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ERIC Number: ED453548
Record Type: Non-Journal
Publication Date: 2001-Jun
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
TA Training across the Curriculum: Covert Catalyst for Change.
Hedengren, Elizabeth
Writing across the Curriculum (WAC) programs can improve writing instruction and student writing overall by training teaching assistants (TAs) from all disciplines to better teach and assess writing skills. According to a 1998 Brigham Young study, 1,505 TAs were used by professors from all disciplines to help with teaching duties ranging from full responsibility for a class to tutoring to grading papers and exams, but only 17% of those TAs whose primary responsibility was grading received any formal training at all. Training for TAs can take many forms--they can be trained through handbooks, Websites, tutor training programs, inservice training, or workshop presentations. Probably the best way to help TAs with the "paper load" (their main concern) is to teach them the value of teaching the writing process. Better papers are easier to evaluate, and students will write better papers if they are taught the skills and strategies they need to produce that paper from the beginning of the writing process. Another important skill to teach TAs is to identify their grading criteria. How to write marginal and end comments on papers is also a skill TAs need to learn. WAC program coordinators would do well to survey the TAs they work with to determine their concerns and needs before preparing materials. One concern is training the TAs in isolation from the professors they work with. Trained TAs can help faculty standardize their grading criteria, sequence their assignments to provide for intervention at early stages in writing, and explain disciplinary writing expectations more clearly. Appended is information about the workshops for teaching assistants. (NKA)
Publication Type: Guides - Non-Classroom; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A