Brown Bag Lunches
Brown Bag Lunches are gatherings of Advanced Writing Program faculty for the purpose of sharing ideas. Each BBL features informal presentations from faculty who have developed effective pedagogical strategies for approaching a particular issue. The program generally offers three BBLs each semester.
Most BBL presenters provide materials that attendees can take away for use in their classrooms. These materials, along with brief descriptions of each workshop, are linked below.
Most Recent BBLs
Social Media as a Teaching Tool - 10/7/10
Incorporating Multimedia Assignments and Feedback using MediaShare - 9/14/10
Innovations - Large & Small Scale
NetworkBash Preview and Opportunities - 9/16/10
Non-Textbook Readings - 9/10/08
Ideas Inspired by Communication Across the Curriculum Speakers Series - 11/12/07
Incorporating Ethics in Advanced Writing Classes - 10/3/05
Client-Based Showcase - 4/21/05
Incorporating International Issues in Advanced Writing Classes - 2/16/05
Innovative Approaches for Assignment Sheet Writing - 9/27/04
Showcase: Client-Based Writing - 4/12/04
Using the New Studio to Enhance Your Teaching - 2/16/04
Maximizing the Benefits of the Guest Speaker Program for You and Your Students - 2/2/04
The Spring 2003 Client-Based Projects Program - 9/24/03
Using Technologies in the Classroom
New AWP Website: What's Working and What's Not - 9/29/10
Using a Textbook Companion Website - 4/12/10
Using Technology to Enhance Teaching and Learning - 11/16/05
Hands-On Workshop on Mindmapping Software - 3/30/05
Integrating Laptops into Advanced Writing Classes - 4/9/03
Teaching in Smart Classrooms - 10/23/02
Approaches to Specific Assignments
Innovations in the Job Search Assignment - 10/30/03
Favorite Assignments - 3/12/03
Integrating Collaboration into Classes
Grading Collaboration and Collaborative Writing - 4/3/02
Motivating Student Collaborators - 3/28/02
Approaches to Peer Review and Revision
Revision and Reflection - 10/8/08
Strategies for Improving Peer Review - 10/27/04
Just Tell Me How To Write - 2/13/02
AWP Mandatory Meetings
Mandatory Meeting for Fall 2005 AWP Faculty - 4/25/05
Incorporating Multimedia Assignments and Feedback Using MediaShare - 9/14/10
The new MediaShare feature of the custom Pearson website enables students to easily upload videos to their course. Instructors and students can then view the student videos and provide feedback. Videos can be marked private or shared more widely. With the help of Pearson Technology specialist Ross Craycraft, we discussed ways that MediaShare can be incorporated into our classes to help teach communication skills.
Social Media as a Teaching Tool - 10/7/10
Our students are increasingly using social media in their personal lives, and businesses are increasingly using the tools, as well. This Brown Bag explored social media, its relationship to business, and its potential for use in writing classes. The Brown Bag was led by Will Gray, who focused on the business applications of social media in a previous job and who was recently invited to give a monthly keynote at Social Media Club of Greenville (one of the largest organizations of its kind in the world.)
Presentation on social media and the Advanced Writing Class
Handout to accompany presentation
Using a Textbook Companion Website - 4/12/10
Steve Gerson, author of Workplace Writing, presented ideas for use of his book's companion website. Gerson introduced the materials and activities available on his website, which is accessed through the custom Pearson website in use in all business and technical writing classes. He focused especially on his regularly published newsletter, which features current events and activities related to professional writing. Thank you to Pearson Publishing, who brought Gerson from Kansas to Clemson for this event and provided lunch for attendees.
New AWP Website: What's Working and What's Not - 9/29/10
This semester is the first semester that all business and technical writing students have been required to purchase access to an AWP website that contains e-books and other resources. The website was created for the program over the summer by Pearson Publishing. We met to share ideas about using the site so that we could all learn effective strategies from each other. We also discussed ways that the site could be improved, and Summer will pass these requests along to Pearson. Finally, Summer encouraged all AWP faculty to consider submitting a proposal for a contribution to the the departmental documents portion of the site. The Advanced Writing Committee is seeking materials on a series of topics, with an emphasis on multimedia. These contributions will be compensated by payment from Pearson, and they will enrich the content available on the site to our students in the spring and future semesters.
