eLectures
“Research in Composition is collaborative…” * Frank P. Gaughan
12:22 minutes * recorded 03/18/2010
Pearson asked participants in the Research Network Forum (RNF) of CCCC to talk with us about research in composition. Some took the opportunity to try to define what is distinctive about composition research; some discussed their own research; some offered tips for new instructors about the role of research in the tenure process.
“Research in Composition is plastic, moveable, and fluid…” * Ethna D. Lay
7:24 minutes * recorded 03/18/2010
Pearson asked participants in the Research Network Forum (RNF) of CCCC to talk with us about research in composition. Some took the opportunity to try to define what is distinctive about composition research; some discussed their own research; some offered tips for new instructors about the role of research in the tenure process.
“Research in Composition…and the larger universe of research.” * Norbert Elliott
16:30 minutes * recorded 03/18/2010
Pearson asked participants in the Research Network Forum (RNF) of CCCC to talk with us about research in composition. Some took the opportunity to try to define what is distinctive about composition research; some discussed their own research; some offered tips for new instructors about the role of research in the tenure process.
“Research in Composition pushes the envelope…” * Risa Gorelick and Lisa DeTora
17:27 minutes * recorded 03/18/2010
Pearson asked participants in the Research Network Forum (RNF) of CCCC to talk with us about research in composition. Some took the opportunity to try to define what is distinctive about composition research; some discussed their own research; some offered tips for new instructors about the role of research in the tenure process.
“Connecting Composition Research to Community Politics....and still getting tenure.” * Stephen J. Parks
19:43 minutes * recorded 03/18/2010
Pearson asked participants in the Research Network Forum (RNF) of CCCC to talk with us about research in composition. Some took the opportunity to try to define what is distinctive about composition research; some discussed their own research; some offered tips for new instructors about the role of research in the tenure process.
“Research in Composition…and Writing Centers.” * Michael A. Pemberton
13:10 minutes * recorded 03/18/2010
Pearson asked participants in the Research Network Forum (RNF) of CCCC to talk with us about research in composition. Some took the opportunity to try to define what is distinctive about composition research; some discussed their own research; some offered tips for new instructors about the role of research in the tenure process.
“Research in Composition is rigorous and rhetorical…” * Rebecca J. Rickly
12:09 minutes * recorded 03/18/2010
Pearson asked participants in the Research Network Forum (RNF) of CCCC to talk with us about research in composition. Some took the opportunity to try to define what is distinctive about composition research; some discussed their own research; some offered tips for new instructors about the role of research in the tenure process.
“Research in Composition…and computers.” * Janice Walker
11:01 minutes * recorded 03/18/2010
Pearson asked participants in the Research Network Forum (RNF) of CCCC to talk with us about research in composition. Some took the opportunity to try to define what is distinctive about composition research; some discussed their own research; some offered tips for new instructors about the role of research in the tenure process.
“Rethinking What Writing Centers Say & Do” * Muriel Harris
21:14 minutes * recorded 03/18/2010
Pearson asked participants in the Research Network Forum (RNF) of CCCC to talk with us about research in composition. Some took the opportunity to try to define what is distinctive about composition research; some discussed their own research; some offered tips for new instructors about the role of research in the tenure process.
“Research in Composition is practical…” * Beth Hewett
11:07 minutes * recorded 03/03/2010
Pearson asked participants in the Research Network Forum (RNF) of CCCC to talk with us about research in composition. Some took the opportunity to try to define what is distinctive about composition research; some discussed their own research; some offered tips for new instructors about the role of research in the tenure process.
“What is Writing in a Digital Age?” * Laura Gurak
10:01 minutes * recorded 07/16/2009
Description: Laura Gurak (University of Minnesota) talks about how to define writing in a digital age, including a description of hybrid forms of communication. She discusses advice and strategies for teaching writing, as well as breaking down five elements or features that inform writing in a digital age: writing by code, awareness of speed and reach, collaboration, awareness of tone and style, and invention and delivery.
“Student Writers as Workers and Citizens” * Dominic Delli Carpini
12:52 minutes * recorded 07/16/2009
Description: Dominic Delli Carpini (York College of Pennsylvania) talks about how to teach writing so that students understand their role as both workers and citizens, including specific strategies and assignments for helping students develop connections between their “work” lives and their “community and social” lives.
“Teaching Students, Not Writing” * Lisbeth Bryant
8:04 minutes * recorded 07/16/2009
Description: Lisbeth Bryant (Purdue University Calumet) talks about the importance of interacting with students, getting students to interact with their text, and helping students become better writers by focusing on the importance of teaching individual people. She also discusses strategies for remaining student-centered as a teacher, as a WPA, and with regards to professional development.
“Student Metaphors of Themselves as Writers: A Journal Activity” * James McDonald
5:01 minutes * recorded 03/13/2009
Jim McDonald (University of Louisiana, Lafayette) highlights a successful, simple journal exercise that has his students describe themselves as writers using metaphors.
“Writing in Community, Writing for Life” * Akua Duku Anoyke
14:25 minutes * recorded 03/12/2009
Akua Duku Anokye (Arizona State University) describes community engagement projects as a way for students to do research, use the skills they have learned in class, and give back to the community, and discusses examples of successful projects from her course.
“A Debate--Between Two Readings” * Sue Bachmann and Melinda Barth
6:06 minutes * recorded 03/12/2009
Sue Bachmann and Melinda Barth (El Camino College) describe a classroom activity - a debate between two readings - that helps students develop critical thinking skills and engages the whole class by having students take on the voices and opinions of the authors in the debate.
