by Anna Allen Misconception #1: the more time and effort I put in, the better students will learn. Written down, this suggestion seems slightly more irrational than the same wordless notion I carry around in my heads from day to day: if I spend hours crafting the perfect writing lesson plans, writing assignments, and feedback,…
by Mallory Lind Due to the positivist standardized testing strategies of most schools in America laid out by programs like No Child Left Behind, many students have come of age thinking that making a certain grade is the only thing that matters in their schooling. This leaves students with a severe lack of intrinsic motivation…
by Cameron Steuart At this point in the year, the students in my Music in the Twentieth-Century course are just getting started with the first assignment that will eventually build to an end-of-term paper. For this component, they have to provide me with a topic and an abstract that is focused on methodology. In anticipation…
by Melissa Gomes I have had the rare privilege of getting to both take the writing-intensive class in linguistics as an undergraduate student and now assist teaching the same course as a graduate student. My first experience with the Writing Intensive Program (WIP) was three years ago as an undergraduate linguistics major taking LING 3150:…