Crafting Writers: A Discussion of Technology in the Writing Classroom

By Rachel Stevens, IWP intern, RTW MA & TESL Certificate Student

I am not a writer.

This is what I have been telling myself for years, through one English degree and then another, through teaching and tutoring others about how to write. I have identified as a teacher, an editor, a freelancer, a blogger, and a lover of words, but one thought has stubbornly remained:

I am not a writer.

Stubbornness notwithstanding, my time interning with the IWP and teaching my writing students has made me question my own resolve to maintain a non-writer identity.  How can I expect my students to believe me when I say that we are all writers if I stand rather hypocritically outside the writer’s circle? The simple answer is that I cannot. And so, after two years of exploring writers’ identities, a year of teaching composition, and a semester of addressing student writer needs across disciplines with the IWP, the time has come for me to finally acknowledge that I am a writer

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An Introduction: Why Students Must Write

By Laura Rosche, IWP Intern, RTW MA student

In his article, “The Language of Exclusion: Writing Instruction at the University,” Mike Rose gives a brief history of first-year composition (FYC) courses.  He writes, “Freshman composition originated in 1874 as a Harvard response to the poor writing of upperclassmen, spread rapidly, and became and remained the most consistently required course in the American curriculum” (342).  Since its development over a century ago, there has been a lot of research done at the collegiate level that focuses on first-year writing programs. Continue reading