Call for Proposals for Contributions to AWP Website (Taylor)
NetworkBash Preview and Opportunities - 9/16/09
Bobby Rettew brought us up-to-date on the plans for the 2009 NetworkBash event that will occur in November. The event will help students learn networking and job searching skills, while making connections with real professionals from the community. It was extremely successful last year and will be much bigger this year. Bobby explained that AWP students are encouraged to participate in the event, and teaching materials will be available in October to help AWP teachers integrate the event into classes (in big or small ways).
Event website with schedule and more information (Rettew)
Revision and Reflection - 10/8/08
The event focused on ways to engage your students in revision and reflection. Sherri Allred discussed revision exercises that she uses throughout the semester to give students practice writing abstracts, proposals, and other texts. These exercises also engage students in reflection. Angie Rogers contributed ideas based on her portfolio-based course, which incorporates both revision and reflection throughout the semester.
Bill Stanton explained his system of assignments, which requires students to complete four final products of several genres (memo, letter, proposal, etc.) and to use the Oliu (Writing That Works) four-step process (brainstorming, outlining, drafting, and revising) to reach each of the four final products. Students are graded on the one final product in each genre that they deem the best (a decision requiring reflection), but they receive points off if they do not complete any of the steps on any of the four final products.
Reflection in the Business Writing Classroom (Rogers)
Revision Exercises (Allred)
Non-Textbook Readings - 9/10/08
We focused on non-textbook readings that can spice up your business or technical writing class. Ashley Cowden talked about some scholarly and popular articles that she uses to teach ethics and other topics. Amanda Booher introduced us to Squirrel Inc.: A Fable of Leadership Through Storytelling, which she and the class read throughout the semester. Lindsey Jones and Mike Pulley shared their ideas as well.
Supplemental readings list and examples (Cowden)
Citation from Lindsey Jones: Zinsser, William. "Simplicity," "Clutter," and "Business Writing" chapters from On Writing Well. NY: Harper Collins, 2006.
Ideas Inspired by Communication Across the Curriculum Speakers Series - 11/12/07
Inspired by Diana George, Joshua Hilst talked about using Scott McCloud's Understanding Comics as a textbook and Jason Helms explained an in-class activity that involves students in producing a set of instructions using only visuals. Inspired by Peter Elbow, Alicyn Bulter discussed a freewriting activity. And inspired by Todd Taylor, Joshua Hilst suggested ideas for incorporating video production into writing classes.
Using Technology to Enhance Teaching and Learning - 11/16/05
This meeting focused on innovative ways to use technologies in the classroom. The presenters were:
- Laurie Brown-Pressly on a variety of ways to use smart classroom technology to engage students
- Annie Connelly on an e-portfolio assignment and on using mindmapping software to help students plan large projects
- Priscilla Kanet on using smart classroom technology for whole-class decision-making workshops
- Xiaoli Li on a technology autobiography assignment to help students reflect on uses of technology and help you understand where they are coming from
Design Basics Powerpoint Presentation (Randall)
Graphics and Information Design Powerpoint Presentation (Randall)
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Incorporating Ethics in Advanced Writing Classes - 10/3/05
During this meeting, Ashley Cowden, Teddi Fishman, Justin Hodgson, Angie Rogers, and John Warner shared strategies for addressing ethical issues in Advanced Writing classes. They talked about ways to engage your class in activities ranging from creating a class charter to critiquing unethical memo examples to discussing the ethics of collaboration.
Frameworks for Addressing Ethical Issues (Teddi Fishman)
Proposal Assignment Including Team Code of Conduct (Ashley Cowden)
Class Charter Assignment (Justin Hodgson)
Class Charter Examples (Justin Hodgson)
Lesson Plan for Discussion (Angie Rogers)
Memo for Discussion (Angie Rogers)
Introduction to Ethics Lesson (John Warner)
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Mandatory Meeting for Fall 2005 AWP Faculty - 4/25/05
This meeting was mandatory for all faculty who are teaching Advanced Writing courses (English 304 and 314) in Fall 2005. The catalog descriptions of the courses have changed as of the fall catalog, and we met to discuss the implications for our curriculum. At the meeting, the new course descriptions were distributed along with sample syllabi and materials.
