Writing Across the Curriculum/
Writing in the Disciplines
The Writing Across the Curriculum Program at CSI is pleased to announce our first WAC/WID Faculty Roundtable:
Visual Literacy: Problems and Potential
March 11, 12:00pm-1:30pm, 2S, 217
Research indicates that there is a demonstrable relationship between the amount of rapidly paced visual input that students consume on a daily basis and a corresponding loss of facility with reading and writing; the more text-averse students become, the more reliant upon visual input they are. Visual images, however, have also long had a supporting role in textual discourse. A well chosen image can clarify or amplify a text, and can sometimes make clear in an instant what would be impossible to express with text alone. Images in printed text are also still: they can be paused over while we think critically about them, fit them into a larger context, and assemble a narrative from them. In many disciplines, some data is best presented in visual form (through charts, graphs and diagrams) rather than text.
This workshop considers how text and image work together. Each medium has different affordances that encourage different ways of organizing and presenting information. Through a consideration of these different affordances, we explore how to enhance communication in the classroom in ways that work with how our students think and learn.
New Writing Resources for Students with Disabilities
WAC Spring Faculty Roundtable
March 31, 2011 (1:30 - 3:30pm), Building 2S, Room 217
Please join us for our second WAC Spring Roundtable before the start of this year's Disability Awareness Month to discuss select strategies drawn from a new handbook on writing designed specifically for CSI students with learning disabilities and ADHD. This session will give faculty members a preview of our brand new writing guide. Authored by graduate Writing Fellow Tracy Robey in collaboration with The Writing Across The Curriculum (WAC) Program and The Office of Disability Services, this quick and accessible guide is geared to students who struggle with their writing assignments. Written in an informal style yet based on academic research, the handbook should prove to be a rare gem for students and faculty who are looking for successful writing strategies and a quick and easy read. We will share some of the most innovative and exciting strategies from the upcoming handbook and provide handouts that you can use immediately with all of your students to help them produce their best written work.
Student Grammar Problems Across the Curriculum--What to Do?
March 17, 2011 (1:30 - 3:30pm),
2S, Room 217
Many of us--even those of us teaching in the English department--wonder how to address our students' grammar problems in their writing even though our course does not deal with grammar as a subject. Should we correct the grammar? How does it affect the grade of the student? What can we do to help students improve their grammar issues and finally get rid of some of the recurring problems in their writing? In this roundtable discussion we will showcase some of the ways in which the WAC/WID program has helped professors across the curriculum to address student grammar problems, mostly by giving students new methods of solving these problems themselves. Two teams of WAC writing fellows and WAC faculty--writing fellow Marisa Lerer and business professor Alan Zimmerman, and writing fellow Nichole Stanford and early childhood education professor Helen Robinson--will showcase how they addressed grammar problems in their classes. Please come and join us for a discussion of teaching grammar across the curriculum.
Looking Backward, Looking Forward:
Writing the Next Syllabus
May 6, 2010 (10 AM – 12 PM),
English Department Conference Room
Disappointing student performance is often the result of unclear syllabus goals, but we can design our syllabuses in such a way to help ensure that students participate in meaningful ways and turn in well-written assignments on time. This roundtable offers an opportunity to reflect on the current semester and think about the next one—hopefully clearing the deck for a nice summer break. What went well this semester; what created problems? Faculty can bring in syllabuses from past semesters or ideas for new course syllabuses to discuss ways to improve or invent strategies for a great next semester.
From Invisible Challenges to Visible Success:
Writing and Students with Disabilities
April 15, 2010 (10 AM – 12 PM),
English Department Conference Room
Many students in our classes face challenges that remain invisible to us. Unless a student with a disability seeks out help, we
cannot know what prevents a student from succeeding. Yet, there are ways of giving such students a better chance to respond to writing assignments and help them overcome the challenges that might hold them back. This roundtable will be organized in conjunction with the Office of Disability Services and will offer room for conversation and questions, as well as provide information and concrete suggestions for helping students with disabilities succeed in our classes.