Many thanks for attending our workshop on “Learning to write, writing to learn” workshop. In our February workshop, we had a great mix of English teachers from various parts of Columbus Public Schools.

On February 21st, Laurie Maynell, an instructional consultant in FTAD, and I facilitated a discussion on how to respond international students’ writing. After watching Writing Across Borders--a documentary produced by experts at Oregon State University-- we engaged in a lively discussion on the strategies we can use to improve international students’ writing.

Do you have questions about how to help multilingual students with their writing? Many teachers feel overwhelmed when faced with a paper that seems to have so many surface-level problems that it is hard to decide where to start. Students may feel equally overwelmed when they get essays back which are heavily marked for grammar errors, with little or no advice on content, development, or organization.

Are you worried about your students plagiarizing this quarter?

Later this year, we're going to be updating and adding to our resources for instructors and we'd like to know what kinds of handouts you'd like to see. What topics would you like to see handouts on? (It may take some time for the comments to appear. I've got to approve them first.)

Professor Stephen Lee invited us to talk to his students in BME 600 about the different ethical obligations scientists have in writing about their work in different contexts.

First, I want to say thank you to the folks who came to our assessment workshop last Thursday. I think we had a great conversation, and I invite you to continue our discussion here on the blog.

Those who were unable to attend this workshop missed out on an exciting, informative discussion of the possibilities wikis offer for teaching and learning through writing. But have no fear!

There's More Than One Way to Skin a Cat: Assessing Student Writing

• Are you comfortable or satisfied with how you are assessing student writing?

This presentation was designed for students in Art Ed 367. At the beginning of the quarter the instructor asked students what they wanted help with writing. A large majority of students responded that they were confused on how and when to cite sources and what exactly constitutes plagiarism.