Please join us for Spring 2019 Grading Day on Tuesday, May 21, 2019 from 9:00AM – 2:00PM in the Dome.
All are invited to attend to work on grading, final projects, or just socialize.
The Composition Program is happy to sponsor this semester-end tradition of food and camaraderie.
Call for Proposals:
Naylor Workshop for Undergraduate Research in Writing Studies
September 26 – 29, 2019
It is a pleasure to announce that the Naylor Workshop on Undergraduate Research in Writing Studies is now accepting proposals for students and mentors for the 6th annual workshop at York College of Pennsylvania. SEPTEMBER 26 -29, 2019.
In its first four years, the workshop has attracted students and mentors from nearly forty states, its participants have gone on to present at various conferences and publish their work, and we have featured leaders in the field’s undergraduate research work as plenary speakers—including Jessie Moore, Joyce Kinkead, Jess Enoch, and Laurie Grobman—and have had many other national experts serving as mentors to participants.
This year, we are thrilled to be welcoming Dr. Jane Greer as our plenary speaker. Dr. Greer is a former editor of Young Scholars in Writing, and chairs the CCCC Committee on Undergraduate Research. She is also a wonderful mentor to her students.
The Workshop helps undergraduate researchers in Writing Studies to move their project (which can be at any stage of development) ahead in ways that are richer, more valid, and more theoretically informed. Attendees participate in mini-workshop sessions to learn a variety of research methods, and work closely with mentors who help them hone their project’s focus. By the end of the workshop, attendees report, they have a much clearer path forward and a much stronger understanding of our discipline’s work.
We hope you will encourage your students who are engaged with undergraduate research projects in Writing Studies to apply. Successful applicants also receive free room, food, registration, and funding toward travel. They need not be writing majors—we have had successful applicants from Writing Centers, from disciplinary courses that focused on discourse analysis, from those engaged in community projects, research on creative writing and publishing, and so on. Like our field’s research, the Naylor Workshop embraces all facets of writing studies.
We also invite faculty to apply to become mentors at the workshop. Past mentors have reported that it is an intensive, exhausting, but fulfilling experience in which they work within an idealized learning space with talented students from across the country. You can join us with students or come on your own. If you have students join you, we will assign them to other mentors for the workshop so that they get multiple perspectives.
Visit the website at www.ycp.edu/naylor for more details. There, you will find the full Call for Proposals (also attached) and instructions on how to apply as either an undergraduate researcher or a mentor.
Feel free to address any questions to Dominic DelliCarpini, Naylor Endowed Professor of Writing Studies, at dcarpini@ycp.edu.
Teaching our students how to research is essential but often really hard. How can we present research as messy, circular, and iterative without causing our students to freak out and choose the easiest options? How can we help students develop a more holistic understanding of how to move between Google and library search tools? How can we frame research tools and strategies as skills and resources students can carry forward into other disciplines and future courses? These challenges, among many more, apply to teachers in all disciplines and at all levels and they are central questions to the Teaching Research in Undergraduate Education (TRUE) workshop series.
As a collaboration between the English department and the Library, Museums and Press, TRUE is an opportunity to hone your skills, learn new teaching techniques, and connect with an array of professors, postdocs, librarians, adjuncts, and graduate students from across the university.
The five workshops—focusing on how we approach teaching research, narrowing a research topic, search strategies, evaluation of sources, and synthesis of research—will feature guest speakers and interactive activities all geared toward improving our ability to teach research skills to our undergraduate students, skills integral to UD’s General Education Requirements. Attendance will ensure not only a learning opportunity that can be put to use in your courses, but also a great line on your CV, whether you are looking to increase your professional development or make a case for tenure!
There are two options for participation:
1) Become a member of the cohort! Your duties under this option are to come to at least 4 out of 5 of the workshops in the series and be ready to interact with your peers. Attendance of at least four sessions will result in a certificate of completion from the English department. This would be a great line on your CV under the Professionalization section.
2) Become a workshop leader! Do you have great ideas and lesson plans on ways to teach research in the undergraduate course? If so, this is a great option for you! Your duties would be to work closely with Allison Tharp and Lauren Wallis to develop an interactive activity for one of the workshop sessions and then to lead that session. This would be a great line on your CV under the Invited Lectures and Professionalization sections. (Note: workshop leaders can also be participants in the rest of the series.)
If this sounds like an opportunity of interest to you, either as an attendee or a presenter, or if you would like more information, please contact Allison Tharp of the English department (atharp@udel.edu) or Lauren Wallis of the Library (lwallis@udel.edu).
The tentative dates and times for these workshops are as follows: Wednesdays from 2:00-3:30 pm: February 27, March 6, March 13, March 20, March 27. All workshops will take place in Morris Library.
Protocol for Summer and Winter Teaching of ENGL110
Because freshmen are not allowed to take ENGL110 during the summer or winter 5-week sessions, and because the number of upperclassmen who need this required class is shrinking, we do not offer many sections of ENGL110 during these terms. When we do offer these courses, we want to ensure that we give opportunities to as many graduate students and Post-docs as possible.
We will staff these classes by asking for interest from instructors in this order: Full-time faculty, post-docs, graduate students, and then adjuncts. Post-docs and graduate students who have not taught a winter or summer session course will be given preference over those who have done so, with priority given to those who have been at UD the longest.
Because the number of instructors interested in teaching winter and summer sessions exceeds the number of available courses, candidates for these positions need to meet the following requirements:
One Hundred Ten 