WR Classes
Individual in Community (ELL)
Our Essential Lessons are a sequence of lessons that form the backbone of the Writing Program curriculum, illustrating what we want all students to learn across our program’s diverse course topics. BU’s international students and English language learners (ELLs), often new to North American higher education, are poised to learn more about and start analyzing […]
Paraphrase & Quotation (ELL)
Our Essential Lessons are a sequence of lessons that form the backbone of the Writing Program curriculum, illustrating what we want all students to learn across our program’s diverse course topics. Most multilingual students, especially those newer to North American academic contexts, need work understanding and practicing paraphrase, as distinct from both quotation and from […]
Parts of Speech & Word Forms (ELL)
Our Essential Lessons are a sequence of lessons that form the backbone of the Writing Program curriculum, illustrating what we want all students to learn across our program’s diverse course topics. Multilingual students often need intensive work on word forms (affixes, parts of speech, and word families) to help them both in their reading and […]
Sample WR 120/15x Assignment: Academic Paper on an Outside-of-Class Experience
Use this template to help design a paper assignment based on an outside-of-class experience. Expand the focus of the paper to include information literacy skills and library research for WR 15x courses. Sample paper assignments are provided at the end of the template. Objective To use observations, field notes, and/or reflections on outside-of-class experiences […]
Formulating Questions and Claims Based on Observations
In this exercise/activity, students work on their own and in groups to generate and evaluate questions and claims based on their observations or notes from an outside-of-class learning experience. Objective To turn students’ observations into claims and questions; to evaluate stronger and weaker questions/claims; to plan for an essay using students’ own observations as a […]
Crafting a Template for Your Observation Notes
Use these questions before an outside-of-class-experience to guide students to develop an organized structure for their notes. Students may answer these questions individually or in small groups, depending on the class and assignment, and then may discuss the different approaches they are planning to take. Objective To develop an organized, yet flexible structure for notes […]
Pre-Reflection for Outside-the-Classroom Experiences
Use these guiding questions to have students activate prior knowledge, make predictions about their experiences, and otherwise reflect before going into the field or community to participate in experiential learning. Some instructors may also want to have students fill out a K-W-L chart before (and after) their experience, depending on the site and/or assignment. These […]
Advice to Students on Preparing for Oral Presentations
Instructors may want to share this page with students as they are preparing for a presentation. What would they add to this list? What has their previous experience been? You may want to ask students to write a reflection on one or two items here that they have had strong positive or negative responses to, […]
Teaching with the WR Journal: Volume 10 (2018)
Read all of Volume 10 of the WR journal, the CAS Writing Program journal of excellent student writing, or browse the following notes to think about how you may want to teach selections from the journal in class.
Accessible Approaches to the Writing Classroom
In order to create a truly inclusive learning environment, it’s important not to put the responsibility for determining accommodations entirely on students with disabilities, nor on Disability & Access Services. Instead, strive to be an active partner in making your classroom and the entire university more accessible. While there are always better teaching practices you […]