Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Political science professors are often frustrated by the lack of writing ability that their students bring to the classroom and the insufficient adequacy of conventional composition courses in English literature. Programs that tech composition across all the disciplines, using subjects such as political science to teach writing, are university-wide solutions to this problem. We have designed and taught two political science courses that doubled as introductions to composition. We are convinced that the content of a political science course is well suited to develop student writing skills. Yet we also argue in this paper that writing is an effective pedagogical technique to teach political science. Using survey responses from our students and our own teaching experiences, this paper presents lessons learned about teaching writing within the context of courses on environmental politics and primary elections. We have used writing assignments that go beyond conventional academic essays and challenge our students to write from the perspective of political journalists, campaign managers, interest groups, bureaucrats, politicians and even political scientists. Utilizing political subject matter, these assignments make the strategic writing choices of various actors and interests explicit, helping the students to gain a deep and critical understanding of politics. This understanding is from the perspective of various actors and the audiences for which they write. We extend this argument beyond introductory courses in composition to core and upper-level courses in political science. We argue that students in these courses emerge as excellent writers, which makes them better students of politics. Political science is not merely about political content, it is about the effective communication of this content. We are only as good as we write. Therefore, as teachers, we should see ourselves as both instructors of politics and writing.

Publication Type: Session Presentation
Abstract: Connecting with other disciplines to teach FL writing improves student L2 writing and reduces instructor frustration with basic, repetitive writing problems. An interdisciplinary focus to writing prepares FL students better for the writing skills in both L1 and L2 that they will need for success in the workforce.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study argues for writing instruction in graduate teacher education and proposes a strategy to improve academic writing skills through the use of process writing and detailed rubrics.

Publication Type: Session Presentation
Abstract: In this interactive session, the presenter will demonstrate strategies for designing, presenting, and assessing writing activities for beginning and intermediate learners. The activities are easy to prepare and to adapt to different settings. Participants will practice doing some of the activities in English and will share their own successful activities.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Research indicates that college and university students do not write well, (Pfeifer and Ferree, 2006; Boice, 1990). Therefore, many colleges and universities are adopting new teaching technologies to address this concern. Criterion Writing Evaluation is one of these, and provides educators and students with reliable evaluations of students’ writing abilities. Students submit writing assignments to the web based service, and receive immediate feedback that allows them to revise and ultimately improve their writing.

The purposes of this study were: 1) evaluate the effectiveness of Criterion on writing performance, 2) measure students’ perceptions of the writing process, 3) measure knowledge and rules of citation, and 4) evaluate knowledge and understanding of plagiarism. The sample, (N=61) included students from three sections of a criminal justice writing course. A quasi experimental design was used with two sections serving as the experimental groups, (using Criterion) and one serving as the control group, (not using Criterion). An exit survey probed students’ assessment of Criterion and average number of revisions made on writing assignments.

Findings suggested that students’ confidence in the writing process and their knowledge about plagiarism significantly increased by the end of the semester. Policy implications were discussed and questions for future research suggested.