2008-2009
     Thomas Beachdel
     Anton Borst
     Jen Gieseking
     Jaicy John
     Ann Larson
     Sara McClelland

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>Writing Fellows 2008-2009   

Thomas Beachdel

My assignment at Hunter College during the 2008-2009 academic year has been to work with the Political Science Department, particularly with the POLSC 110 Block class, to help define, clarify, evaluate, and meet learning objectives as they relate to student writing and the critical faculties which it requires. In that effort I created and refined a series of in-class and out-of-class workshops designed to help students and faculty enhance academic performance by addressing issues that relate to writing and critical thinking. To supplement these efforts, and to be available as a departmental resource, I held regular office hours to consult with individual students on virtually all aspects of writing, from ESL issues and grammar, to argument structure and thesis refinement. I also helped students find their voice when writing personal statements, important email correspondence, letters of intent, and grant proposals. I initiated and maintained a dialogue with faculty to suggest how WAC/WID techniques may be included in syllabus, assignment, and rubric design, as well as applied to effective in-class exercises and scaffolding strategies. Additionally, I engaged in a dialogue involving the Political Science Department, the English Department, and the Reading Writing Center on how to design assignments that meet departmental objectives and best prepare students for the CUNY Proficiency Exam (CPE).

Currently, I am working on a doctoral dissertation at The Graduate Center (CUNY) in the Art History Department, which examines landscape aesthetics and the sublime in eighteenth-century France.





Anton Borst

Anton Borst’s responsibilities as a Fellow included the gathering and analysis of formal writing assignments and exam questions developed by English 220 (Introduction to Literature) instructors; analysis of the English 220 tutorial files in the Reading Writing Center; and the development of a new literary glossary specifically for English 220 that will include basic functional vocabulary in addition to literary terms and will include usage tips as well as definitions. He observed English 220 classes and met with students and instructors individually on a weekly basis, primarily to discuss and improve writing and writing instruction. Working closely with the course coordinator, he participated in and helped develop aspects of monthly meetings of English 220 faculty, conducting mini-workshops or leading discussions on common pedagogical issues (i.e. dealing with plagiarism, assignment design, and group work). Additionally, his analysis of English 220 has allowed him to create pedagogical materials for 220 instructors (e.g., on designing assignments and exam questions). Mr. Borst was involved in major components of curriculum development: the middle-states evaluation process (he evaluated samples of student writing and helped develop the rubric for doing so) and the development of an orientation/practicum for new instructors of 220, the first of which was offered in June ‘09. 





Jen Gieseking

Jennifer Gieseking was engaged as a Writing Fellow in course-building, faculty consultation, and tutorial work with students for the Philosophy Department. Ms. Gieseking worked closely with Map of Knowledge (HUM110), an important course in Hunter’s Block Program. As the course is transitioning to include the college’s first-year seminar, the curriculum needed to be rethought. Ms. Gieseking worked closely with the professor teaching the course and two instructors/TAs to draft three scaffolded writing assignments. She made bi-weekly announcements on Blackboard regarding helpful tips for writing or announcing workshops. She held office hours throughout the year, and supplemented these with workshops for students on each of the assignments. Ms. Gieseking has worked with several faculty over the course of her Fellow’s work with the Philosophy Department, and her consultation and feedback to the instructor of HUM110 has effected change in the syllabus and delivery of the course.





Jaicy John

Jaicy John worked with History 151 and 152, required courses in the General Education requirement at Hunter College, aiding professors and teaching assistants in guiding students to write formal research papers. As many of those students were in their freshman year and transitioning to college level writing, Ms. John visited discussion sections and presented on the importance of writing clear thesis statements and structuring engaging and effective introductions and conclusions. Through the workshops, she emphasized writing as a process and encouraged students to make individual appointments, which many did, so that she could review their drafts before final submission. Ms. John also developed workshops for the Mellon-Mays Scholars Program, primarily on writing personal statements.





Ann Larson

Ann Larson’s work as a Writing Fellow consisted primarily of faculty development for the staff of English 120, Expsitory Writing, Hunter College’s Freshman Composition course. She met individually with English 120 instructors to discuss their courses-in-progress. Discussions ranged from syllabus and assignment design to effective ways to assess student writing. Ms. Larson helped plan and attended meetings of the course’s instructors, contacting faculty members about presenting their classroom work at these meetings, and consulting with each presenter on his/her presentation. She worked with the administration of the Hunter composition program on ways to provide more support to teachers and improve the end-of-semester portfolio assessment, and she met regularly with the course coordinator (and co-coordinator of the college’s WAC Program) to discuss all aspects of composition instruction at Hunter. Ms Larson is also helping to put together a proposal for revamping the end-of-semester assessment of English 120 portfolios to streamline the process and make it more useful for faculty and students.





Sara McClelland

I worked with the Hunter Economics department and specifically with students writing a master’s thesis for the combined BA/MA degree in Economics. For most of the students, this assignment was their first large-scale empirical paper. I created and facilitated writing workshops in which students learned how to develop a strong research question, write a strong paragraph, and structure an empirical paper. In addition, I generated sample and study materials and worked one-on-one with students, including reading and providing editorial advice for multiple thesis drafts.