A NIGHT OF ALL NEW HUMOROUS, POIGNANT AND POWERFUL
WRITTEN AND PERFORMED BY THE PEOPLE WHO LIVED THEM
4 readers share their personal stories about gender, sexuality, addiction, race, pregnancy and many other topics we long to hear about but are often too scared to discuss. Followed by a dynamic Q&A where you are welcomed and encouraged to ask anything.
WEDNESDAY, APRIL 15, 7:00 p.m., PARKER THEATER
About 20 faculty and staff participated in a discussion of Assignments Across The Curriculum, A National Study of College Writing by Dan Melzer. Matt Newcomb lead the discussion. In response to the discussion, Tom Meyer suggested a short article “Writing across the hidden curriculum,” written by a professor, William Strong. The author offers a few easy writing to learn activities to incorporate into teaching.
Helping Students Develop Their Oral Presentation Skills.
Speakers: Thomas Albrecht (Art), Susan Lewis (History), Robert Miller (Communication and Media), and Lynn Spangler (Communication and Media).
Moderator: Pat Sullivan (Honors Center)
suggested web sites:
Teaching Oral Communication: A Few Basics
Have you written anything lately? A letter, an e-mail, a memo, a recommendation, a report, an article, a blog, a story, a poem, a book, a series of tweets? I’m pretty sure that almost all us of write something each and every day. The Writing Board wants to celebrate what we write with a special event on campus called WRITING OUT LOUD. On Wednesday, October 22 from 5:00—7:00 in the Honors Center, we will be hosting a fun and interactive evening in which members of the campus community will come and read what they’ve written. You can read anything. It can be funny or serious, exciting or boring, fiction or non-fiction, G-rated or not. We do ask that you try to keep it to no more than 2 pages. The key is to just show up, participate, listen, and read! If you would like to sign up, please contact Madeline Veitch at x3774 or via email at email@example.com and tell her what you plan to read.
“But How Can I Teach Subject-Verb Agreement?: Adventures in Instructional Resource Design”
On February 28, 2014, Matt Newcomb and Rachel Rigolino presented the SUNY Online Writing Resource Center (funded through a SUNY-IIT Grant), a pilot website that is a clearing house for instructional resources. http://sites.newpaltz.edu/owrc/
Event description: We will discuss the difficulties faced as well as lessons learned when attempting to design material that could be used across disparate disciplines with students of varying writing abilities. Anyone who teaches writing will want to come and learn about this exciting new resource.
Four faculty presented writing assignment ideas at the Writing Board’s Fall Workshop. These creative and inspiring assignments all used writing as a mode of learning. The presentations were:
Frank Boyer (Art Education) “Writing in Role to Summarize Course Concepts”
Penny Freel (English) “Dear Readers and Listeners: Thoughts on the Dear Mrs. Freel Letters”
Rhonda Shary (English) “How Variety in Writing Situations and Formats Can Allow Students to Pursue their Individual Fields of Interest”
Giordana Grossi “Writing as an Awareness Raising Exercise: Evaluating the Correctness of Scientific Claims in Science News Reports”
The Write Stuff: Writing Intensive courses
The Writing Board held a one-day retreat on October 23 at the Mohonk Preserve Visitor Center (http://www.mohonkpreserve.org/visitor-center). The focus of this retreat was writing-intensive classes. The retreat featured faculty who teach writing-intensive classes. These experienced instructors presented practices they employ in classes and shared information about the various components and concerns that go into teaching a writing-intensive course.
Reva Wolf presented the details of her writing intensive class: Art History: Theories and Approaches
Madeleine Arseneault discussed a variety of concerns about balancing students needs and the design of writing assignments
Greg Bray, Anne Roschelle, and Larry Queipo presented best practices from the writing
intensive courses that each teaches.
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