- Once-a-week class meetings with the remainder of instruction delivered online.
- Online submission, grading and archiving of all writing assignments.
- Quick and objective evaluation of writing (i.e., major assignments are evaluated anonymously
by two writing instructors with their grades averaged).
- Immediate compilation and access to grades, attendance records, and ranking within
their course section.
- Instructor commentary linked to online explanations of common errors and advice for
correcting such errors.
- Access to a "problem-log" that compiles an accumulating list of structural and syntactical
problems noted by the instructor during draft commentary.
- Ability to rate and comment on the quality of instructor commentary received.
- New instructors allowed to start slowly, learning to offer commentary and evaluation
instead of immediately preparing lessons and managing classrooms.
- New instructors grouped with experienced teachers (in groups of 4 to 6 instructors)
to share the instruction of 6-8 sections.
- Continuous learning about writing instruction and effective commentary and evaluation
as instructors review each other's commentary and grades, observe each other's classroom
practices, and meet to discuss their shared instruction of students.
- Greater flexibility in teaching assignments (i.e., combinations of classroom instruction
and document instruction).
- Ability to continue appointment as a GPTI from remote locations (e.g., during illness,
pregnancy, or travel for dissertation research).
- Participation in a pioneering first-year composition program, offering experience
in both conventional classroom instruction and distance education.
For Texas Tech University
- State-of-the-art writing instruction leading to national visibility (e.g., The Chronicle
of Higher Education, lead article, March 10, 2006).
- Greater ability to hire instruction for sections of first-year composition.
- Greater ability to find substitute instructors in case of emergency.
- Integration of all sections of first-year composition for a more transparent and consistent
learning experience for all students.
- More efficient use of classroom space (i.e., instead of 22 students using the same
classroom for 160 minutes a week, 70 students do).
- Unparalleled opportunities for research in the teaching of writing, with nearly one
million documents stored in the TTU First-Year Writing databases.