English 304 and 314 Course Descriptions, Effective August 2005
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Client-Based Showcase - 4/21/05
This celebratory event featured student work from the Client-Based Program for business and technical writing classes (English 304 and 314). The Client-Based Program is a service-learning program that matches writing classes with local and campus clients who need documents. It was cited as one of the main reasons that the Advanced Writing Program received a major international award in December. The students work in teams to produce the documents for the clients, and then the clients distribute the documents to their intended audiences. Documents produced range from reports to brochures to web sites.
This semester's clients included Code Elementary School and Littlejohn Community Center as well as the following units at Clemson University: Cooper Library, Office of Environmental Health and Safety, Center on the Future, and the Botanical Gardens. Most projects relate to environmental sustainability, and the program is supported by the Pearce Center for Professional Communication.
Showcase Program
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Hands-On Workshop on Mindmapping Software - 3/30/05
This hands-on workshop introduced tools for helping your students think through complex relationships among ideas or tasks. The MindManager mindmapping software allows students to create a visual representation of these complex relationships. The software is available in the Class of 1941 Studio for Student Communication in Daniel Hall; classes can be held in the space, or faculty can send students to the Studio to use the software to complete homework assignments.
Faculty who are already using the software find that it is very easy to use. (Two keys control the main functions.) They also find that students who use the software tend to gain more complex understandings of their subject or plans, and that they really enjoy the process!
MindManager Software Tutorial (Summer Taylor)
Pedagogical Principles Behind Mindmapping (Summer Taylor)
Sample Student Mindmaps (Summer Taylor and Annie Connelly)
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Incorporating International Issues in Advanced Writing Classes - 2/16/05
This BBL focused on ways to incorporate international issues into business and technical writing classes. Two experts in this subject, Meredith Walker and Joe Sample, shared assignments, in-class activities, and foundational theories for analyzing communication from other cultures.
Minutes
Notes on Walker Presentation
Intercultural Assignment 1 (Walker)
Intercultural Assignment 2 (Walker)
High Context vs. Low Context 1 (Walker)
High Context vs. Low Context 2 (Walker)
Writing for International Audiences (Walker)
International Brochure Assignment (Sample)
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Innovations in the Job Search Assignment - 10/30/04
Our topic was the resume/cover letter assignment. In particular, we focused on innovative ways of approaching the assignment, especially ways to make the assignment and unit more manageable for you.
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Strategies for Improving Peer Review - 10/27/04
We'll focus on how to move students beyond the typical "looks good to me" response to each other's work. This BBL will focus especially on ways that the new Studio for Student Communication space and resources can facilitate peer review. (You can reserve the Studio space for a class during the semester if you have plans for using the special features of the space!) Come share your ideas for improving peer review held in traditional classrooms, as well. Light refreshments will be served.
Daily Agendas for Peer Review Classes--Morgan Gresham
Minutes
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Innovative Approaches for Assignment Sheet Writing - 9/27/04
Ideas were shared for new ways to approach the task of explaining your expectations while engaging and challenging your students. Joe Sample discussed his technique of leaving blanks for students to fill in on the assignment sheet and Summer Taylor described ways to clarify your criteria and tie them to your entire unit and to your grading. Light refreshments were served.
Joe's resume assignment with blanks
Joe's student introduction assignment with blanks
Summer's ideas on criteria and assignment sheets
Summer's preliminary research report assignment with criteria
Summer's evaluation form for the research report assignment
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Showcase: Client-Based Writing - 4/12/04
The Spring 2004 Showcase focused on the deliverables produced by students in the Client-Based Program classes. Students and faculty representing the thirteen participating classes gave PowerPoint presentations about their deliverables and what they have learned through the program. The Showcase was attended by about fifty faculty from across the university.
