This article, From Inside Higher Ed, might be an important idea for the ways that we teach some of the complicated concepts in our courses. It talks about the idea that confusion can possibly be an important way to get students to learn:
Fall 2013 – ENG 145 Assessment
- Upload Instructions for Students
- Upload Instructions for Teachers
- Helpful Tips
- For Large Files (Larger than 2MB) – please see your instructor
- Instructions for Reviewers
- ENG 145 Assessment Materials Folder on ReggieNet
Spring 2014 – ENG 101 Assessment
As we come closer to the Spring Assessment, updated instructions will be provided. But please see the ENG 145 Instructions above for a general idea of the overall assessment process.
For Tech Support
In case you are unable to access a resource due to technology, please Contact Ryan Edel.
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.
Here’s a list of resources available at ISU for helping students with research, getting ideas for your teaching, and helping students suffering difficult circumstances.
This page includes forms and documents that relate to writing program procedures and activities. Most of these materials pertain to the current semester.
- ISU Writing Program Assessments (Fall 2013–Spring 2014)
- Assessment & Writing Research Reports
- 2012_ENG101 Program Assessment Report Fall 2012 – This report details the work of the Writing Program to assess our ENG 101 course in the Spring of 2013.
- ENG145.13_writing_research_project report – This report documents a research project designed to better understand the kinds of writing expected of students in Business Majors at ISU.
- Program Coalescence Report – This report documents collaborative work by instructors in the writing program to document our classroom practices in ENG 101 and ENG 145 courses.
- Research Permission Materials:
- WP Student Research IRB Protocol
- WP Instructor Research IRB protocol
- Informed_Consent_WP_Student_Research (students use when doing interviews and collecting data)
- wp-general-permissions-form-spring2013 (to be used when collecting specific examples of student work for Writing Program use)
The Illinois State University Writing Research Archives website (located on the web at http://writingarchive.illinoisstate.edu) is a new but already extensive database of resources for Writing Program instructors. You’ll need a password to access most of these pages. If you are a Writing Program instructor and do not already have a password, please contact us at firstname.lastname@example.org. For more details on the Archive policies and logging in, please view WRA-OrientationHandout-1.
The Illinois State University Writing Research Archives include:
- Article annotations
- Genre descriptions
- Single projects
- Annotated Syllabus Project
- Grassroots Writing Research Annual articles
ReggieNet is the Course Management System (CMS) used by Illinois State University. You may already be familiar with other CMS’s such as Blackboard – ReggieNet, however, is built on the Sakai framework.
This overview is meant to provide a basic grounding in the tools and options available to you in ReggieNet. Many of the materials here (all the video tutorials, in particular) are from the Center for Teaching and Learning (CTLT). To access these material directly, go to the ReggieNet Instructructor Support Materials on the CTLT website.
Please note: ReggieNet will only work after you publish your course via the Site Editor. To do this, please see #3 – The Site Editor.
In a hurry? Here’s our Quick ReggieNet Page. It only covers Assignments, Discussions, and Discussion Forums, but that’s usually enough to get a good start.