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Language and Literacy Education

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Annotated Literature Review - Supplement For "Genre Knowledge As Artisanship" Presentation At Iwca 2019, Lucy Bryan Malenke Oct 2019

Annotated Literature Review - Supplement For "Genre Knowledge As Artisanship" Presentation At Iwca 2019, Lucy Bryan Malenke

Lucy Bryan Malenke

This resource is a draft of a literature review composed by an undergraduate student and annotated by faculty and peer consultants at the James Madison University Writing Center (UWC). It points out the writer's key organizational choices, as well as the writer's adherence to common literature review conventions, like synthesizing sources. This resource appears on the UWC website.

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Literature Reviews Overview - Supplement For "Genre Knowledge As Artisanship" Presentation At Iwca 2019, Lucy Bryan Malenke Oct 2019

Literature Reviews Overview - Supplement For "Genre Knowledge As Artisanship" Presentation At Iwca 2019, Lucy Bryan Malenke

Lucy Bryan Malenke

This handout provides an overview of the genre of literature reviews. It defines literature reviews, distinguishes between types of literature reviews, diagrams a typical literature review structure/organization, and includes advice on synthesizing sources. The product of a genre-focused professional development group for peer consultants at the James Madison University Writing Center (UWC), the handout now appears on the UWC website.

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Presentation Slides For "Genre Knowledge As Artisanship: The Craft Of Discipline-Specific Writing Tutorials", Lucy Bryan Malenke Oct 2019

Presentation Slides For "Genre Knowledge As Artisanship: The Craft Of Discipline-Specific Writing Tutorials", Lucy Bryan Malenke

Lucy Bryan Malenke

Writing center practitioners have long debated whether students writing in their disciplines are better served by generalist or specialist tutors. Recent research has highlighted the benefits of specialization, but training tutors in disciplinary content or specific assignments often proves impractical. One potential compromise is genre training. In this presentation, writing center faculty and tutors from James Madison University shared the results of a RAD research study that explored how tutor training in the genre of literature reviews affected students’ written products and impressions of their writing center consultations. Participants also heard from tutors with genre training and explored possibilities for …

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Literature Review Rubric - Supplement For "Genre Knowledge As Artisanship" Presentation At Iwca 2019, Lucy Bryan Malenke Sep 2019

Literature Review Rubric - Supplement For "Genre Knowledge As Artisanship" Presentation At Iwca 2019, Lucy Bryan Malenke

Lucy Bryan Malenke

This rubric is based off of one used by the Engineering Department at James Madison University. It was adapted by Lucy Malenke, Laura (Schubert) Miller, Paul Mabrey, and Jared Featherstone to evaluate literature reviews written by Communications students as part of a study of tutor expertise in the James Madison University Writing Center.

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Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann May 2017

Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann

Ryan Andrew Nivens

Analysis is typically listed in taxonomies of higher order thinking. Academics consider these taxonomies worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K-12 education, Race to the Top and Common Core requirements are placing new demands on K-12 teacher preparation, which include evaluation of the analysis skills of pre-service teachers. But professors do not always view their disciplines as the proper place for …

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Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann May 2017

Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann

Ryan Andrew Nivens

Analysis is typically the first of the higher functions listed in taxonomies of higher order thinking. Academics consider these upper categories extremely worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is being criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K‐12 education, Race to the Top and Common Core requirements are placing new demands on K‐12 teacher preparation, which include evaluation of the analysis skills of pre‐service teachers. But professors do not …

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