Write@UGA
Write@UGA is a month-long celebration of writing during February.
Write-Ins
Mondays in February from 8:00-10:00am
Tuesdays in February from 4:00-6:00pm
CTL North Instructional Plaza
Write-In sessions are regularly scheduled events that offer faculty members, staff, and graduate students the opportunity to focus and work on their writing in a designated space that is not their home or office, away from their other responsibilities and demands on their time. At each meeting, participants will have access to a quiet place to work, refreshments, and additional writing assistance, if desired. At the end of each session, participants are invited to socialize and build community informally.
No registration required.
Sponsored by the Office of the Vice-President for Research, the UGA Writing Intensive Program, and the Office of Proposal Enhancement.
Igniting Writing
Thursday, 2/11/16
12:30-1:30pm
MLC Reading Room
Register here: https://ugeorgia.qualtrics.com/SE/?SID=SV_8wQ0xo0n2p3lG9D
This event will feature UGA writing programs in five-minute ignite sessions. Over lunch, attendees will hear presentations from the various writing initiatives on campus and how they build writing-related knowledge and skills. Students can discover ways to support their writing, and faculty can hear about programs that support teaching writing across the curriculum.
Sponsored by the Writing Intensive Program, CTL Writing Fellows, Grady Sports Media, Grady College Department of Journalism, and First Year Composition.
Writing in the FYO
Elizabeth Davis
Tuesday, 2/16/16
11:00am-12:00pm
MLC 372
Register here: https://ugeorgia.qualtrics.com/SE/?SID=SV_bPMg3iD3BEh7wu9
This workshop, designed for those who teach a seminar as part of the FYO program, will focus on creating successful writing assignments for one-hour FYO seminars. Faculty will leave this session with a better understanding of the appropriate amount of writing for a FYO seminar, ideas for assignments they can integrate into their own FYO courses, and resources they can reference throughout the delivery of their seminar.
Sponsored by the First-Year Odyssey Program.
WriteXhibit
Wednesday, 2/17/16
2:00-4:00pm
MLC Rotunda
This event will offer the entire UGA community the opportunity to learn about journals and magazines published at UGA and edited by UGA faculty, staff, and students. Meet editors, and find out how you can get involved or published.
No registration required.
Sponsored by the UGA Press, the Jellyfish Magazine, and the PreMed Magazine.
Problem-Solving with Prior Knowledge: Influences, Affordances, and Constraints
Elizabeth Wardle
Tuesday, 2/23/16
10:00-11:30am
271 Russell Special Collections Library
Register here: https://ugeorgia.qualtrics.com/SE/?SID=SV_3qGK374o6xmIgMB
The tendency students have to isolate learning experiences has long been a source of frustration for faculty. Students struggle to use skills and knowledge from one semester to the next, from one course to the next, from one writing task to the next. Researchers refer to the inability to make connections among learning contexts as the problem of “transfer.” A growing body of scholarship attends to this real and felt problem by looking for ways to facilitate transfer in the classroom. More specifically, writing studies scholars are interested in considering how writing skills, concepts, heuristics, and processes translate from course to course and writing assignment to writing assignment.
This talk will draw on two longitudinal studies of student writing to explore variables that impact students’ abilities to transfer and use prior knowledge in new writing tasks, such as engagement, dispositions, and identity. The lecture will conclude with specific suggestions regarding how faculty can assist students in usefully transferring prior knowledge to enhance learning, motivation, and performance.
Elizabeth Wardle is professor and chair of writing and rhetoric at the University of Central Florida. She has directed the writing program there and at the University of Dayton, which contributed to her ongoing interest in how learners use and transfer prior knowledge about writing, and how courses and programs can best help students learn to write more effectively. She regularly gives talks and workshops around the U.S. on how threshold concepts and knowledge about writing and knowledge transfer can be used to strengthen writing courses and programs. Her most recent publication is Naming What We Know: Threshold Concepts of Writing Studies (Utah State University Press 2015), with Linda Adler-Kassner.
Co-sponsored by the Office of the Vice-President for Instruction, Franklin College of Arts and Sciences, Department of English, and the Writing Intensive Program.
Teaching for Transfer: How Can We Help Students Use What They Know About Writing?
Elizabeth Wardle
Tuesday, 2/23/16
1:30-3:00pm
MLC Reading Room
Register here: https://ugeorgia.qualtrics.com/SE/?SID=SV_6DXi1RQVmg0SRpP
This workshop is designed to help faculty and teaching assistants understand how transfer works or doesn’t work in their classrooms. Teachers are frequently frustrated by the fact that students seem to forget what they've learned, not see it as relevant, or apply it inappropriately when they encounter new writing challenges. The problem is that students don’t know how to productively engage what they have already learned to facilitate learning and performance in new and different contexts. In particular, this workshop will focus on transfer as it pertains to students' ability to use what they already know about writing when completing new and challenging writing tasks. Faculty who teach with writing will learn how to build on students’ prior writing-related knowledge and experiences. Workshop participants will also identify where students struggle to usefully transfer prior knowledge and develop strategies to intervene during moments of struggle. Finally, participants will explore next steps for encouraging transfer across courses and programs.
Co-sponsored by the Office of the Vice-President for Instruction, Franklin College of Arts and Sciences, Department of English, and the Writing Intensive Program.