Abstract
Beginning in 1999, City University of New York (CUNY), significantly increased its commitment to Writing-Across-theCurriculum (WAC) by funding faculty development, Writing Fellows, and Writing Intensive courses on the majority of its 18 campuses. With this renewed interest in WAC, administrators and faculty across the disciplines are increasingly taking responsibility for using writing processes to foster learning and thinking as well as teaching writing in the disciplines. As teachers use writing more as a communicative tool in the content areas, how they respond to students’ writing becomes increasingly important. As a WAC Coordinator at Bronx Community College (BCC), I have had the opportunity to work with faculty in professional development seminars. A common concern teachers often raise is how best to respond to students’ writing. In turn, I, too, have often wondered how students in my classes react to my feedback on their written texts. Careful consideration of what we say and how we say it is an important part of good teaching practice. Teachers typically invest much time and effort in responding to students’ texts with the assumption that their feedback will help improve students’ writing. Teacher feedback takes on greater significance when students are revising their writing through multiple drafts. But what do students really think about our comments? Do our words help students move their thinking and writing forward on subsequent drafts?
- Journal
- The WAC Journal
- Published
- 2003-01-01
- DOI
- 10.37514/wac-j.2003.14.1.03
- CompPile
- Open Access
- OA PDF Gold
- Topics
-
writing pedagogy writing across the curriculum two-year college teacher development revision professional writing
- Export
- BibTeX RIS
Citation context
Cited by in this index (1)
-
Mahfoodh (2017)Assessing Writing
References (0)
No references on file for this article.
Related articles
-
Pedagogy Oct 2025modern rhetorical theory rhetorical criticism genre theory cultural rhetorics first-year composition writing pedagogy advanced composition creative writing writing across the curriculum graduate education two-year college service learning teacher development technical communication professional writing labor and working conditions archival research multimodality artificial intelligence literacy studies race and writing gender and writing disability studies literary studies editorial matter
-
Pedagogy Oct 2024rhetorical criticism first-year composition writing pedagogy basic writing writing across the curriculum graduate education two-year college service learning teacher development revision argument collaborative writing assessment writing program administration multimodality multilingual writers literacy studies race and writing disability studies community literacy editorial matter
-
Journal of Response to Writing Apr 2026Testa, Andrew
-
Journal of Response to Writing Apr 2025Gu, Jiahe; Aslan, Erhan
-
Journal of Response to Writing Apr 2025Banu, Jainab T