FACULTY RESOURCES
For our statement on what faculty as well as students can hope to gain
through participating in the University Writing and Research Symposium,
jump to our Statement of Purpose below.
For first-person faculty nuggets on everything from setting up peer
proposal reviews in your classroom to counting student attendance at
the event, see our new "How I Do Things"
page.
Links to Key Resource pages
Planning for the semester
Prepping students
- Presentation styles -
student guidelines for papers, roundtables, and poster sessions
- The Art of Asking Questions
- information for students attending and presenting on the role of
audience feedback at an academic conference
- Responding - guide for
students responding to presenters, post-Symposium
Event nuts & bolts
Statement of Purpose
The First-Year Writing component of the University Writing Program at
the George Washington University is committed to providing faculty with
structured opportunities to have students take their writing
beyond individual classrooms and to an outside audience. Many of the
learning goals outlined on the UW20 template can be enhanced through
having students engage public audiences.
- Public writing creates a very real and responsive audience
for
students, making visible the impact of using of evidence, the
possibilities for persuading audiences, and the distinction between
substantiated claims and opinions.
- Public writing helps students to establish a clear writerly
purpose for their work in relation to audience expectations, and gives
a point to an effectively structured argument.
- Public writing raises the stakes for guaranteeing the
integrity
of student research; correct citation becomes not just a matter of
demonstrating conventions to a professor, but part of the persuasive
task for an actual audience.
The resources available to faculty through this site are the product of
a collaborative effort of First-Year Writing Faculty over several
years. And they should be of use well beyond any
given year's Symposium as materials for teaching critical thinking,
framing and responding to scholarship, and public engagement.
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