refine their thinking and better equip them to meet their professors’ expectations for writing and learning (p. 116‐117).
Ultimately, learning how to write well can help students become better thinkers—more successful students equipped to leave the university with a more robust skill set. 0904A marks the second term of the Writing Coach Program and we are looking forward to continued growth. If you are interested in learning more about our Writing Coach Program, please feel free to contact Kurtis Clements. We really hope to reach as many students as possible at Kaplan and play an integral role in their academic and professional success—and this reflects on all of us.
Barnett, R.W. and Blummer, J.S. (Eds.). (1999). Writing centers
and writing across the curriculum programs: Building
interdisciplinary partnerships. Westport, CT: Greenwood
Publishing Group, Inc..
Notes About This Issue:
You have, most likely, already read Dean Sander’s thought-provoking article about the importance of writing, but in the articles to follow, you will also hear from Carrie Jantz, who shows how she explains the difference between formal and informal writing to her students. Katherine Sanger shares tips she uses to help students write and feel better about their writing. Diana White and Lindsey Motes team up to discuss the importance of teaching students one concept at a time so we do not overwhelm them with too much information. They recommend teaching one grammar concept per assignment.
Ina Marshall explains how to use a PDSC (point, define, support, conclude) structure to help students become better writers, while Verlyn Evans shares some of her best practices for responding to writing assignments. Carolyn Stevenson promotes an interesting (and somewhat controversial) topic by encouraging instructors to find ways to use social networking forums like Facebook or blogging as practice venues for students, and then Karen Watson talks about how writing is the “package” for delivering our thoughts and ideas.
Chrissine Rios addresses the issue of correctness and idea formation for ESL students. She shows how prewriting activities can give students a chance to learn about culture and writing conventions. Diane Martinez promotes our on-going workshops for students through the Writing Center, and Mike Jensen wraps up this issue with a bit of humor just to remind us all to have a laugh now and then.
We sincerely hope you enjoy this issue of the WAC newsletter and that it continues to promote engaging dialogue about writing and learning across our campus.
Thank you!
[This article was originally published in our August, 2009 issue.]
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