Description: This project will assess the value of teaching grammar in the public university freshman composition classroom. I will assert that grammar instruction can and should have a place in the composition classroom, and many instructors do not teach grammar in college English courses for two primary reasons: (1) they mistakenly believe that the majority of students have grasped the material already (since it is taught in earlier grades); or (2) they have not been trained to teach grammar effectively and in a way that will engage students. After I conduct interviews and compile data, I will suggest methods for teaching grammar to public university freshman composition students. I will demonstrate that it is crucial to teach grammar in the context of students’ own writing and to use direct examples from their writing to improve composition. Since some college composition teachers are resistant to grammar instruction, I will demonstrate that grammar can be taught in short segments, and, in fact, these brief lessons are the most effective since they allow the instructor to teach other necessary topics and better hold the attention of the students.
Description: In fall 2010, I created the program for lower-division Assistant Writing Specialists (AWSs) at the San Jose State University Writing Center. * Decided upon pay scale, general qualifications, and hiring criteria for the new position. * Created the full job description. * Posted the full job description on the Writing Center webpage. * Conducted all steps of the hiring process with all prospective Assistant Writing Specialists. * Hired four Assistant Writing Specialists during the 2010-2011 academic year. * Assisted AWSs with their daily tutoring responsibilities. * Answered questions from the Assistant Writing Specialists as they adjusted to their new positions at the Center. * Helped the AWSs deal with difficult tutees, problematic tutoring sessions, and instructor concerns/complaints. * Provided critical commentary about the e-mail messages and “Homegrown Handouts” created by the AWSs. * Discussed ways to improve tutoring sessions with the AWSs on an individual basis. * Helped AWSs reach a spring 2011 average evaluation score of 93%. The Assistant Writing Specialist program has benefitted the university and the Writing Center in a few key ways: (1) it has helped to draw in freshman and sophomore level (lower-division) tutees; (2) it has allowed exceptional lower-division students to become tutors at the Center and get excellent professional job experience; (3) it has allowed the Center to retain high-quality tutors for a lengthier period of time; and (4) it has increased the diversity of the Center since the AWSs are ethnically diverse and from four different major departments (Child Development, Psychology, Journalism, and History).
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