Duke’s Writing in the Disciplines Workshops for Fall 2019

West Quad at Duke

The Thompson Writing Program‘s Writing in the Disciplines program has announced their schedule of Fall 2019 workshops for Duke faculty. For more information about the workshops or Writing in the Disciplines, contact Cary Moskovitz.

Tues, Sept 10  3-4:30pm
Crafting Effective Writing Assignments II: The Writing Process
 
Left to their own devices, students will often wait until a writing assignment is nearly due—cheating themselves out of much the learning the assignment was designed to support. This session explores a range of options for staging the writing process in ways that can maximize learning, without overburdening the instructor. 
Biological Sciences 111, West Campus. Please register here.

Thurs, Sept 26  2-3:30pm
Setting Up and Managing Group Writing Assignments 

While co-authorship is increasingly common in undergraduate courses, faculty often have little training on how to effectively manage collaborative student work. Topics for this session include forming groups, assigning roles, reducing freeloading, and setting up a peer evaluation protocol.
Classroom Building 136, East Campus. Please register here.

Wed, Oct 9   1-2:30pm
Efficient and Effective Feedback for Student Writing
 
Time-saving strategies for giving effective feedback on student writing.
Link 085 (Seminar 2), West Campus. Please register here.

Thurs, Oct 24  3-4:30pm 
Using Peer Feedback Effectively 

Peer feedback (often called “peer review” or “peer response”) has become a mainstay of writing pedagogy. Peer feedback can indeed be valuable; but, like all classroom practices, it’s effectiveness depends on how it is implemented. Topics of this workshop include understanding students’ history with peer feedback and social dynamics, choosing and articulating the feedback task, setting expectations, and assigning groups 
Classroom Building 136, East Campus. Please register here.

Mon, Nov 18  1:30-3pm 
Working with Sources
 
Working with texts is a key element of nearly all scholarly writing, but especially so in the humanities and interpretive social sciences.  Students’ knowledge of practices such as source selection; employing summary, paraphrase, and quotation; and citation is often rudimentary and their attempts often lack rhetorical purpose. This session gives an overview of common challenges students face in working with sources and explores strategies for helping students approach sources effectively as writers. 
LSRC B102, West Campus. Please register here.

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Randy Riddle

Author: Randy Riddle

Randy Riddle is a Senior Consultant in Duke Learning Innovation and consults with faculty in the Social Sciences on pedagogy, learning, student assessment, and integrating technology into teaching practices. His professional interests include active learning, “flipped” classroom methods, inclusive classroom strategies, and integration of e-learning tools, social networking, video and multimedia, and data visualization into the daily work of teaching.