Synopsis – October 2009: Director Annotations > Susan Coller Carlson

Welcome to our October edition of the KU WAC Newsletter!  We are very excited about moving to an electronic format and feel it will provide a more engaging venue for exchanging ideas about writing across the curriculum.  We encourage you to explore our past and current articles, post ideas of your own, and comment on the ideas of our contributing authors—your peers.  You will also notice that, in addition to new monthly articles, we will also be posting updates on upcoming workshops at the Writing Center and other announcements as well.  You can easily subscribe to our newsletter or become a follower so updates to the newsletter will be delivered to your inbox.

Tricia Berry kicks off our October issue with Writing Well is Not Just for Graded Work.  Tricia touches on a topic that’s close to my heart as we see a number of very poorly written emails come into the Writing Center from students asking for help.  Students have attached their papers for review into an email with notes like, “Pleaz correct this for I need it bak tommorw because my grads are sufering,” or “I ned help with my APAs sitations andwords.”  It can be frustrating and time consuming for folks to decipher messages like these to say the least.  Tricia gives us all pause for thought.  We are sending our students out into the workforce, and if their writing skills are abysmal, how does this affect their work?  Their clients or patients?  How does this reflect on us as a university?  Poor writing skills come with a cost on many levels.

Chris Halem (Encouraging Quality Writing on Discussion Boards) shares some of her ideas and best practices when it comes to facilitating an engaging discussion board based on a simple equation she shares with her students: Great content + Great form = Great discussion.

In Fragments, Kella Hammond explores how writing plays a critical role when it comes to “spearheading and deepening the conversations we are currently having about what we teach.”  Students can benefit from an interdisciplinary approach to education, but Kella asks us all to consider how we can help our students see “the panoramic whole” as opposed to fragments.  Conversation is essential (and so, of course, I must shamelessly plug our new interactive newsletter format again and encourage you all to participate in an on-going dialog about teaching, learning and writing).

Red Ink and Correction by Kurtis Clements brought back memories of my experiences in high school, and so I am curious to hear how others feel about their early writing teachers.  I remember the red ink and corrections from some of my more dogmatic teachers, of course, but I also remember Ms. Isabell and her head of white hair pinned and piled nearly as high as the fluorescent light fixtures on the ceiling.  She wore pink glasses and had a smile that rivaled that of the Cheshire cat.  Everyone loved her.  Why?  Not because at the age of 60-something she was hipper than any other teacher in the school and didn’t mind if the kids played Duran Duran or Elvis Costello on the boom-box in class.  Not because she was infinitely wise or because she taught night classes at the local maximum security prison (and yes, we were in awe of her bravery).  It was simply because she encouraged us—she practiced student-centered learning.  She pulled things out of us, made us think and let us explore ideas in new ways.  She let us feel good about the things we felt and cared to write about—whether it was politics, boyfriends, deer camp, snowmobiling, art or music.  She knew how to build confidence.

Susan Hovey, in Adopting a Student Friendly Approach to Project Writing, looks at writing from the perspective of a Medical Law and Bioethics instructor.  Susan focuses on the process of writing using a "step model" with her students and explains how clear guidelines are essential when it comes to reducing a student's fear of writing.

B. Marie Brady-Whitcanack (Group and Cooperative Learning: An Information Process Model of Teaching) reflects back on educational philosopher John Dewey’s theories on the social aspects of group learning and how students can, if properly guided, become more critical and democratic thinkers.

And finally, Diane Martinez writes about procrastination … something I know many of us can relate to.  In fact, during a phone conversation this week, Diane and I spent some time talking about how ironic it is that we tell our students how crucial it is to plan ahead, prewrite, create outlines … yet we don’t always practice what we preach.  And procrastination is not always the culprit.  We all lead very busy lives and it can be challenging to carve out time to do everything we need to accomplish—and our students are no different.  Killing Spiders and Cleaning Gutters: Differentiating Between the Writing Process and Procrastination is sure to strike a cord, and Diane offers some terrific suggestions that you can pass along to your students.

Enjoy the issue and we hope to hear from you!

Susan Coller Carlson is the Director of the Writing Across the Curriculum Initiative and Writing Center at Kaplan University.

Synopsis - September 2009: Director Annotations > Susan Coller Carlson

Building a Community

Greetings and welcome to another edition of the WAC newsletter! We are very excited by the conversations revolving around writing these days and would like to take our newsletter to the next level. Starting next month, the WAC newsletter will live online where everyone can more easily join our community of writers and add their proverbial two cents. You will receive a monthly invitation to visit our blog and will receive highlights of our newest articles via email. You will also have access to an archive of past articles. If you are interested in contributing an article, please be sure to drop us a line.

Many thanks go out to all the authors for their thoughtful contributions this month—your unique experiences and insight add a rich flavor to a topic some may consider bland. But as you will see, writing (and the teaching of writing) does not have to be bland. This month, we are featuring the School of Business and Management and have amassed a collection of articles that clearly show how writing matters outside a writing class—and that writing does not have to be dull. “Writing is More Than Mechanics,” by Dean Vandenbosch, illustrates how writers must seriously consider audience, structure and the story.

Josef Vice discusses how writers must work toward trading in bad writing habits for good. He explains how essays are never perfect the first time around, that we can’t do everything (like focusing on structure and mechanics) all at once, and that everyone has something to say. Susan Honea looks at writing from the perspective of both the instructor and the student (she is in dual roles right now) and Christie Zgourides gives us a fresh perspective on APA claiming, ”APA is as Real World as it gets.” Barbara Russell explores corporate jargon and Catherine Flynn discusses the benefits of peer review.

