by Allyson Loy Before training for the Writing Intensive Program, I served as a laboratory assistant in an upper-level STEM laboratory course for four semesters. While this course is not writing intensive, writing is an integral part of the course; many of the exam questions are in short answer form, and students turn in several…
by Edgar Alarcón Tinajero As a teaching assistant at UGA, I’ve primarily worked in larger introductory-level courses. I came into the WIP course with a couple assumptions about teaching and writing based on my experience as an undergraduate student. I assumed that instructors: don’t read the whole assignment (Assumption 1). are looking for a particular answer…
by Matthew Gordon, History, ’18-19 As a TA, one of the primary ways I interact with my students is through my comments when grading their papers. For classes without a discussion section, this might be the only interaction with many students. Despite this fact, I had never given much thought to how to provide effective…
by Matthew Burkhalter After graduating from the University of the South, I worked for a year as the Conrad Aiken-K. P. A Taylor Intern (read: copy editor) at the Sewanee Review, the literary quarterly published by the university. The editor during the 2010–11 academic year was George Core; he had edited the journal every academic…