Grading Sucks

We all know that grading sucks.  Without getting into specifics about how you grade papers and presentations (we'll talk about that in the meeting), tell us your tips for surviving grading sessions.

Supporting Writing Assignments

What do you do now to build in process (and support) with your writing assignments? What have you not yet tried but might want to try in the future to support assignments? Any barriers to providing in-class support activities for assignments that might make you reluctant to incorporate them?  What about outside-class support?

Supporting and Grading Oral Assignments

Faculty often mention that they are reluctant to grade speeches honestly because they don't spend enough time supporting the speaking assignment (discussions in class, drafts, etc.) and/or they aren't sure how to grade speeches. How have/have you supported oral assignments in the past? What are your major concerns about grading speeches?

Writing Assignments Discussion

What pedagogical and practical considerations typically inform your design of a writing assignment? How do the writing assignments in your courses function for your students? Are they meant to demonstrate mastery of form or material?  Or are they a part of how your students learn course content? Or both?  How much do your assignments change from semester to semester and course to course?

Speaking Assignments

Creating the kind of speaking assignment that motivates interesting student speeches can be tricky.  This week, you are reflecting on that process by examining an old assignment and thinking about the kinds of speaking skills that students might need in their major and/or careers.  Here, I'd like you to reflect on what you think makes an effective speaker in any communication context.

Obstacles to Writing/Speaking Across the Curriculum

It's probably the case that we all agree with the idea that speaking and writing across the curriculum is important.  There are, of course, obstacles that we have to overcome if we are to succeed in integrating speaking/writing into the curriculum, however.  Here are a just a few of the commonly listed complaints about using writing and speaking assignments in the classroom (credited to Chris Anson at North Carolina State University, Director of the Campus Writing and Speaking Program)

• Avoidance: “It’s not my job—I’m not a writing/speaking person”
• Anxiety: “I’m not a great speaker/writer myself”
• Blame: “It’s the fault of the high schools” “Our university doesn’t provide the right resources”
• Additional layer: “Writing/speaking intrudes on my course coverage.” “I already have so much to teach, I can’t add another thing.”
• Pedagogical apathy: “My teaching is pretty good as is.”
• Misconception: “My discipline is about _____, not writing/speaking.”
• Irritation: “Too many students, not enough time.”
• Extrinsic needs: “There’s no reward for this extra work.”

Choose the 3 obstacles that you think are most applicable to your situation and then reflect on ways that the assumption is wrong or present possible solutions to the problem.

Welcome to the Spring 2014 Faculty Seminar on Writing and Speaking Pedagogy

Tell us a bit about yourself here. What is your discipline? Which classes do you teach that include writing/speaking? What do you see as the biggest challenges to successful teaching?