115th Annual Conference - Honolulu, Hawaii
Friday, November 10 - Sunday, November 12, 2017

Writing Across the Disciplines: Teaching as Ways of Seeing, Making Visible, Reimagining

Session Chair: 
Shefali Rajamannar, University of Southern California
Session 9: Sunday 8:15 – 9:45 am
Ching 254


  1. Cynthia Headley, California State University, San Marcos, Lauren Springer, Mt. San Jacinto Community College, Shannon Baker, California State University, San Marcos
    We created a pilot program for composition classes that focuses both on question-based lessons and on exploring student engagement in the feedback process. Students are required to engage in the grading process in order to engender instructor feedback.
  2. Amy Clarke, University of California, Davis
    The author, who teaches an upper-division writing seminar for pre-health professionals, applies tenets of narrative medicine to a standard assignment in this course: the pathography. As illustrated in representative student models, such a pathography should make the patient’s lived experience of illness “visible” to the reader. Students are coached in interviewing techniques, especially in attentive listening and informed inquiry to elicit detail and to help the interviewee identify the narrative arc of their illness experience.
  3. Shefali Rajamannar, University of Southern California
    This paper explores some of the strategies I developed last semester in order to teach a group of technical students. The prompts I used in my other classes had to be reframed to appeal to this set of kinesthetic (as opposed to aural) learners. I explored the types of writing they were already doing in their other 'professional' classes, such as “SOAP notes” and in-depth case studies. My prompts and classes had to be streamlined to fit the “problem-based learning” approach these technical students were used to.
Session Cancelled: