At the beginning of the term, professors should meet with Writing Assistants to:
- Provide WAs with copies of syllabi and assignments.
- Clarify logistical details for WA work, such as:
- the dates upon which WAs might receive students drafts and the time they have to finish responding (Sample Schedule),
- where scheduling polls for individual meetings could be shared or posted,
- what tools WAs will use to record feedback (e.g. Canvas Speed Grader, Microsoft Word comments, pencil and paper),
- Explain the writing-related learning objectives for the course and how those objectives align with the course design,
- Discuss expectations for assignments to help WAs focus their feedback, and
- Agree on the protocol that WAs should follow if they suspect plagiarism in a draft.
We recommend that professors:
- Invite WAs to meet their classes early in the term, schedules permitting,
- Add WAs to Canvas sites as observers,
- Provide WAs with the class roster so that they can contact students and keep accurate records,
- Arrange regular, substantive conversations with WAs, whether face to face or through e-mail, about the WAs work and observations about student work, and
- Give feedback to WAs about the substance and style of their work, by reviewing WA commentary or asking for WA reports on their out-of-class meetings.
While WAs want to serve as resources for your students, they are also eager to further their education. So, much like Presidential Scholars, WAs require mentoring.