Dudley Doust Writing Associates
Dudley Doust Writing Associates teach one WRT 105 course in the fall and the same course in the spring and serve as informal mentors to less experienced instructors.
Instructors may apply and hold a Dudley Doust Fellowship for more than one academic year. If you will be applying for a Doust position to teach WRT 105 and would like to simultaneously apply for WRT 105E/A/B or EAPP courses, please indicate these additional preferences in your cover letter. The review committee will consider your application with each listed possibility in mind.
WRT 105 General Course Description
WRT 105 introduces students to disciplinary writing at the college level by offering instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing, and in constructing cogent and compelling arguments as students draft and revise numerous papers of different forms and lengths. These papers introduce some of the forms of writing students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRT 105 presents various texts, mostly written, for analysis and discussion in preparation for constructing extended argumentative essays and a final research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their own papers, and they learn to become critical readers of their writing through peer critiques and revision and editing workshops.
Applications are due by Friday, January 26th, 2018. Applicants can apply online through our application system.
Letters of Recommendation may be submitted via email to: email@example.com.
Compensation for this position is $18,000 per academic year.
Application Review Process
The application review committee for all teaching positions is made up of a subset of the College’s interdisciplinary writing committee. Standing members of the selection committee include the WSAP Director and the Instructor Training Coordinator.
Each committee member independently ranks each application on a 1-5 scale, with five being the best, based on the applicant’s statement of teaching philosophy, writing sample, teaching evaluations, letter of recommendation and any other supporting material the applicant chooses to submit.
Committee members assign a single ranking that accounts for the extent to which each candidate seems likely to:
- Use writing to explore and express ideas and balances process and product,
- Teach argument as a means to analyze, formulate, and test ideas,
- Teach invention, revision, and editing (and understand the difference),
- Seriously consider whether students learn principles of academic writing, and how to make choices as a professional writer,
- Use a student-centered approach,
- Allow students to fully investigate student ideas,
- Communicate a love of language, and writing, and teaching,
- Create a positive learning environment for students, and
- Offer a course that many undergraduates would find interesting.
Committee members then discuss their rankings and collectively determine who will be offered a teaching position, who will be waitlisted, and who will not be offered a position.