Using the New Studio to Enhance Your Teaching - 2/16/04
The Studio for Student Communication is located on the first floor of Daniel Hall. The Studio offers work areas for students and faculty, individually or in collaborative teams. We discussed how your students can use the Studio to facilitate teamwork, creative thinking, and better writing.
Studio for Student Communication
Studio Photos
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Maximizing the Benefits of the Guest Speaker Program for You and Your Students - 2/2/04
Faculty participating in the Guest Speaker Program discussed strategies for working with the speaker in advance of the visit, countering common student misconceptions about the speakers, and helping students reflect on what they learn from the speaker. Many of these strategies derived from the results of the assessment research Summer Taylor is conducting on the program.
Tips for Teachers - Dr. Summer Taylor
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The Spring 2003 Client-Based Projects Program - 9/24/03
Wednesday, September 24, 1:15-2:15, Strode 108A
Faculty who participated in the Spring 2003 Client-based Projects Program talked about their experiences. The program matched classes with local clients who needed documents, and the students in the classes wrote the documents for the clients. The program was funded by a grant from Sustainable Universities Initiative, and participating faculty received stipends. The program will be offered again in Spring 2004.
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Integrating Laptops into Advanced Writing Classes - 4/9/03
Barbara Ramirez presented tips for how to incorporate laptops into the classroom. We discussed issues including useful web resources for students and faculty, ways laptops can enhance workshops and collaboration, and keeping the class focused while using laptops.
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Teaching in Smart Classrooms - 10/23/02
As you may have noticed, more and more classrooms in Daniel Hall are becoming "smart." Joan Kalley and Renee Love discussed the how-to's and techniques of using the technology in smart classrooms for writing classes.
FAQs about Smart Classrooms
How to Use the Equipment - Kalley
Smart Classrooms 101 (from CLE tutorial)
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Grading Collaboration and Collaborative Writing - 4/3/02
- What are the best ways to give fair grades for collaborative writing projects?
- How can we determine which students did the most work and which students were "slackers?"
- How can we adjust their grades accordingly?
- How much of the project grade should be based on the written product and how much on the collaborative process?
- To what extent should students evaluate the collaboration of their team members?
Laurie Brown-Pressly, Tharon Howard, and Meg Morgan shared strategies that they find useful concerning these questions. They also distributed sample assignment sheets and other documents that you can use in your courses.
Collaborative Writing Workshop - Morgan
Group and Individual Rating Sheets - Brown-Pressly
Sample Collaboration Journals - Howard
Oral Presentation Evaluation
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Motivating Student Collaborators - 3/28/02
How can teachers motivate student collaborators to do their best work? One of the purposes of collaborative writing assignments is to give students experience with working together to set and achieve goals. Theoretically, collaborations should produce synergy-the result achieved by the group should be better than the result that each individual could produce alone. But when students lack motivation to work together or to work hard, the group product can be worse than the products that the better students in the group would have produced on their own.
This lunch featured presentations on successful strategies for motivating student collaborators. Elizabeth Evatt and Barbara Heifferon shared strategies for:
- Creating enthusiasm about the project
- Teaching collaboration skills
- Setting and enforcing intermediate deadlines
- Encouraging productive group work during class
- Requiring progress reports indicating tasks completed by each student
- Guiding groups as they work through problems during the project
- And more
Characteristics of Effective Teams - Taylor
Problems Typically Experienced by Untrained Groups - Taylor
Maintaining and Motivating Group Work - Heifferon
Group Project - Evatt
Ways to Divide Writing Tasks in a Group - Taylor
Roles in a Work Group - Taylor
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Just Tell Me How To Write - 2/13/02
Watson Felder, Renee Love and Barbara Ramirez shared ways they use samples to help students discover that there are many "right answers" to writing problems. The lunch hour also included time for discussion after the presentations.
The ten-minute presentations were:
- Watson Felder on showing several successful samples that take different approaches,
- Renee Love on challenging groups of students to write critiques on transparency copies of samples and then present their critiques to the class,
- Barbara Ramirez on enlisting students' help in creating and revising a sample document on the blackboard.
Memo Rewrite Assignment - Ramirez
Peer Review and Presentation Techniques - Love
Extra Credit Assignment - Felder
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