Writting Across the

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Final Research Paper
Writing

12/12/2012

Through researching different writing techniques I have come to realize how many different approaches there are. Everyone seems to have a different approach on how they feel students best learn to write. In the following paper I will discuss each of the techniques, how I feel that they affect students and I feel works best. I also will be discussing Graphic Design and how it is affected by writing research papers. Graphic design sections in books stores and libraries are filled with sets of average compilations of designed stuff. These publications contain hundreds or thousands of visual examples with little or no explanations. They, lack any substantial content that provides insight into the designs themselves. The viewer of such books walks away with an overwhelming amount of visual information and no understanding of the intent, research or significance of the designed items. Unfortunately though, design students gravitate toward such ensembles. Students are drawn to new trends and techniques rather than functionality and meaning. The Writing Across the Curriculum movement (WAC) is a subfield of writing and composition that allows students to acquire proficiency in writing through instruction and practice in a variety of courses and fields. The writing-to-learn approach to WAC also suggests that through writing students can learn to retain and think critically about key principles and concepts in the disciplines. Most WAC programs remain “…difficult to initiate, difficult to fund, difficult to sustain, difficult to institutionalize and difficult to integrate into the central role of the school.” Getting the program funded might be a problem if you have a smaller campus or a lot of smaller classes (287). If you have a larger campus you might not run into so many financial problems. This program is great for students as long as you can get people to support the cause and the bottom line or goal of the program. Writing Across the Curriculum and Writing in the Disciplines have tended to embrace the following principles; learning to write in a discipline is intricately imbricated with learning to think within a discipline’s critical traditions. Learning to write effectively within a discipline is a long-term process; some students may not advance to a comfortable “expertness” in their writing by the time they are ready to graduate from their undergraduate programs. Writing increases student engagement with course materials and content, and increases retention of information and depth of understanding. Integrating writing-instruction into areas of disciplinary-instruction requires faculty to reflect upon sometimes for the first time what constitutes “good writing” in their fields and how the writing they ask their students to produce reflects particular understandings of course content, disciplinary ways of doing and knowing, and other learning objectives. Additionally, students benefit greatly when faculty to think through their criteria for “good” writing and work towards making those criteria more explicit for students, including how experts as writers use language, deploy evidence, pursue lines of inquiry, structure academic arguments, and demonstrate their authority to other readers in their fields. Student-writers benefit from a sequenced, developmental curriculum that continues writing-instruction beyond the first year composition and general education courses into discipline-specific courses. Departments need to be proactive in building vertical, unified, and developmental curriculum that attend to writing in the majors. This means identifying in which courses and at what stages of a major that their students are learning specific skill sets and supporting a student’s writing development with specific and targeted coursework in writing throughout their undergraduate major (187). There was an example from the text where students would “…write...
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