INTD 105 Writing Seminar
Tips for Teaching INTD 105
January 28, 2015
This workshop consisted of four parts, devoted, respectively, to the library research component of INTD 105, Writing Learning Center support for INTD 105, INTD 105 and non-native English speakers, and teaching with They Say, I Say. While the workshop is particularly designed to help instructors new to INTD 105, the tips are relevant to everyone who teaches the course.
Presented by Michelle Costello, Milne Library.
Every instructor is required to include library research instruction in INTD 105. Generally, a librarian specializing in, or interested in, the subject area of the INTD 105 section works closely with the instructor to plan and schedule library instruction classes delivered by the librarian. The goal of these classes is to introduce students to the library research process and familiarize them with Milne Library's resources. They are most effective if coordinated with a writing assignment.
Writing Learning Center
Presented by Meghan Kearns, WLC
The Writing Learning Center is based in the Center for Academic Excellence in Milne Library, and is staffed by junior and senior student tutors. These students come from a variety of academic backgrounds, and have all been trained to tutor writing. Tutor training uses vocabulary and concepts from They Say, I Say, and so coordinates well with INTD 105 sections that also use that book. WLC clients typically receive half an hour of tutoring on a specific paper or assignment at a time; clients may have multiple sessions on the same paper, which is often a very effective way to improve writing. Students should sign up for a tutoring appointment online, via the "Select a Tutor" section of the Writing Learning Center web page.
Instructors telling students about the Writing Learning Center and encouraging them to take advantage of it is important in getting students to use it. WLC staff can visit classes to talk about the Center, and can even provide temporary extra help in teaching INTD 105, e.g., as assistants on peer editing days.
See the Writing Learning Center web page for more information.
Non-Native English Speakers
Presented by Irene Belyakov-Goodman, ESoL
Irene runs a variety of programs and courses for Geneseo students whose first language is other than English; she serves international students on short-term exchange programs at Geneseo, international students pursuing full four-year degree programs here, students raised in the US in non-English-speaking households, etc. All such students may have problems in INTD 105 that native English speakers don't have, and Irene would like to get students who are or will have trouble because of language ability out of INTD 105 and into her programs as quickly as possible–note that non-native English speakers may defer taking INTD 105 until after they have taken one or more ESoL courses, so referring an INTD 105 student with English difficulties to Irene doesn't set that student back.
In order to recognize students who need ESoL coursework quickly, Irene and the INTD 105 coordinators strongly urge instructors to do a "diagnostic writing exercise" early enough in the semester that students who should be in an ESoL class can join it during the drop-add period. Good diagnostic writing exercises involve short but unrehearsed writing done under time limits.
Also see Irene's longer October 2014 workshop on working with non-native English speakers.
They Say, I Say
Presented by Maria Lima and Doug Baldwin, INTD 105 coordinators, with assistance from Paul Schacht and Beth McCoy, English
They Say, I Say is the recommended writing handbook for INTD 105. Its vocabulary and writing-as-conversation model are also used in, e.g., a number of English courses, the Writing Learning Center, etc. Some students (and instructors) are turned off by the templates for writing "moves," but those templates can be approached as examples of forms experienced writers use rather than as strict rules into which students must fit their writing.