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Lee Ann Glowzenski

Sticky Situation: Disparaging Comments by Faculty - 2 views

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    discussing how, if at all, the WC should intervene when a faculty member expresses negative remarks about a student
Lee Ann Glowzenski

Coordinator vs. Director title? - 0 views

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    discussing the merits and descriptions of different titles for the head admin of a center
Lee Ann Glowzenski

Home | National Census of Writing - 0 views

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    Launched in March 2013, the National Census of Writing seeks to provide a data-based landscape of writing instruction at two- and four-year public and not-for-profit institutions of higher education in the United States. Despite numerous calls for empirical data to ground the design and administration of writing programs and writing centers, this is the first comprehensive study of its kind and covers the following sections: 
    * Sites of writing
    * First-year writing/English composition
    * Identifying and supporting diversely-prepared students
    * Writing across the curriculum (WAC) and writing beyond the first year
    * The undergraduate and graduate writing major and minor
    * Writing centers
    * Administrative structures
    * Demographics of respondents
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    "Launched in March 2013, the National Census of Writing seeks to provide a data-based landscape of writing instruction at two- and four-year public and not-for-profit institutions of higher education in the United States. Despite numerous calls for empirical data to ground the design and administration of writing programs and writing centers, this is the first comprehensive study of its kind and covers the following sections:
    Sites of writing
    First-year writing/English composition
    Identifying and supporting diversely-prepared students
    Writing across the curriculum (WAC) and writing beyond the first year
    The undergraduate and graduate writing major and minor
    Writing centers
    Administrative structures
    Demographics of respondents

    With data from 900 institutions, the National Census of Writing will help educators and administrators across the country to better understand the variety of ways in which writing instruction is delivered in the twenty-first century.

    The research team has made the processed data available through this open-access database, which allows individuals to gather national data on pressing local questions. The database is searchable by type of institution, institutional size, geographical location, and, when we have consent, by the name of the institution."
Lee Ann Glowzenski

Defining and Avoiding Plagiarism: The WPA Statement on Best Practices - 1 views

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    "This statement responds to the growing educational concerns about plagiarism in four ways: by defining plagiarism; by suggesting some of the causes of plagiarism; by proposing a set of responsibilities (for students, teachers, and administrators) to address the problem of plagiarism; and by recommending a set of practices for teaching and learning that can significantly reduce the likelihood of plagiarism. The statement is intended to provide helpful suggestions and clarifications so that instructors, administrators, and students can work together more effectively in support of excellence in teaching and learning."
Lee Ann Glowzenski

The Citation Project - 1 views

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    "The Citation Project is a multi-institution research project responding to educators' concerns about plagiarism and the teaching of writing. Although much has been written on this topic and many have expressed concerns, little empirical data is available to describe what students are actually doing with their sources. At present, therefore, educators must make policy decisions and pedagogy based on anecdote, personal observation, media reports, and the claims of corporations that sell "solutions."

    The Citation Project begins the process of providing descriptive data. Our research team systematically studies randomly selected, source-based student papers from a range of different institutions. Our purpose is to describe how student writers use the sources they cite in their papers. With this information, educators will be able to make informed decisions about best practices for formulating plagiarism policies and for teaching rhetorically effective and ethically responsible methods of writing from sources.

    Preventing plagiarism is a desired outcome of our research, as the subtitle above indicates, but the Citation Project research suggests that students' knowing how to understand and synthesize complex, lengthy sources is essential to effective plagiarism prevention. If instructors know how shallowly students are engaging with their research source-and that is what the Citation Project research reveals-then they know what responsible pedagogy needs to address."
Lee Ann Glowzenski

Undergraduate Administrators / Student Managers - 0 views

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    discussing undergrad tutors who hold administrative responsibilities
Lee Ann Glowzenski

Student Involvement in Hiring Process - 0 views

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    discussing how to implement or increase student involvement in the hiring process
Lee Ann Glowzenski

Appointed vs. Hired Staff - 0 views

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    discussing how to handle a situation in which a staff comes appointed by a graduate department rather than hired by the WC director
Lee Ann Glowzenski

Writing Lab Newsletter 2.8 (April 1978) - 0 views

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    "Eight Suggestions to Attract More Students to Lab"; a handout on "Finding the Key Idea in Topic Sentences"; a note on "Building Administrator and Faculty Awareness"; reports from individual labs; mailing list
Lee Ann Glowzenski

WPA / CompPile Research Bibliographies - 0 views

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    An extensive list of bibliographies on topics related to writing program administration
mickey130

http://comppile.org/wpa/bibliographies/Bib22/Rendleman.pdf - 1 views

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    "The 18 entries in this bibliography summarize select articles and dissertations that focus on the effects of mandatory writing center visits. The entries are divided into two parts: Part 1 presents summaries of studies that emphasize quantitative and qualitative data. Part 2 presents studies that
    rely on anecdotal evidence and theoretical arguments."
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    Writing centers and mandatory visits, an annotated bibliography, in the WPA-CompPile research bibliography series, July 2013
Lee Ann Glowzenski

When an Instructor Accompanies a Student to the Center - 0 views

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    discussing what to do when a faculty member "escorts" a student to the WC
Lee Ann Glowzenski

Evening Supervisory Coverage - 0 views

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    a discussion on the need for a supervisor to remain in the center in the evenings, after full-time employees have left for the day
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