The Writing Studio Sampler: Stories About Change最新文献

Chapter 5. Navigating Outside the Mainstream: Our Journey Sustaining Writing Studio 第五章。在主流之外导航:我们的旅程维持写作工作室

The Writing Studio Sampler: Stories About Change Pub Date : 2018-10-06 DOI: 10.37514/per-b.2018.0179.2.05

D. Fraizer

{"title":"Chapter 5. Navigating Outside the Mainstream: Our Journey Sustaining Writing Studio","authors":"D. Fraizer","doi":"10.37514/per-b.2018.0179.2.05","DOIUrl":"https://doi.org/10.37514/per-b.2018.0179.2.05","url":null,"abstract":"Today, mainstreaming those labeled as basic writers into regular First-Year Composition (FYC) courses seems a mainstream practice itself. Increasingly, the question is not whether to mainstream but how. With its emphasis on “third spaces,” Writing Studio differs from other mainstreaming forms as it encourages student learning to take place outside, not only alongside, the regular FYC classroom. But we can also think of studios as opportunities for teachers and administrators to work out how to sustain and enrich all writing spaces, not live apart from them. In this chapter, I draw on one institution’s twenty year history of administering and teaching in a writing studio program to describe the dynamics of our process. Two key areas of engagement emerge. The first area is placement and enrollment. In our experience, placement strategies should take into consideration two realities. The first is the way students and their families make decisions about first-year schedules. The second is the management of studio enrollment over time. In our experience, test scores should be a tool to initiate placement, not define it. The second area is how teachers engage productively with studio students and each other. Studio teachers and students benefit most from clear lines of communication that lead to mutual respect and trust, and studio and FYC teachers should work together to identify and meet the needs of students as individuals. Productive collaboration may seem like a buzzword, but when a non-traditional “third space” becomes part of the curriculum, the quality of that collaboration may make or break a new studio program. My insights are based on my personal experience as a studio teacher and coordinator, and on survey data on placement, course content, and teaching strategies collected from FYC teachers, studio teachers, and studio students in 2007 and again in 2012.","PeriodicalId":375134,"journal":{"name":"The Writing Studio Sampler: Stories About Change","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126152696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chapter 7. Professional Development, Interactional Inquiry, and Writing Instruction: A Blog Called "Accelerated English @ MCTC" 第七章。专业发展、互动探究和写作指导:一个名为“MCTC加速英语”的博客

The Writing Studio Sampler: Stories About Change Pub Date : 2018-10-06 DOI: 10.37514/per-b.2018.0179.2.07

J. Leach, Michael Kuhne

引用次数: 0

Chapter 4. The Politics of Basic Writing Reform: Using Collective Agency to Challenge the Power Dynamics of a Flat Administration 第四章。基本写作改革的政治:用集体代理挑战扁平化行政的权力动态

The Writing Studio Sampler: Stories About Change Pub Date : 2018-10-06 DOI: 10.37514/per-b.2018.0179.2.04

Tonya Ritola, Amanda F. Sepulveda, Cara M. Power, Suzanne Biedenbach, Christine W. Heilman

引用次数: 0

Chapter 9. Multiplying Impact: Combining Third and Fourthspaces to Holistically Engage Basic Writers 第9章。扩大影响:结合第三和第四空间，全面吸引基础作家

The Writing Studio Sampler: Stories About Change Pub Date : 2018-10-06 DOI: 10.37514/per-b.2018.0179.2.09

