Date(s) - Monday February 20
1:00 pm - 2:00 pm

Smith Hall, Room 104A

Carrie Leverenz

Carrie Leverenz

In 2008, the AAUP identified writing-intensive classes as one of ten educational practices proven to have an especially powerful impact on students from all backgrounds. TCU, which recognizes the important role writing can play in learning and in career preparation, requires all students to enroll in four writing courses, including two Writing Emphasis-designated courses. Student learning outcomes for WEM courses include being able to demonstrate a working knowledge of the rhetorical conventions of the target discipline; exhibiting the ability to use writing as a means of gaining and expressing an understanding of discipline­ specific content; employing writing strategies and rhetorical practices learned in lower division writing courses; and demonstrating clarity and precision of thought.

How can teachers who are not specialists in writing help students achieve these outcomes? In this Teaching and Learning Conversation, participants will discuss the writing-related outcomes they want to achieve in writing-emphasis courses and will share strategies for achieving those outcomes through assignment design, response, and evaluation. Participants are encouraged to bring a WEM course syllabus and writing assignment that they want to work on.


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