Call for Proposals

We'll help you develop and do your project. And pay you $500 to $1,000.

Do you have an idea for teaching writing that other writing instructors might like to know about?  Are there some things about your students' writing, or writing in your discipline, you'd like to research?  Is there a resource you'd like to develop?

We can help.

The Writing Across the Curriculum program will work with you to develop and do a project. Possible projects include, but are not limited to:

• A four- or five-part seminar for 100W and/or other writing instructors who teach writing-intensive classes in their discipline.
• A one-day workshop for 100W and other writing instructors.
• A research project that will help us improve the teaching, learning, and mentoring of writing at SJSU.
• A resource project that will help 100W and other writing instructors.
• Anything else that will help us support and improve the teaching, learning, and mentoring of writing at SJSU.

Faculty members who propose, develop, and deliver seminars, workshops, or projects will be eligible for stipends up to $1,000.  Faculty members who attend your seminars will be eligible for stipends of $500, all paid for by the Writing Across the Curriculum program.

Submit Your Proposal Online

Proposal Instructions

Please consider the following questions in your proposal:

• Title of Your Proposed Project
• What kind of project is this? Seminar, workshop, research project, resource project, or other?
• Details about your project. What will you do? If you are proposing a four- or five-week seminar, or a one-day workshop, what will you do during your meetings?  If you are proposing a research or resource project, what will research and how?
• Why do you want to address this topic(s)?  What brought it to the top of your list?
• In what ways will this project benefit our writing programs on campus?  
• If you are proposing a seminar or workshop, how many faculty members do you think will be interested in participating? How did you come up with that number?

Deadlines

Proposals are due May 13, 2024.

Seminars and workshops will be offered during the Fall 2024 semester. Research and resource projects must be completed during the Fall 2024 semester. 

Previously Funded Projects

WAC Seminars and Workshops

• Introduction to Teaching and Mentoring Writing in Your Discipline (75-minute online workshop) (S24)
• 100W, 200W, and GWAR Course Coordinators Online Get-Together (F23)
• Closing 100W Writing Gaps: Preparing Students for Discipline Specific Writing (4-week PAID online workshop) (F23)
• Exploring Multimedia and Authentic Writing in the Curriculum (4-week PAID online workshop) (F23)
• Designing Writing Courses with a Growth Mindset (4-week PAID online workshop) (F23)
• Exploring Counter Story-Telling (1-day online workshop) (F23)
• Close Writing: Pairing Creative Writing With Close Reading to Increase Engagement and Analytic Skill (1-day online workshop) (F23)
• Using AI Writing to Teach Writing (S23)
• Using Meditation to Enhance Mindfulness in the Writing Classroom (S23)
• So a Choose Your Own Adventure Walks Into a Class... (S23)
• Providing Feedback on Student Writing (S23)
• SpeedGrader: Ideas for Providing Feedback on Student Writing (S23)
• Plagiarism-Proofing Your Writing Assignments (S23)
• How to Redesign Writing-Intensive Courses in Your Discipline (S21)
• Creating Rubrics to Grade 100W Assignments (S21)
• How to Teach Your Students to Use Active Voice in Scholarly Research and Writing (S21)
• Synchronous vs. Asynchronous Classes:Which One Works Better for Our Students and Us? (S21)
• Podcasting as a New Educational Tool (4-Week Workshop) (F20)
• Creating Accidental Advocates: Teaching research projects through Adobe Spark (One Day Workshop) (F20)
• Elevating Student Writing Through Peer Feedback - Online (One Day Workshop) (F20)
• Organizing Culminating Activities for Graduate Level Writers (One Day Workshop) (F20)
• Working With Embedded Writing Tutors (F19, S20)
• Reinforcing Metacognition: Learning from Reflections on Writing (F19)
• Document Design (F19)
• Submitting a Tenure Dossier on eFaculty: A Quick Guide (F19)
• How to Design and Host a Graduate Writing Retreat (F19)
• Teaching the Annotated Bibliography: Addressing Challenges of Writing about Professional Sources (S19)
• How To Flip, Not Flop, Your 100W Course, Part II: Building a Student-Centered, Flipped Learning Module (S19)
• Remix and Remaster Writing Instruction: Establishing Writers Workshops Across the Curriculum (S19)
• How to Embed Information Literacy Into Your Course: A Hands-On Workshop (S19, F19)
• Visual Rhetoric and the Alternative Research Project: Developing the Traditional Essay Into a Digital Short (S19)
• Writing Assignments for GE Area S Courses: Assessing Students’ Work and Evaluating GE Learning Outcomes (F18)
• How To Flip, Not Flop, Your 100W Course, Part I: Building Your Digital Presence (F18)
• Helping Students Overcome Difficulties in Reading Technical Papers (F18)
• Using Real-Time Documents for High-Impact Writing Feedback (F18)
• Working With Graduate Student Writers (F18)
• Writing Like a Reader: Cohesion and Self-Editing Techniques (F18)
• Reimagining Writing Assignments: A Series of Hands-On Workshops (S18)
• Writing About Current Societal Events and Challenges (S18)
• The WriteSquad: eCampus Writing Instructor Helpdesk (S18)
• Annotated Bibliography: Teaching Students to Work with Professional
• Academic Sources (S18, F17)
• What We Talk About When We Talk About Teaching Writing Across the Curriculum (S18, F17)
• Beginning and Advanced eCampus Resources for Writing Instructors (F17)
• Developing Guides to Writing In Your Discipline (F17)
• Working with Multilingual Writers (S17)
• eCampus Resources for Writing Instructors (S17)
• Ethnographic Writing (S17)
• Responding to Student Writing (F16)
• The Grammar of Necessity: Generative Grammar Lessons Through the Experimental Essay (F16)
• Seminar for 100W Instructors (S16)
• Seminar for 100WB Instructors (S16)

WAC Research Projects and Presentations

• ChatGPT or Not to Chat (F23)
• Team-based Writing Projects at SJSU (F23)
• Close Writing: Pairing Creative Writing With Close Reading to Increase Engagement and Analytic Skill (S23)
• How to Redesign Writing-Intensive Courses in Your Discipline (F20)
• Synchronous vs. Asynchronous Classes: Which One Works Better for Our Students and Us? (F20)
• Course Redesign Project for Health and Recreation 100W (S20)
• Does Silicon Valley Need Hybrid First Year Composition Class Options? (S19)
• Theoretical Materials to Facilitate the Discussion of Ethics in Engineering Reports (ENGR 100W) Classes (S19)
• Instrumentalizing the Online Forum: A Tool for Extending and Shaping the Leaning and Teaching Conversation (S19)
• Best Practices for Teaching Writing in STEM Disciplines (S18)
• Essential On-The-Job Communication Skills Business Students Should Master: A Syllabus Playbook for New 100WB Instructors (S18)
• Business Students Writing on The Job: What They Wished They Learned at SJSU (S17)

Resource Projects

• Guide to Applying for Tenure (S19)
• Common Grammar and Usage Differences: Hindi — English, Indian English — American Academic English (F18)
• Common Grammar and Usage Differences: Spanish — English, Mandarin — English, and Vietnamese — English (F17)

Questions?

Please contact Tom Moriarty.

Tom Moriarty
Director of Writing Across the Curriculum
thomas.moriarty@sjsu.edu