by Jonathan Hallemeier The WIP workshops, readings, and classes have given me tools to think about pedagogy in new ways. Putting theory to practice is, unsurprisingly, the challenge. While my practice of WIP theory is not seamless, my inquiry into how to better guide students is active. I can tell that I am interacting with…
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 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:…
by Alisha M. Cromwell After 13 semesters as a Teaching Assistant in various capacities, from grader to teacher of record, I was a little annoyed to learn that I would have to attend a class every Friday afternoon for the Writing Intensive Program. My initial reaction was “what are they going to teach me that I…