Welcome to my Teaching Effectiveness Portfolio, a part of such a project in the PWR. Let me begin with a welcome video in which I also share one of my teaching objectives, of fostering audience awareness in academic writing, using a reflective cycle.
Scaffolding Writing with Reading
In writing courses, reading plays many and important roles, one of which is the reading-to-writing connection. In the teaching-effectiveness project I will share here, I will showcase how I carefully scaffold the process of writing by using reading as a source of ideas, skills, and guidance for the writing process.
Each reading is carefully selected as a source of ideas to guide activities in class, which help students learn and practice skills that are like pieces of the larger puzzle they gradually complete.
Class discussions involve explicit application of writing strategies from the readings not only to learn college-level writing skills but also to draw concrete strategies and apply them. Readings not only dramatically reduce the need for lectures but also support self-driven and collaborative learning in the writing process.
Reading-to-Writing Connection
Reading is also the basis of writing in the sense that students learn to find their intellectual position in relation to the issues, to engage the ideas they read in their writing, and to draw from new perspectives especially from writers across cultural borders in the case of my upper-division courses.
Here is a reading-based class activity that I facilitate in class to help my students practice reading-to-writing connection.
