I brought (IWT practices) into my teaching in two courses. One was for final year undergraduates preparing to write their dissertations (2 hours a week); the other an intensive two days for students beginning Ph.D study. These classes moved between discussion of articles or book chapters by historians, and discussion of students’ own work. We would look at subjects such as audience, structure, methodology, use of evidence, etc, mainly through Focused Freewriting and Process Writing. All of this was extraordinary successful. I had taught the undergraduate course twice before, and it had never worked as well: the students clearly enjoyed it, and the resulting dissertations were of a very high standard. The Ph.D students (without my prompting) set up a reading and writing group for regular meetings to carry on what we began this year.
University College Dublin
Borough of Manhattan Community College (Revolutionary Grammar workshop)"An excellent workshop! I have taught composition or writing for almost a decade and have never felt satisfied with how I incorporated grammar into my courses. I thought this workshop would really speak to my concerns (and it did)."
"I have realized that, although I have collected many grammar activities over the years, I have a need to continue my search for effective, fun ones, not only for my own enjoyment, but for my students as well. I can use all that we have done here in my classes."
National Technical Institute for the Deaf, Rochester Institute of Technology"This was a much-needed reminder (for me) to "look and look again" to guide students with the right questions and prompts, to avoid traditional assignment giving, to take time to be thoughtful."
"I especially liked the less threatening/intimidating idea of "sneaking up on an essay"--of using process thinking and process writing in an eventual paper."
School of Visual Arts, New York City(In this workshop) "I learned about ways to open up the text and help students engage with it; to think of the text in relation to the author and to themselves; and to move from personal tastes and responses to a larger understanding that grows out of the process of questioning, thinking, and writing."
"It was illuminating to have the experience as a student would—as I answered questions, worked in pairs, reflected, reconfigured my responses from a different angle, listened to the others in the workshop giving their reflections, etc., I felt that real intellectual work was getting done, yet each of us was given the means to grapple with the texts (visual and literary) in a very individual way."
Steve Garvey Junior HS, Lindsay Unified School District, CA"Wow! I've learned so much about writing and learning. I have a better understanding of how to weave writing throughout a lesson. I feel I have a deeper understanding of literacy and the implication for developing critical thinking through collaboration. Free Writing, Focused Free Writing, Process Writing, Dialectical notebooks, and Text rendering will be a good place to start."
"This workshop gave me a paradigm shift in my approach to writing in mathematics. It was freeing to allow myself to write and grow in the confidence that I can bring this back to my students."
Asheville School, Asheville, NC"This was one of the most helpful teaching workshops I've attended. Thank you."
"I've learned many teaching practices...ways to discuss student writing and revising...will use these in my classroom with great excitement and enthusiasm."
Finger Lakes Community College, NY"The readings, the writing, the sharing of writing, and the discussions were all especially helpful."
"I have learned new ways to get students to think about writing and to get them more engaged in what they want to say."