Writing Inquiry Groups are one way in which the FLWI sponsors enhanced writing instruction across the disciplines at UNL. The Writing Inquiry Groups follow a flexible curriculum based on faculty interests and needs. Some groups may choose to focus on writing as it relates to shared curricular or programmatic goals, while others may work on instructional revision. Although the parameters for each project may look different, every group will do the following:

• Examine how writing relates to learning goals in an individual course, program, or school
• Reflect on current practices of writing instruction to determine possibilities and challenges
• Articulate a goal for more effective writing instruction in a particular setting, whether developing a new initiative or revising current practices
• Demonstrate concrete evidence of improved attention to writing, which will be presented at a conference in April 2008
• Reflect on, assess and document the changes made as a result of this inquiry, including the rationale that shaped your learning

2008-2009

Teaching, Learning and Teacher Education
Elaine Chan
Ted Hamann
Jon Pedersen
Rob Petrone
John Raible
Jenelle Reeves
Steve Swidler

This WIG continues its work from 2007-08 to pilot peer review of writing as a strategy to develop professional identity in preservice teachers and to support habits of peer collegiality important in teachers’ professional lives. The group will draft a white paper on writing and the professional development of preservice teachers.

This is a link to the poster that they created: http://flwi.unl.edu/projects/tlte08-09.pdf

English
June Griffin
Tom Lynch
Julia Schleck
Sonam Singh
Ariana Vigil

This group is developing new writing assignments and activities for English 180: Introduction to Literature, a course aimed primarily at first-year general education students. They do this in the broader context of the department's introductory writing classes English 101, 150 and 151, examining the similarities and distinctions among the writing modes taught in these 100-level courses in the department.

They created a handout: http://flwi.unl.edu/projects/english08-09.pdf

Journalism
Trudy Burge
Christina Deck
Michelle Hassler
Terry Kubicek

This group is creating an online resource for teachers of JGEN 220. The resource will help the teachers of the course, most of whom are adjuncts, become familiar with the course goals and discover innovative ways to meet them.

Their project was a PowerPoint presentation: http://flwi.unl.edu/projects/journalism08-09.pdf

Natural Resources
Patti Boehner
Jim Brandle
Dave Gosselin
Walter Schnact
Karina Schoengold

The Natural Resources FLWI group extends its work from last semester on a writing resources website for students and teachers by sponsoring a Brown Bag lunch series for Natural Resources faculty to share examples of how formal and informal writing approaches are being implemented in the curriculum. The web address for their project is: http://snr.unl.edu/WritingResources/WritingResources.asp.

2007-2008

During the academic year 2007−2008, faculty from three disciplines−Natural Resources, Statistics, and Teaching, Learning and Teacher Education−are working in Writing Inquiry Groups to enhance writing instruction in their curricula.

Natural Resources
Dave Gosselin
Jim Brandle
Karina Schoengold
Walter Schnact
Patti Boehner

Natural Resources Project:
The FLWI group in the School of Natural Resources is developing writing resources for faculty and students across the natural resources curriculum for faculty to implement in their classrooms. They are also discussing what constitutes "good writing" in the natural resources and how to articulate these values and practices to students.

Teaching, Learning, and Teacher Education

Ted Hamann
Jenelle Reeves
John Raible
Elaine Chan
Steve Swidler

TLTE Project:

Participants in the TLTE Writing Inquiry Group agreed to concurrently introduce the use of peer review of writing in their undergraduate syllabi for TEAC 330: Multicultural Education, TEAC 331: Cultural Foundations of American Education, and TEAC 413D: ESL Assessment. The use of peer review varied by instructor and by class−−e.g., one instructor had students submit essays to two peers for review and feedback before an improved "final" version was submitted to the instructor; another had peers review formal notes from reader response framework. However, in all instances TLTE instructors tried to build content knowledge (by having students consider what constituted a "good" answer to content related prompts) and metalinguistic awareness (by considering how well content−related ideas were being expressed and communicated.) In all instances, TLTE instructors collected feedback from peer reviewers and/or those reviewed and future uses of peer review will be informed by this feedback. In October, TLTE's FLWI team submitted a still pending Initiative on Teaching and Learning Excellence (ITLE−4) proposal that will, if funded, allow the expansion of TLTE undergraduate peer review of writing initiative.

Statistics

Walt Stroup
Erin Blankenship
Kent Eskridge
Shunpu Zhang
Steve Kachman

Statistics Project:
The primary goal of the Statistics FLWI inquiry group is to integrate more writing assignments into the MA core curriculum. To accomplish this, we have been both discussing how writing could be incorporated into existing assignments and constructing new assignments. We are also designing scoring rubrics for both new and existing assignments. Some of the inquiry group members have integrated peer review into their courses this semester, a process on which we are reflecting together.