Identify, for themselves, the relationships and supports that contribute to their completion of writing goals and projects Distinguish between informal and formal writing (expressive and transactional writing) and identify when, where and how each might be used for their own writing and in student writing Describe how they might use in-class writing for learning with students Plan to appropriate aspects of WAC and WID with their students. Reflection on personal writing processes in answer to the question ‘How would you characterise your writing processes?’ (max 1000 words) 30% – Peer review of work by a colleague (max 500 words) 20% – Reworking/repurposing of an existing module to integrate in-class writing (max 2000 words) 50% – OR Participants can also choose to submit a professional teaching portfolio for assessment consideration upon completion of any 3 modules (7,500 words or word equivalent) Module coordinator & Teaching Staff: Dr Alison Farrell & Professor Rachel Riedner
Identify, for themselves, the relationships and supports that contribute to their completion of writing goals and projects Distinguish between informal and formal writing (expressive and transactional writing) and identify when, where and how each might be used for their own writing and in student writing Describe how they might use in-class writing for learning with students Plan to appropriate aspects of WAC and WID with their students. Reflection on personal writing processes in answer to the question ‘How would you characterise your writing processes?’ (max 1000 words) – 30% Peer review of work by a colleague (max 500 words) – 20% Reworking/repurposing of an existing module to integrate in-class writing (max 2000 words) – 50% OR Participants can also choose to submit a professional teaching portfolio for assessment consideration upon completion of any 3 modules (7,500 words or word equivalent) Module coordinator & Teaching Staff: Dr Alison Farrell & Professor Rachel Riedner