Robin Nicks provides faculty with great tips on using resources from the Writing Center to help students improve their writing (and make grading papers and providing useful feedback a little easier). Roger Geronimo, who teaches business analytics to graduate students, points out how, in an online environment (where a great deal of our communication with students takes place in “little dialog boxes”) we “must translate verbal skills from the traditional classroom setting into written communication.” Eric Wilson inspires us to try out software like Jing to create visually engaging resources for our classrooms, and James Fleming discusses how a good story can not only entertain, but educate. A story used in the classroom “will only prove successful if it balances entertainment with illumination and the tale itself has a kernel, at very least, of insight and wisdom stuck within it.” Well said, James.

And what does a perfect round de jambe have to do with writing? Joni Boone tells her story and how feedback can be greatly enhanced with audio. Diane Martinez urges us to approach cases of plagiarism as “teaching moments” and Kella Hammond gives us an enlightening story about her language experience in Costa Rica. Finally, Mike Jensen takes a poke at the conversations of men.

I hope you enjoy this issue of our newsletter, and please remember that you do have an effect on the students you teach—make it a good one!

Did you know…

Susan Coller Carlson spent a summer living in her car? Susan was researching birds in the Sleeping Bear National Park and could identify well over 100 different species by sight and sound. Susan is the director of the Writing Across the Curriculum Initiative and the Writing Center at Kaplan University.

[This article was originally published in our September, 2009 issue.]

Synopsis - August 2009: Director Annotations > Susan Coller Carlson

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.]

Synopsis - July 2009: Director Annotations > Susan Coller Carlson

Welcome to the second issue of our monthly newsletter! Dean Kara VanDam (School of General Education) kicks off this issue with “Do as I Say, Not as I Do: Best Practices in Writing Feedback.” Kara makes an excellent point about how we learn by doing—and that writing is certainly no exception. Regardless of our discipline, many of us can identify with the experience Dean VanDam had in college, and many of us struggled to find our way as writers. Her three indicators of valuable feedback are significant. We all have the ability to foster our students’ sense of accomplishment and empowerment—and giving them the tools to think critically about their writing and make marked improvements can do just that.

Other articles that will pique your curiosity about writing include one by Kurtis Clements, “Debunking the Myth of the Writing Center as Paper Review Service.” He exposes the dangers inherent in “editing” papers for students instead of nurturing the process of writing and gives a compelling argument for why we need to change our attitude. In “Autobiography Among the Blogs and Tweets,” Joni Boone explores how to find an academic “voice” using modern technology. She posits that texting and other informal modes of communication do not replace formal writing, but instead coexist. Kella Hammond discusses the notion of students and instructors as “co-inquirers” in the writing process and how writing truly is an exploratory, collaborative effort in “Beyond Kumbaya.”

Carolyn Stevenson maintains the key to successful virtual teams is learning to communicate effectively while working at a distance in, “Strength in Numbers.” In “A Unique Opportunity.” Tara King writes about the unique opportunity we have with WAC to help students. Echoing our first newsletter on how writing cannot be taught in 20 weeks of composition courses, Tara proposes that, since many of our students are scrambling to learn so many skills at once, we could use our WAC GEL program to help bring developmental skills to the forefront.

Erica Ellsworth discusses how using terminology specific to a particular field or discipline can help students more clearly understand what is expected in their writing projects. In “English for Insane People,” Mike Jensen, takes a humorous look at how the English language can drive people insane and notes some of the finer points of being a “guardian” of English.

Finally, Diane Martinez offers a thought-provoking look at the anatomy of a good writing assignment in “What Makes a Good Writing Assignment?” This article offers a number of very useful tips that can help course developers and instructors.

I hope you enjoy this issue and are moved to do a little writing of your own—as always, we welcome your suggestions and contributions.

[This article was originally published in our July, 2009 issue.]

Synopsis - June 2009: Director Annotations > Susan Coller Carlson

Greetings! We are so thrilled about the far-reaching effects our Writing Across the Curriculum (WAC) Initiative will have on Kaplan University that we want to share our news and progress with everyone—so welcome to our newsletter! Studies show that students required to write more tend to grasp more fully, process, and have the ability to apply the information and concepts they are learning. Writing well goes beyond the prospect of assuring one’s resume doesn’t end up in the rubbish, or landing a promotion due to a keen business plan. Writing well helps us think better and become more thoughtful and competent participants in our communities and the world at large.

We know that addressing writing issues can be a little uncomfortable for non-composition faculty, so to help alleviate the stress this can cause, we are developing workshops and presentations geared toward creating strong writing assignments as well as assessing the assignments using the universal (GEL 1.1) rubric. At KU, writing is everybody's business and we have to come together to help our students truly succeed—you can expect plenty of faculty support.

We are also excited to announce that the Writing Center will be undergoing some major renovations to support our students. We have an amazing foundation on which to build, but you can expect to see things like a more visible and dynamic Writing Center, expanded Live Tutoring services, and an exciting Writing Coach program to help strengthen the relationship between students, faculty, and tutors (which we are now piloting in 0903A).

As of June, we now have a full Writing Center staff. Joni Boone and Chrissine Rios (who specialize in developmental and ESL/ELL writers respectively) are joined by Diane Martinez, our Writing Specialist, Michaella (Kella) Hammond, our Resource Specialist, and Kurtis Clements, our newest full-time tutor. Their work is supported by a strapping team of part-time tutors who work very hard to provide feedback on student projects. I feel very lucky to have such a creative, talented, and caring team!

Please enjoy our newsletter and stayed tuned for more updates in our future issues. If you have questions, ideas or concerns, please contact me at SColler[at]kaplan[dot]edu. I am always interested in ways we can better serve our students and faculty!

[This article was originally published in our June, 2009 issue.]