Texas Tech University


For Students

  • 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.

For Instructors

  • 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.