Tag: Teaching writing
Tyll wird für den Tag der Lehre der CAU Kiel einen Workshop zum Thema »Wissenschaftliches Schreiben lehren auf Augenhöhe« geben.
In this episode Jessica and Tyll talk to Katharina about a five-day block seminar that she taught in February 2020 entitled “Confronting the Climate Crisis: A Writers’ Room for Cultural Scholars”.
As teachers, we need to frame plagiarism as a technical problem, not a moral one. Learning how to avoid plagiarism is an integral part of learning what academic writing is about. In fact, once students understand how and why to write as scholars, plagiarism will become a non-issue.
In this episode, we discuss Tyll’s and Katharina’s recent book publication – Writing in English Studies: A Guide for Students in English Linguistics and Literature.
In my writing supervision I focus on process instead of results and on reflection instead of adherence to rules to help students experience more agency over their writing when they become aware of their own writing strategies.
Perfectionism is a fear-based attitude towards failure that inhibits learning and encourages self-sabotage. We can fight it by strengthening the inner constructive critic to focus on processes of revision and improvement.
I found that I can relieve the writing anxiety many of my students have by de-emphasising normative writing advice and facilitating an appreciative, non-evaluative awareness of their individual writing strategies.
Students often express that my responses to their writing are in consonance with their own self-assessment, which motivates them to revise their papers. The specific form of my responses facilitates this congruity, and here’s why.
In this entry, I draw a parallel between the mindset of Unconditional Basic Income (UBI) and our concept of Unconditional Teaching.
When I respond to student writing, I want to take it seriously as scholarly work with a communicative intent. This 6-step-method of writing responses makes my feedback as effective as possible both in terms of its usefulness for students and in terms of the time it takes me to do.
Feedback that is given on late-stage draft versions of student writing instead of on finalized papers is more meaningful to students because they can immediately use it for a revision of their work. Especially if the feedback is an appreciative response.
Against the rhetoric of competency-based teaching, I set a rhetoric of teaching strategies which focuses on the resources that students already have rather than on their presumed deficiencies.
Writing academic papers is an incredibly involved procedure which brings together many different skills. Often students achieve better results and more confidence about their work when the writing is scaffolded through a series of interconnected steps.