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The WAC Resource Center

The centralized, online location for articles, tools, and tips designed to support
Writing Across the Curriculum (WAC) at CUNY.

NOTE TO 2015-2016 WAC FELLOWS: If you’re looking for the advance readings and the in-session handouts for the August 25 workshop, click on “Files” on the left, then the folder “WAC Fellow Professional Development.” Note that when you open the folder there is an option to download the folder as a zip file–this is probably the most efficient way to get all the documents at once.

If you’re coming back AFTER the August 25 workshop for online follow-up, click on “Forum” at the left. You’ll find follow-up activities for all of the workshops, plus an “Ask Us Anything” feature, and of course a link to the ubiquitous assessment survey.

GENERAL INFORMATION ABOUT THE WAC RESOURCE CENTER:

At the WAC Resource Center, you can:
Search — for materials in *Files* by topic, or upload your own.
Workshop — projects using the group *Docs* function.
Discuss — the ins, outs, dos, and don’ts of WAC in the *Forum*.

All the files and info submitted to this group are available on the new, easy-to-use CUNY WAC Resources site!

http://wacresources.commons.gc.cuny.edu/

PD Follow-up: Reading Across the Curriculum

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  • Sean Molloy
    Participant
    August 26, 2015 at 10:48 am

    In our Hunter group yesterday with Trudy and Dennis, we considered teaching skimming skills or requiring students to use them in our courses. We thought about the connections between teaching choices and student responses: as teachers, we often get exactly what we ask for. So, if we assign difficult or lengthy readings to our students we are asking them, in a way, not to read them carefully. And to disregard our actual instructions. We are teaching them to resist us as part of sophisticated student survival strategies.

    In looking at the Piaget reading, one group found the editorial material to be dense, technical and confusing– far more difficult than the excerpted reading itself. And the last column of the reading, where Piaget begins a detailed argument about the active nature of knowledge, seemed to depart from the main idea he began with about development’s relationship to learning.

    So, we considered whether as teachers we might redact the editors lead in material and the last column, asking our students to really hone in and wrestle with the much shorter passage containing his key concept.

    I guess this all depends on teaching stance, discipline, and course goals? –Sean

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