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Rationale
The Introductory Writing Program at Cornell depends upon strong collaboration between faculty and writing associates. The Introductory Writing Program began with a single writing associate assigned to the W courses. This position was supplemented by the then-Director of the Writing Center assisting in two courses per year, while continuing to manage the Writing Center. The number of W courses has grown each year as enrollment has increased. In concert with that increase, the two writing support positions (Writing Associate and Director of the Writing Studio) have evolved into two Writing Consultants. Meanwhile, activity in the Writing Studio (formerly Writing Center) has increased as well. Hence, the Studio management responsibilities are growing too.
In the coming year, there will be blocks with three W courses, especially early in the year. Given the combined demands of the increase in courses as well as the increase in consultations by students from advanced writing intensive courses, it is time to examine the expectations not only for the consultants but for faculty as well.
It is important to note that in contrast to faculty positions, the writing consultant positions are staff positions funded at a 37 ½ hour work week. These hours preclude providing weekend feedback and evening/night consultations. Our goals are to make each W course a successful experience for all parties involved, especially for our students, and to do so in a way that is fair for our staff members.
Considerations for Faculty
- Please attend class sessions when the Writing Consultant is teaching. Your presence lends authority to the Writing Consultant and ensures that the information he/she is providing is consistent with your intentions for the class . Consider these sessions an opportunity to enhance your own teaching strategies in writing pedagogy.
- Advance planning is a key to successful collaboration. Please meet with the Writing Consultant before the term begins to plan how you will involve him/her in the course.
- Please provide the Writing Consultant a copy of your syllabus before the course begins. Include directions and expectations for required writing assignments as well. Context is important to the Writing Consultant’s understanding of your expectations.
- As you consider how the Writing Consultant will be of assistance to you, be aware that a typical level of involvement includes 1-3 class sessions per course (1-5 class hours). In addition, it is typical for the Writing Consultant to have on average two individual scheduled appointments with each student. It is helpful to keep in mind that in most terms the Writing Consultant is providing support to at least two courses.
Considerations for Writing Consultant
Ensuring that a W course runs smoothly for instructors and students is the Writing Consultant’s main goal. To further this goal, Writing Consultants will be available to provide assistance with course planning and teaching by:
- Consulting on the design and timing of writing assignments
- Assisting with the development of writing lessons (teaching techniques)
- Teaching focused mini-lessons in writing, e.g., topic-to-thesis, avoiding plagiarism, paraphrasing and quoting effectively
- Collaborating to develop writing resource lists/handouts
- Assisting with the development of writing assessment strategies/rubrics
- Locating print and/or online resources to assist faculty with teaching writing
To ensure student needs are being met and that adequate writing instruction is being provided, Writing Consultants is available to:
- Conference with students individually 1-2 times per block. (Students who are particularly skill-deficient in writing may be directed to seek out additional assistance from the Writing Consultant.)
- Help the instructor facilitate 1-2 writing/feedback workshops per block, upon request
We understand that having a basic understanding of the topic for your course is important; however, the workload of Writing Consultants precludes your expecting them to:
- Grade assignments
- Do the complete course reading
- Attend class when not directly involved in the lesson
- Teach concepts that you are already comfortable teaching
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