Amber Nichols-Buckley, Instructor of Writing 100/101, Department of Writing and Rhetoric, University of Mississippi Academic writing is often described as a kind of conversation…This metaphor of writing as conversation has several strengths. It highlights the social aspects of intellectual work, the ways in which academic writing responds to the texts and ideas of others. It suggests that the goal of […]
Lisa Reid, English Dept. Chair/Senior English Teacher, St. Aloysius High School Well, I thought I had it right. Over the years, I have worked furiously to set up an effective peer response system for my senior English students. I failed miserably at my early attempts, but bolstered by ideas from Transitioning workshops, I persevered. In the last year I had […]
Mike Schwartz, English Teacher, Independence High School I think that the primary concern for high school English teachers is how to meet the new common core standards with the renewed emphasis on written expression. For years, the primary focus of English instruction was to teach the specific skills that we knew would be assessed on the SAT multiple choice test, no more […]
Gretchen Bunde, Instructor, University of Mississippi Department of Writing and Rhetoric I guess I’m supposed to avoid favoritism in the classroom. But I can’t help it–I love analysis. As a student, it was my favorite type of writing. I enjoy analyzing an author’s choices, whether they occur in the form of precise diction, expertly developed ethos, or strong organizational choices. […]
Dena Holley, Secondary English Teacher, Pontotoc High School Often times, high school teachers face two challenges in the writing realm. Students cannot transition to college writing when they have not yet transitioned to the high school writing level. I was sorely disappointed when I saw the rough drafts of my students’ research papers. Unfortunately, I assumed they knew, as eleventh […]