by Edgar Alarcón Tinajero As a teaching assistant at UGA, I’ve primarily worked in larger introductory-level courses. I came into the WIP course with a couple assumptions about teaching and writing based on my experience as an undergraduate student. I assumed that instructors: don’t read the whole assignment (Assumption 1). are looking for a particular answer…
by Jim Campbell The following excerpt is taken from a 1989 article by Andrew Smith, analyzing Yukio Mishima’s novel Confessions of a Mask: In addition to the textual dyads of Confessions of a Mask mentioned previously, instinctual binomials include the negativity between phenotext and genotext in general as well as, following Jakobson, any ‘double-sensed message’…
by Jonathan Crum In a 2018 overview of research on notetaking effectiveness, Kiewra et al. observe that students are, by and large, incomplete notetakers. Out of the content that students are expected to learn, approximately a third of it actually makes it into their notes (see Austen et al. 2004; Kiewra 2016; Titsworth 2004). As…
by Michael Catto How does a student go about setting up a basic researchable question within the parameters of a given course? Writing a scientific article is a very different beast than what students (especially those in the early years of their college career) may have been exposed to. At this time, I am teaching…