New Instructors for Reasoning and Writing in the College, WRT 105
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.
Also see the guidelines for writing a WRT 105 description.
Application for New WRT 105 Instructors
Applications are due by Friday, January 26, 2018. Applicants can apply online through our application system.
Letters of recommendation should be submitted via email to email@example.com.
The Writing, Speaking, and Argument Program has several renewable teaching fellowships for those interested in designing their own version of WRT 105: Reasoning and Writing in the College, a theme-based first-year writing course.
All instructors accepted into our program will teach one section of WRT 105 in fall and the same course in spring, and attend the program orientation at the end of August. The minimum commitment for this position is two years; however, successful performance is required for reappointment after the first year.
Compensation for teaching two sections per year is a graduate stipend from the graduate student’s home department/program plus $3,500 from the Writing, Speaking, and Argument Program; the add-on stipend for the second year is $4,000.
New instructors must participate in a summer training course, WRT 571/ENG 571, as well as a year-long practicum, WRT 572/ENG 572, for which they receive a summer stipend of $2,000. WRT 571/ENG 571 involves approximately seven three-hour meetings between May 14 and June 14** and four 3-hour meetings between August 15 - August 31.
WRT 572/ENG 572 consists of monthly meetings during the fall and spring (though there may be more meetings toward the beginning of the academic year and fewer toward the end).
Application Review Process
The application review committee for all teaching positions comprises of a subset of the College’s interdisciplinary writing committee. Standing members of the selection committee include the Writing, Speaking and Argument Program Director and the Instructor Training Coordinator.
Each committee member independently ranks each application on a 1 to 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 also balance process and product,
- Teach argument as a means to analyze, formulate, and test ideas,
- Teach invention, revision, and editing (and understand the difference),
- Use a student-centered approach: Help students develop as conscious and flexible writers,
- Allow students to fully investigate student ideas,
- Communicate a love of language, writing, and teaching,
- Create a positive learning environment for students, and
- Offer a course that many undergraduates would find interesting.
After reviewing materials, we may contact candidates for an interview. Committee members 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.