Quick Tips Teaching a Summer Session WI

QUICK TIPS

Teaching a Summer Session Writing-Intensive Course

Applying the Hallmarks of Writing-Intensive Courses in a 16-week semester can be taxing; applying the Hallmarks during a six-week (or shorter) term can overwhelm both the instructor and the students. We surveyed experienced WI instructors; respondents saw benefits to a six-week WI course, as long as precautions were taken. Our tips below come from their suggestions.

Remind students that the semester is only six weeks long.

If students get behind, catching up will be very difficult. And if they take more than one WI course, the workload may be too much. The Mānoa Writing Program Faculty Board strongly recommends that students take only one WI course per summer session. Ask students to consider changing their schedule if they have registered for more than one WI course.

"Let the students know what they're in for—if they fall behind, they're lost." -Professor

Start writing early in the semester.
Students in WI courses should write at least 16 pages during the semester. By assigning writing during the first week and then regularly, the workload is stretched out over the entire semester. Give short writing assignments or break a research project into manageable steps.
A series of short writing assignments gives students opportunities to improve from one assignment to the next. When giving feedback, focus your comments on what the student should keep in mind when working on the next writing assignment. Ask students to set goals and self-assess their progress after each assignment. If you assign a research project, break it into parts and build in opportunities for feedback and discussion after each step. For example, you can ask students to

brainstorm or freewrite about a topic;

create a research question or write a proposal;

gather information and evaluate sources (some instructors provide materials so students spend less time searching);

write an annotated bibliography or keep a reading log;

write a rough draft;

write a final draft.

Assign different readings to different students.
If you assign a lot of reading material, divide the class into small groups and have each group read some of the texts. During class, students present oral and/or written reports so all students learn about the material in the texts.
"The only drawback of the short summer term was that students had less time for the heavy reading load." -Professor
Don't respond to everything the students write.

You do not need to extensively comment on everything your students write. You can let students know that you will give a full response to assignments that will be revised (or are part of a series). For assignments that will not be revised, tell them that you will use a simple grading system (and will sometimes give a few brief comments). Many instructors use the plus, check, or minus system because they are simply looking to see whether a student has completed the assignment. “Write-to-learn” assignments are usually not revised—they are typically short, informal writing assignments designed to get students thinking about a topic or reading assignment.

"I found that writing every day strengthens the continuity and coherence of the discussion." -Professor

“Write-to-learn” activities:

Minute Papers: At the end of class, have students summarize a lecture or discussion, identify the key point, or pose a final question on a 3x5 card.

Admit Ticket: Require that students drop off a brief summary of a reading, two questions drawn from a reading, etc., to be admitted to class.

Student Note-Takers: Assign one student each day to be the official note-taker. The note-taker gets practice summarizing and organizing main ideas. This activity also provides feedback to the instructor and review material for the class as a whole.

Reading Log: Ask students to keep a reading log. For each reading assignment, students write an entry that contains a brief summary plus the student's questions, observations, etc. A log helps students come to class prepared to discuss the reading assignment.

Freewriting: At any point during the class period, ask students to write for five minutes on an issue or question that you pose. The writing gives students time to collect their thoughts or generate new ideas. Freewriting works well to jumpstart discussion because students are better prepared to talk about an issue.

"I recommend keeping daily journals. Students stay focused and there is wonderful carry over from day to day." -Professor

Mānoa Writing Program · 2545 McCarthy Mall, Bilger Hall 104 · Honolulu, HI 96822 · (808) 956-6660 · mwp@hawaii.edu

© 1997-2008 Mānoa Writing Program, University of Hawai'i

		QUICK TIPS Teaching a Summer Session Writing-Intensive Course Applying the Hallmarks of Writing-Intensive Courses in a 16-week semester can be taxing; applying the Hallmarks during a six-week (or shorter) term can overwhelm both the instructor and the students. We surveyed experienced WI instructors; respondents saw benefits to a six-week WI course, as long as precautions were taken. Our tips below come from their suggestions. Remind students that the semester is only six weeks long. If students get behind, catching up will be very difficult. And if they take more than one WI course, the workload may be too much. The Mānoa Writing Program Faculty Board strongly recommends that students take only one WI course per summer session. Ask students to consider changing their schedule if they have registered for more than one WI course. "Let the students know what they're in for—if they fall behind, they're lost." -Professor Start writing early in the semester. Students in WI courses should write at least 16 pages during the semester. By assigning writing during the first week and then regularly, the workload is stretched out over the entire semester. Give short writing assignments or break a research project into manageable steps. A series of short writing assignments gives students opportunities to improve from one assignment to the next. When giving feedback, focus your comments on what the student should keep in mind when working on the next writing assignment. Ask students to set goals and self-assess their progress after each assignment. If you assign a research project, break it into parts and build in opportunities for feedback and discussion after each step. For example, you can ask students to brainstorm or freewrite about a topic; create a research question or write a proposal; gather information and evaluate sources (some instructors provide materials so students spend less time searching); write an annotated bibliography or keep a reading log; write a rough draft; write a final draft. Assign different readings to different students. If you assign a lot of reading material, divide the class into small groups and have each group read some of the texts. During class, students present oral and/or written reports so all students learn about the material in the texts. *"The only drawback of the short summer term was that students had less time for the heavy reading load." -Professor* Don't respond to everything the students write. You do not need to extensively comment on everything your students write. You can let students know that you will give a full response to assignments that will be revised (or are part of a series). For assignments that will not be revised, tell them that you will use a simple grading system (and will sometimes give a few brief comments). Many instructors use the plus, check, or minus system because they are simply looking to see whether a student has completed the assignment. “Write-to-learn” assignments are usually not revised—they are typically short, informal writing assignments designed to get students thinking about a topic or reading assignment. *"I found that writing every day strengthens the continuity and coherence of the discussion." -Professor* *“Write-to-learn” activities:* Minute Papers: At the end of class, have students summarize a lecture or discussion, identify the key point, or pose a final question on a 3x5 card. Admit Ticket: Require that students drop off a brief summary of a reading, two questions drawn from a reading, etc., to be admitted to class. Student Note-Takers: Assign one student each day to be the official note-taker. The note-taker gets practice summarizing and organizing main ideas. This activity also provides feedback to the instructor and review material for the class as a whole. Reading Log: Ask students to keep a reading log. For each reading assignment, students write an entry that contains a brief summary plus the student's questions, observations, etc. A log helps students come to class prepared to discuss the reading assignment. Freewriting: At any point during the class period, ask students to write for five minutes on an issue or question that you pose. The writing gives students time to collect their thoughts or generate new ideas. Freewriting works well to jumpstart discussion because students are better prepared to talk about an issue. *"I recommend keeping daily journals. Students stay focused and there is wonderful carry over from day to day." -Professor*

Mānoa Writing Program · 2545 McCarthy Mall, Bilger Hall 104 · Honolulu, HI 96822 · (808) 956-6660 · mwp@hawaii.edu
© 1997-2008 Mānoa Writing Program, University of Hawai'i