Millersville University, Faculty Senate
Attachment A
Faculty Senate Minutes
25 February 1997
Write To Learn:
The goal of the writing focus in the W and P courses is to enable
writing-to-learn to happen. There are options for writing-to-learn in W/P
classes; some of these strategies may include, but are not limited to, the
following proven methods of increasing students' analytical and subject
area skills.
Traditional term paper (particularly when multiple drafting, peer
review, and other developmental feedback encourage the development of
ideation).
Shorter papers sequenced toward a larger writing project, as this
creates a similar feedback loop.
Literature Reviews, book reports, precises of newspaper articles,
etc., particularly as these are actively discussed and shared with others
in the class.
Portfolios that encourage the student, peers, and professor to focus
on the development of an aggregate body of work.
Shared interactive writing such as internet discussion groups.
Group writing projects such as web pages, writing with a public
service component, etc.
Other writing-to-learn assignments in which meaning is negotiated and
constructed by individuals in communities and in the larger society.
Rationale: Clarifying the description of W and P label courses
provides more flexibility for faculty and encourages a greater range of
student writing involvements. Currently, there are no tracking of
writing-to-learn objectives in W courses. These suggestions are being made
to assist faculty in developing and teaching writing-to-learn curricula.
Class sizes need to be kept sufficiently small to effect these
pedagogies.
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