“A Metaphor for Teaching Research-Based Writing” * Bruce Ballenger
10:45 minutes * recorded 03/12/2009
Bruce Ballenger (Boise State University) revisits a metaphor for teaching dialectical thinking - the mountain of reflection and the sea of experience - particularly for research-based writing.
“Creating and Using ePortfolios Beyond the Classroom” * Michael Cotter
11:16 minutes * recorded 03/12/2009
Michael Cotter (Norfolk State University) discusses the efficacy of using ePortfolios beyond the institution, including as a full chronicle of student activity and development in and out of class.
“Keep Moving Forward: Faculty Driven Assessment at the Course and Program Levels” * Tom Dow
12:36 minutes * recorded 03/12/2009
Tom Dow (Moraine Valley Community College) presents: "Patience Really Is a Virtue, or It Is Possible to Develop and Implement Course Level Assessment in Composition with 20 of Your Closest Friends" (the process and tips for implementing course level assessment in a large department at a large school.)
“Right-Brain Writing Techniques” * Michael Flachmann
8:39 minutes * recorded 03/12/2009
Michael Flachmann (California State University, Bakersfield) talks about kinesthetic learning techniques in the composition classroom and gives three examples of techniques that teach students about writing while having them get up and out of their seats.
“Promoting the Reading/Writing Connection: Six Strategies that Work” * Kim Flachmann
7:44 minutes * recorded 03/12/2009
Kim Flachmann (California State University, Bakersfield) talks about the reading/writing connection including specific strategies that will help teach students how to read critically and then assess their own writing through careful reading.
“Focusing First-Year Composition on Food Writing” * Risa Gorelick
5:15 minutes * recorded 03/12/2009
Risa Gorelick (Ramapo College) talks about her success with a 'food writing' class, including restaurant review assignments, local research, and writing about and discussing food-focused books.
“Fun with Food: Service-Learning Cookbook Writing Project” * Risa Gorelick
5:45 minutes * recorded 03/12/2009
Risa Gorelick (Ramapo College) covers her experience with a successful service learning project that involves cooking, outreach, and lots of student involvement.
“Writing 'for' the Community: Service-Learning Writing for Non-Profits” * Risa Gorelick
5:24 minutes * recorded 03/12/2009
Risa Gorelick (Ramapo College) discusses service learning writing with non-profits and how it gives students a purpose to write and stimulates their creativity.
“Using 'Reverse Underlining' to Teach Rereading and Revision” * Bruce Horner
4:23 minutes * recorded 03/12/2009
Bruce Horner (University of Louisville) discusses a two pronged approach to help students with their reading, including 'reverse underlining'.
“Errors that Matter, Errors that Don’t, and Helping Students Learn to Proofread” * Bruce Horner
4:46 minutes * recorded 03/12/2009
Bruce Horner (University of Louisville) talks about helping students deal with errors in their writing by understanding the underlying causes.
“Teaching Students How to Start a New Writing Project” * Richard Johnson-Sheehan
9:58 minutes * recorded 03/12/2009
Richard Johnson-Sheehan (Purdue University) talks about strategies for allowing students to analyze rhetorical situations, including a five-point guideline for recognizing and interpreting existing characteristics of the rhetorical situation and invoking rhetorical situations in their work.
“Using Rubrics to Read Student Papers” * David Jolliffe
6:17 minutes * recorded 03/12/2009
David Jolliffe (DePaul University) describes the process he uses while reading student papers and the benefits of creating a specific scoring rubric or guide for each assignment.
“Reaching Readers with Project Webzines” * Jennifer Kunka
7:02 minutes * recorded 03/12/2009
Jennifer Kunka (Francis Marion University) talks about a project called "webzines" that helps students see their writing as a way to communicate with an audience.
“Giving Assignments: Strategies for Student Understanding” * Susan Miller
4:19 minutes * recorded 03/12/2009
Susan Miller (Santa Fe College) discusses the importance of spending time with students as soon as an assignment is given to make sure all students understand the assignment and ensure that they are on track early in the process.
“Strategies for Using a Genre-Based Approach” * Chuck Paine
11:24 minutes * recorded 03/12/2009
Chuck Paine (University of New Mexico) talks about the benefits of using a genre-based approach in first year writing and specific strategies for implementing a genre-based approach.
“Teaching Multilingual Students” * Evelyn Posey and Kate Mangelsdorf
4:30 minutes * recorded 03/12/2009
Evelyn Posey and Kate Mangelsdorf (University of Texas, El Paso) dialogue about the trend of second-language students in composition classrooms, including the benefits of using computers in the classroom and using strategic redundancies while communicating.
“Teaching Visual and Popular Culture” * Jonathan Silverman and Dean Rader
9:59 minutes * recorded 03/12/2009
Jonathan Silverman and Dean Rader dialogue about teaching popular culture and visual culture in the composition classroom, including tips and strategies for integrating activities.
“Using Web-based Technology for Writing” * Scott Warnock
17:32 minutes * recorded 03/12/2009
Scott Warnock discusses the benefits of web-based discussion forums and some strategies and assignments for their use in the classroom.
“Inquiry in the Classroom” * Bruce Ballenger
26:55 minutes * recorded 02/19/2007
Bruce Ballenger gives a workshop to faculty in Dallas on how to create an inquiry-based classroom. The workshop includes why Bruce came to use an inquiry approach, how it can bridge the gap between personal and source-based writing, how it can create more thoughtful, analytic writing, and assignments Bruce uses in his own classroom.
“Rethinking Writing” * Lester Faigley
12:02 minutes * recorded 02/07/2007
Lester Faigley addresses students at The University of South Florida, discussing how trends such as globalization and technology have profoundly impacted writing and arguing that being a good writer is more critical than ever to future success. Have students listen to Lester’s talk or watch it to gather points to make in class.