Washburn Writers Program
www.washburn.edu/wwp
February 2006
Washburn University, Topeka, Kansas 66621 (785) 670-1441
Co-Directors:
Dr. Margy Stewart, Department of English
Ann Callies, Center for Learning And Student Success
Current Washburn Writers:
Adrienne Halpin, Leah Sewell, Melissa Sewell, Danielle Smith, Alayna Ziegler
Program Description
The Washburn Writers Program is currently in its third year of operation. When it began, we sought
to build a writing fellows program at our university, but we envisioned going beyond the traditional
curriculum-based component of most programs. Writing fellows programs elsewhere involve the
creation of a staff of advanced student writers, who are then assigned to work with specific courses.
Our goal was to create a community of writing on campus by integrating an extracurricular
component into our mission. Our curricular focus is on the Freshman Composition program, while
our extracurricular focus extends beyond the classroom to other venues. Our writing fellows (called
“Washburn Writers”) do make presentations in Freshman Composition classes, but they also
facilitate writing circles, organize open mic nights, and sponsor “Writing celebration Weeks,”
during which they lead creativity and revision workshops. The Freshman Composition staff works
closely with the Washburn Writers Program, often providing extra credit and coordinating
assignments with Washburn Writers’ activities. At Washburn, we hope to make the improvement of
writing and the exploration of ideas a part of the campus culture. We believe the connections made
between students, our Washburn Writers, and staff could foster a sense of community and enhance
the learning experience for all involved.
Last year, the Washburn Writers took groups of freshmen to different locations on campus and
invited them to write about those places (poeticizing the campus). Our goal was the students would
develop their writing as well as a deeper connection to their university. This year, our Washburn
Writers expanded the activities they provide for Freshman Composition students by incorporating
the movie, Crash, into writing and discussion activities. The film addresses many difficult issues
that contemporary society faces. By providing the students a few questions to consider and answer
in writing prior to viewing the film, and then discussing their writings and the movie, our hope is
the students will not only expand their writing and critical thinking skills, but also consider the
ways they interact with their fellow human beings.
CRASHing into Composition
The project focused on connecting the students’ personal experiences, which relate to the subject of
prejudice in the movie, Crash, to promote critical thinking, writing, and dialogue. Each student
brings unique personal experiences related to the themes in the film and thus, s/he is an “expert” on
the topic. This approach was designed with Baxter Magolda’s (1992) three principles for promoting
epistemological development in writing in mind:
1.
validating students as knowers,
2.
situating learning in students’ own experience, and
3.
defining learning as mutual construction of meaning.
Through the Freshman Composition instructors, the Washburn Writers provided four questions for
students to answer prior to screening the film.
1.
What kind(s) of prejudice have you experienced or witnessed (based on age, sex, sexual
orientation, race, ethnicity, physical appearance, religion and/or economic background)?
2.
Where did the incident(s) occur?
3.
Briefly describe what happened and how it affected you.
4.
How did you handle the situation? What internal/external resources did you draw on?
The Washburn Writers reviewed the written responses and selected various examples
(anonymously) to discuss after the screening of the movie. At the screening, students were also
provided opportunities to respond in writing to the themes presented in the film. Ideas such as
“Where do you see hope present in the film?” or “How could a positive solution be developed to
prevent future prejudicial experiences described in Student X’s writing?” were discussed.
Additionally, the screening became a cooperative venture with another student group on campus,
the Campus Activities Board of the student government association. They often provide films and
other recreational activities for students. When we learned they were planning on showing Crash,
we combined forces and co-promoted the event in an attempt to increase student participation
(recreate and educate).