by Cameron Steuart At this point in the year, the students in my Music in the Twentieth-Century course are just getting started with the first assignment that will eventually build to an end-of-term paper. For this component, they have to provide me with a topic and an abstract that is focused on methodology. In anticipation…
by Sabnam Ghosh I understand when I read, but I think when I write. I’ve always understood the differences between reading and writing this way. The process of understanding that one employs while reading transfers into an unconscious processing of judgements and selections that is reflected in the process of writing. One wonders, then, about…
by Jenn LaRue Those of us who TA for the Writing Intensive Program come from diverse schools and departments within the University of Georgia, but we all have one thing in common: an appreciation for the writing process. I suspect most of us in the program have always had an aptitude for expressing ourselves through…
by Rich Ross When I heard about the Writing Intensive Program at the University of Georgia, I pretty quickly became a believer. I support the WIP principles, and since my graduate work emphasizes collaboration in the sciences, I wanted to use this space to speak about the following WIP principle: Teaching writing in math, science,…