Writing Across the Curriculum (WAC) Certificate Program

The WAC Certificate Seminars are hands-on workshops where you’ll develop assignments and classroom strategies that help your students produce more effective writing. Even if you’re unable to register for the Certificate Program, you’re welcome to attend any of these seminars when you are able.

Note: If you’re interested in the workshops but are not available at the times listed below, please complete the registration link and we will contact you about alternative meeting times.

Registration Link - https://docs.google.com/forms/d/e/1FAIpQLSeNuDfKscCNwefVOYNphj3OrGGtBuuHJ-XQz6VipGB_ARifXw/viewform?usp=sf_link

FALL 2017

Sequencing and Designing Writing Assignments (required) - Friday, Sept. 22 from 1-3 PM
What seems a straightforward research or writing project to expert faculty can be confusing and daunting for students. This workshop will focus on breaking your course’s writing and research assignments into clear and manageable chunks. You’ll also learn strategies to help students learn and practice your discipline’s writing conventions.

Supporting Multilingual Writers (special workshop by Dr. Nicole Gonzales Howell, Fresno State alum and Assistant Professor of Rhetoric and Language at University of San Francisco) - Friday, Oct. 20 from 1-3 PM

Despite our best intentions, correcting too many errors in multilingual students’ writing does little to help them write formal, academic prose. In this workshop, you’ll learn how to respond to multilingual writers in ways that support—rather than hinder—their language learning. We’ll also focus on how to design assignments that immerse students in the research and writing processes (and thus foster language acquisition).

Responding to Student Writing (required) - Friday, Nov. 17 from 1-3 PM
Despite the time faculty spend commenting on writing, students are often confused about how to incorporate feedback into future projects. As a result, faculty are left frustrated that the same issues show up in student writing time after time. This workshop will introduce commenting strategies proven to help students incorporate instructor feedback into subsequent drafts and assignments.

Creating Effective Peer Review Activities (required) - Friday, Dec. 1 from 1-3 PM
Peer review can be frustrating for faculty and students alike: Faculty are often disappointed that students rush through peer review and give shallow feedback, and students often don’t know what kind of feedback to give. In this workshop, you’ll learn to train students to give confident and useful feedback. You’ll also learn strategies for incorporating peer feedback into your class during the invention, drafting, and revision processes.

SPRING 2018

Enhancing Student Engagement with Real Audiences - Friday, Jan. 26 from 1-3 PM
Students are engaged more when their writing assignments ask them to pose real disciplinary questions and write to specific audiences. In our first workshop, a Fresno State faculty panel will share how they’ve boosted engagement with projects that ask students to write to real academic and public audiences. During the workshop, you’ll revise an existing assignment to give your students opportunities to write to real audiences.

Sequencing and Designing Writing Assignments (repeat of required workshop) - Friday, Feb. 9 from 1-3 PM

Creating Effective Peer Review Activities (repeat of required workshop) - Friday, Mar. 2 from 1-3 PM

Responding to Student Writing (repeat of required workshop) - Friday, April 6 from 1-3 PM

Encouraging Student Revision through Writing Portfolios - Friday, April 20 from 1-3 PM
Your suspicions are right: Students rarely read instructor feedback after they submit a project for a grade. In this workshop, you’ll learn how writing portfolios encourage students to read your feedback and revise their writing accordingly. We’ll also discuss how portfolios can make your time spent responding to student writing more efficient and impactful.