On March 27th, Chamere met talked with John MacLean, Laura Skokan, and Irene Taylor about ways they’ve applied CHAT to their own scholarship, and then how that has informed their classroom teaching.
The Illinois State University Writing Program is a progressive organization that works to directly address long-enduring attitudes about writing. With the knowledge that these attitudes are often based on misinformed perceptions of how writing knowledge is actually learned and applied, we hope to constantly question and re-think our goals as students and teachers to create an enduring infrastructure in which the investigation of and research into writing practices is the center of our teaching and learning. Many areas of theory and research—including rhetorical genre studies, systemic functional linguistics, English for Specific Purposes, activity theory, cultural-historical activity theory, actor network theory, theories of community and identity, and writing and cognition—impact our work.
These sections of our Writing Program Instructor’s Guide offer a short overview of the philosophies and concepts that actively shape our pedagogy.
Introduction and Overview: This document is a basic overview of the courses we teach and our approach to teaching.
Program Philosophies and Concepts: This slightly longer document outlines the important theories, terms and concepts that shape our pedagogy. It also includes bibliography for further reading.
Within the Writing Program, we strive to meet the following core goals:
- students learn to produce writing that represents the kind of reflective and critical inquiry necessary to serve responsibly
in civic arenas and to succeed in academic and professional contexts;
- instructors from different areas of English Studies and academic levels prepare to teach writing, continue their education and experience professional growth;
- members from the local community and the state gain a better understanding of the complex processes and products referred to simply as “writing”;
- research and creativity thrive;
- technology is integral, with the Program being the first nationwide to offer all writing classes in computer classrooms;
- people are friendly and supportive.
This page offers links to a variety of documents design to assist instructors in developing a genre studies and cultural-historical activity theory pedagogy for writing instruction. Some of these documents are designed primarily for instructors to use as they work to better understand and incorporate terms and concepts we use in the program. Others are at least partially designed for students (as handouts) to help them understand or practice important concepts.
Today’s podcast with Chamere Poole featured Michelle Wright, D.C. Cochran, and Ryan Edel discussing how they share the concepts of transfer and trajectory with their students. The discussion addressed how students view these concepts and strategies for using Grassroots and other resources to help student undertake effective decision-making in their writing research.
The Writing Program held our annual Grassroots Writing Research Colloquium, on Tuesday, March 4th, from 7-9pm, in Stevenson Hall 401. The Colloquium promotes student research in the study of writing practices and will feature presentations from several speakers discussing their work.
Return to Grassroots Main
Or click Read More to view individual descriptions from the event.