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The Writing Intensive Program

Franklin College of Arts and Sciences at the University of Georgia

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      • - - Course Spotlight: GENE 3000H
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Author: Lindsey Harding

Sometimes They Surprise You

November 6, 2016Lindsey Harding2016 reflectionsfeedback, students, teaching

by Jeff Patterson I am an avid strategy gamer. Growing up, games like Red Alert and Command & Conquer were my babysitters. Although these were likely not the ideal conditions to produce an empathetic, caring person, they did instill in me an appreciation for the ebb and flow of a well-fought match. While there is…

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Don’t Get Frustrated; Get Fascinated

October 11, 2016Lindsey Harding2016 reflectionsassessment, assumptions, reflection, students, teaching

by Ngozichukwuka Okafor A more diverse pool of students has access to education today than ever before. With these opportunities come challenges for teachers and instructors. Being a part of the WIP program and interacting with fellow TAs has renewed my interest in aspects of the education process I have always pondered. Issues to do…

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From Both Sides Now

October 4, 2016Lindsey Harding2016 reflectionsgrad experiences, revising, teaching, wip principles, writing, writing process

by Jenn LaRue Those of us who TA for the Writing Intensive Program come from diverse schools and departments within the University of Georgia, but we all have one thing in common: an appreciation for the writing process. I suspect most of us in the program have always had an aptitude for expressing ourselves through…

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Making It Through the Battle: Communication in Grading Student Papers

September 28, 2016Lindsey Harding2016 reflectionscommunication, feedback, work-life balance

by Joshua Hummel While September is only the second month of the semester, my task of grading a set of papers for eight prose-based homework assignments submitted so far has entrenched me in the metaphorical battlefield of the class. On a Tuesday of any week, I can expect an advance of papers upon me; to…

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  • Teaching the Writing Process
  • Teaching Revision
  • Teaching Disciplinary Conventions
  • Responding to Student Work