Strategies for Written Assignments
for
FYOS Students
Center for Teaching & Learning
Fall 2013 Pedagogy Workshops
September 24, 2013
Elizabeth Davis
Dept. of English
eadavis@uga.edu
Workshop Goals
• Connect writing to the goals and student learning
outcomes for FYO
• Present options for writing assignments
• Discussion, feedback, and support
Goals of the First-year Odyssey Seminar
Goal 1:
Introduce first-year students to the importance of learning and academics so that
we engage them in the academic culture of the University.
Goal 2:
Give first-year students an opportunity for meaningful dialogue with a faculty
member to encourage positive, sustained student-faculty interactions.
Goal 3:
Introduce first-year students to the instruction, research, public service and
international missions of the University and how they relate to teaching and
learning in and outside the classroom so that we increase student understanding
of and full participation in the full mission of the University.
FYOS Student Learning Outcomes
• Students will be able to describe and reflect on the topic of the seminar
through class discussion and written communication.
• Students will develop self-awareness about the reason for study and the
importance of self-directed learning (intentional learning).
• Students will demonstrate interaction with the professor through oral and
written communication.
• Students will communicate with faculty regarding an area of scholarship.
• Students will be able to describe the scholarly path of the faculty member and
his/her role in the mission of the University.
• Students will have positive perceptions of student-faculty interactions.
Using Writing Strategically
• Encourage students to write frequently and learn
content with “writing to learn” assignments.
• Engage students in conversations about writing
generally and writing in your disciplines specifically;
begin to cultivate discipline-specific communication
practices.
• Use writing activities to document the intellectual
dialogue you share with your students.
Content Learning
Informal writing to learn activities that help students grasp
concepts and develop understanding. Examples:
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Discussion Board Postings
Study Questions
Reading Notes/Responses*
Concept Papers
Class Minutes / Session Recaps
Blog Postings*
Literacy Narratives*
Believing and Doubting Game
Disciplinary Conversations
Assignments designed to give students practice with disciplinespecific language conventions:
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Critical Article Report*
Research Guide to the Discipline / Course Dictionaries
Bibliographic Trace
Interview with a Professor*
Case Studies
Evolution of an Idea
Proposals
Poster Presentation
Documenting Intellectual Dialogue
Given the chance to reflect on concepts and course materials,
students can see their progress and interaction with their
professors:
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Reflection-in-Action / on-Action
Portfolios*
Discussion Board Conversations
Weekly Letters / E-mails
Project Proposals / Revision Plans
Event Reflections*
Designing Writing Assignments
Use a series of questions to start developing your assignment:
• What readings and activities present possibilities for writing
assignments?
• What resources or preparation do I need to provide in order for
students to do this writing assignment?
• What do I want to achieve with this assignment (e.g., content
learning, disciplinary conversations, documenting dialogue)?
• Which FYO goals and outcomes connect with this assignment?
Designing Writing Assignments
Some assignments work well as sequences:
• Summarize and define key concepts (writing to learn)
• Summarize fieldwork, research, observation (writing to learn,
disciplinary conversations)
• Write a thesis, outline, or draft for a more formal piece of writing
(disciplinary conversations)
• Receive feedback (documenting intellectual dialogue)
• Write a revision plan (documenting intellectual dialogue)