K. Johnson

{"title":"Chapter 9. Multiplying Impact: Combining Third and Fourthspaces to Holistically Engage Basic Writers","authors":"K. Johnson","doi":"10.37514/per-b.2018.0179.2.09","DOIUrl":"https://doi.org/10.37514/per-b.2018.0179.2.09","url":null,"abstract":"Early in the spring semester, Cassie’s1 familiar face peeked around my office door. She was beaming with excitement, anxious to share her good news: She had just been offered a fulltime summer position in a nonprofit organization that would begin as soon as finals were over. As a writing center director who supervises studio programs, having a student visit three years later to share employment news is a bit unusual, and what makes Cassie’s situation unique is that she began working for this nonprofit as part of a service-learning requirement in our basic writing course supported by Studio. Her connection to the organization was so strong that she continued to work for it even after her service learning course concluded, ultimately taking on an administrative role. Of course, not all basic writers who enter a fourthspace, the place where students go to fulfill service, will connect so strongly with community partners, but Cassie’s experience suggests deeper connections to university, community, classmates, and instructors can result when students reflect on service experiences in Studio. During studio sessions, Cassie and her classmates learned to link academic writing to their individual interests and experiences. Studio groups offer spaces for rich communication exchanges, and the addition of a fourthspace in the form of a service-learning site creates even greater opportunities for empowering writers to explore tangible, complex issues present in nearby communities while developing a network of relationships within and nearby the academy. Extending learning conversations to a fourthspace enriches thirdspace writing opportunities, further enhancing the learning atmosphere in the writing classroom. The synergy between thirdspace","PeriodicalId":375134,"journal":{"name":"The Writing Studio Sampler: Stories About Change","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127845131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Chapter 2. Story-Changing Work for Studio Activists: Finding Points of Convergence 第二章。工作室积极分子改变故事的工作:寻找融合点

The Writing Studio Sampler: Stories About Change Pub Date : 2018-10-06 DOI: 10.37514/per-b.2018.0179.2.02

Alison Cardinal, K. Keown

引用次数: 1

Chapter 10. Writing Studios as Countermonument: Reflexive Moments from Online Writing Studios in Writing Center Partnerships 第十章。写作工作室作为反纪念碑:在线写作工作室在写作中心合作中的反思时刻

The Writing Studio Sampler: Stories About Change Pub Date : 2018-10-06 DOI: 10.37514/per-b.2018.0179.2.10

Michelle Miley

引用次数: 0

Chapter 8. GTAs and the Writing Studio: An Experimental Space for Increased Learning and Pedagogical Growth 第八章。GTAs和写作工作室:提高学习和教学成长的实验空间

The Writing Studio Sampler: Stories About Change Pub Date : 2018-10-06 DOI: 10.37514/per-b.2018.0179.2.08

Kylie Korsnack

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Chapter 3. Studio Bricolage: Inventing Writing Studio Pedagogy for Local Contexts 第三章。工作室拼贴:为当地环境发明写作工作室教学法

The Writing Studio Sampler: Stories About Change Pub Date : 2018-10-06 DOI: 10.37514/per-b.2018.0179.2.03

Aurora Matzke, Brent Garrett

引用次数: 0

Chapter 6. A Hybrid Mega-Course with Optional Studio: Responding Responsibly to an Administrative Mandate 第六章。一个带有可选工作室的混合大型课程:负责地响应行政命令

The Writing Studio Sampler: Stories About Change Pub Date : 2018-10-06 DOI: 10.37514/per-b.2018.0179.2.06

Christina J. Santana, S. Rose, Robert LaBarge

{"title":"Chapter 6. A Hybrid Mega-Course with Optional Studio: Responding Responsibly to an Administrative Mandate","authors":"Christina J. Santana, S. Rose, Robert LaBarge","doi":"10.37514/per-b.2018.0179.2.06","DOIUrl":"https://doi.org/10.37514/per-b.2018.0179.2.06","url":null,"abstract":"What can ethically-minded writing instructors do when their administration mandates innovation at the level of delivery mode? This essay offers a responsible response to this question. It provides data and observations from the study of a two-semester, small-scale first-year composition (FYC) studio pilot program at the Tempe campus of Arizona State University (ASU). Studio courses for the pilot were populated by approximately 50 students per section. These mega-courses were both hybrid, requiring students to complete weekly asynchronous online assignments, and attached to optional Studios that students could choose to attend. This chapter details the design of this ASU program; investigates how problems with large composition class sizes can be mitigated by smaller, optional Studios taught by the same team of instructors who shared a curriculum; and explores the consequences of giving students the choice to attend Studios in the face of the truism that “academically optional” can mean “not important” in the minds of first-year students. Although our pilot program did not continue beyond two semesters, it did succeed in shedding light on the intersection of self-placement and required attendance in the context of studio courses and FYC.","PeriodicalId":375134,"journal":{"name":"The Writing Studio Sampler: Stories About Change","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122852080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chapter 11. Something Gained: The Role of Online Studios in a Hybrid First-year Writing Course 第十一章。有所收获:在线工作室在一年级混合写作课程中的作用

The Writing Studio Sampler: Stories About Change Pub Date : 2018-10-06 DOI: 10.37514/per-b.2018.0179.2.11

M. Gray

引用次数: 0