A resource provided for the summer 2015 Advanced WAC Academy participants.
During the Advanced Academy, one of the activities we will be working toward is creating a Digital Archive of Writing Instruction (DAWI). We hope this can be a space to collect and trace individual and group knowledge-making and pedagogical practices for teaching writing. I look forward to working with you on this project as I view it as an initial step in what could be a larger, collaborative project.
To begin, we will need to select teaching artifacts you use for writing instruction in your writing course(s). While we can negotiate the number and types of documents, each participant should contribute at least two common artifacts: a WI course syllabus and a writing assignment. Other possibilities for artifacts are listed below. The list below includes suggestions, and we are not limited to just them. I look forward to hearing your ideas on this project!
Possible teaching artifacts for initial portfolio:
Current Strategies for DAWI Collection & Curation
With your input and agreement, I will add the various stages of our evolving key terms/concepts and their definitions along with any other collaborative documents we select to the DAWI after each meeting. Along with these, individual and group artifacts will be submitted to the DAWI as they are completed.
With each artifact, please craft an articulation statement along with relevant tags in order to assist in the archiving process and assure that the collection can be searched and items can be located with relative ease as the DAWI grows. The articulation statement will include several key pieces of information in a maximum of four sentences:
In addition to the statement, the participant will also determine up to four tags to go along with the artifact. These tags could include key words from the articulation statement along with other pertinent information, such as intended audience or the discipline the artifact relates to.
To begin, we will need to select teaching artifacts you use for writing instruction in your writing course(s). While we can negotiate the number and types of documents, each participant should contribute at least two common artifacts: a WI course syllabus and a writing assignment. Other possibilities for artifacts are listed below. The list below includes suggestions, and we are not limited to just them. I look forward to hearing your ideas on this project!
Possible teaching artifacts for initial portfolio:
- WI course syllabi*
- Writing assignments*
- Methods of feedback or response
- Evaluation or assessment tools or strategies
- Activities to support the writing process
- Mentor texts
- Reflective or metacognitive activities
- Others?
Current Strategies for DAWI Collection & Curation
With your input and agreement, I will add the various stages of our evolving key terms/concepts and their definitions along with any other collaborative documents we select to the DAWI after each meeting. Along with these, individual and group artifacts will be submitted to the DAWI as they are completed.
With each artifact, please craft an articulation statement along with relevant tags in order to assist in the archiving process and assure that the collection can be searched and items can be located with relative ease as the DAWI grows. The articulation statement will include several key pieces of information in a maximum of four sentences:
- Contextualize the artifact,
- Explain what it is,
- Describe how it is used to teach writing, and
- Provide evidence for how it is theoretically/pedagogically sound.
In addition to the statement, the participant will also determine up to four tags to go along with the artifact. These tags could include key words from the articulation statement along with other pertinent information, such as intended audience or the discipline the artifact relates to.