- Writing Support
- Writing Guides
- International Student Support
- Minor in Writing
- Peer Writing Consultant Program
- M-Write Fellows Program
- First-Year Writing Requirement
- Upper-Level Writing Requirement
- Writing Prizes
Coaching Writing with Multilingual Writers
Credits: 1 | Grading: Mandatory credit/no credit | May be elected 4 times for credit. May be elected more than once in the same term.
The overarching goal of this set of related mini-courses is to give current peer writing consultants and interested others opportunities for ongoing professional development, reflection, and growth.
For peer writing consultants, these mini-courses act as specialized supplements to the two existing peer writing consultant training courses, Writing 300: Seminar in Peer Writing Consultation and Writing 301: Practicum in Peer Writing Consultation. For other students they will provide expertise in specific areas including the needs of multilingual/international writers, various genres of scientific writing and professional writing, and various forms of multimedia that they may encounter. These courses also connect students with other relevant resources, on campus and beyond.
- analyze writing samples and compose in various genres, modes, and media
- read relevant articles to acquire deeper knowledge of theory surrounding the genre or student population examined in the course
- reflect on their own practice as consultants and writers through brief papers that synthesize their own experience (as writers and/or as consultants in the Peer Writing Center) and course materials
- present their own work
- develop and practice effective peer consulting strategies
- engage in collaborative learning activities in class
The primary audience for the course is current peer writing consultants. Other interested students may also enroll, as these courses provide information about multilingual writers to future teachers, introduce scientific writing to science majors, and acquaint students with professional genres.
Pedagogical approaches will vary according to the instructor or topic, but will include seminar-style large group discussions of reading, small group work, in-class workshops on works-in-progress, individual and group projects, peer response, and reflective writing.