A Renewed Writing and
Study Skills Course
Lecturers from Foundation Studies and Languages and
Literature along with library staff made the journey from Mukono to Jinja to
begin the process of reviewing the textbook of a foundational writing class,
Writing and Study Skills (WSS), required for all first year students. This
course began as a response to the needs of strengthening the academic reading
and writing skills of all students in all programs. The workbook was last
revised in 2010. A revision was necessary to align with the curriculum reform
for secondary schools conducted by the National Curriculum Development Centre. This
workbook revision will reflect many changes in response to the curriculum
reform and the age of technology.
The first change includes moving from a teacher-centered
approach to a learner-centered approach. This change will be reflected in the
teacher’s edition and will be evident throughout classroom activities where
students will be using group and partner work to review writing samples from
various disciplines. Students will be involved in interactive lessons that will
require using speaking, reading, listening, and writing skills throughout the
course.
Another noticeable change will be in the integration of new
technology skills including the library research database and writing websites.
Students will be given step-by-step instructions from library staff in the
workbook on how to conduct effective and efficient research on a given topic
using UCU resources. Students will also be guided through how to use social
media and various websites to publish their writing and strengthen weak writing
skills.
Finally, the workbook will still have four rhetorical modes,
but the lessons will now be organized by modes as opposed to skills. Each mode
will have integrated skills in grammar, research, technology, critical thinking,
etc. The amount of time spent in each mode will vary, depending on the amount
of content contained in each mode. For example, narrative will be taught over
two weeks, whereas expository will be taught over five weeks.
To remain true to the original objectives of the course, the
lecturers listened to many sessions on the history of the course, curriculum
development, and incorporating technology led by experienced faculty of UCU and
the ELF, Jamie Cardwell. The staff made collective decisions and worked
together to ensure all involved in teaching the course understood the
curriculum, instructional activities, and assessments required. During the last
half of the workshop, the faculty divided into four different rhetorical modes
and began working on the various sections. The faculty will continue working on
the workbook and the ELF will write the teacher’s edition and edit the final
product. The new workbook is expected to be ready for publication in early June
with implementation during the upcoming September semester.
