WPA Network for Media Action
Tired of headlines such as these?
Universities' Dirty Secret: Post-Secondary Institutions Dumbing Down First-Year Courses Times Colonist (Victoria, B.C.)
New SAT Question: Can Johnny Write? Hartford Courant (Hartford, CT)
Copy & Paste; Internet Makes Plagiarism Easier The Ledger (Lakeland, FL)
Join the WPA Network for Media Action and work to change them!
Discussions like the ones that start with these headlines take place every day in the form of news stories, editorials, features, and letters to the editor. Whether they're framed as success stories with a small focus--a great class, a successful project--or more problematic stories with a bigger focus – plagiarism, perceived problems with writing in school or the workplace – these discussions often happen without the voices of literacy educators like WPA members.
The WPA-NMA provides tips on how to begin entering the conversation about them on your campus and/or in your community.
Through the WPA-NMA, you can:
Participate in the National Conversation on Writing (NCoW)
Learn more about WPA-NMA's initiative, The National Conversation on Writing (NCoW).
The National Conversation on Writing is an effort to gather person-by-person accounts of peoples' everyday experiences with writing.
Follow the link above to:
- Learn how you can contribute
- See videos, including "Who is a Writer?: What Writers Tell Us" (with interviews by WPAs, writing instructors, and students around the country)
- Listen to audio recordings
- Read transcriptions
- See what's going on elsewhere
Respond to or initiate stories about writers and writing using NMA issue frameworks
NMA issue frameworks contain position statements developed by experts and approved by the WPA Executive Board, links to additional resources, and tips on framing your message for media audiences. With them you can:
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Write a letter, op-ed column or feature story responding to a hot issue
- Develop stories to attract interest in a (different) way of framing writers and writing
Current NMA Campaigns and Message Frameworks
Plagiarism
Plagiarism can be avoided when classes are well planned, students are engaged in assignments, and instructors provide frequent feedback on student work. Check out the Plagiarism resources page to learn more.
SAT/ACT Writing Exams
Successful writing requires drafting, revising, and editing. The new writing component of the SAT/ACT exams do not allow for these activities. Instead, students are expected to respond to a question in 25 or 30 minutes and one, handwritten, draft. While we applaud inclusion of writing in the exams, students will not use the approach to writing that is the hallmark of success for these tests.
Because the exams include a one-draft sample, written quickly, it also is inappropriate to use these samples for placement in college writing courses. They do not reflect the process used in real writing situations of drafting, revising, and editing and do not reflect the test taker’s ability to produce writing under real-world circumstances. Check out the SAT/ACT resources page to learn more.
Machine Scoring
Computers cannot evaluate writing. They cannot be programmed to evaluate the ideas in a piece of writing; they cannot understand the tone, style, or context for a piece of writing. Machine-scored writing supports an emphasis within writing on how effectively a piece of writing mimics a template, rather than on the effectiveness of conscious choices made by a real writer to represent her or his ideas about an issue. Check out the Machine Scoring resources page to learn more.
Grammar and Mechanics
Effective writing is free of surface errors. Typically, people use the term “grammar†to refer to these errors, but it is more precise to refer to the different kinds of errors that frequently appear in writing such as errors of punctuation, sentence construction, or usage.
Direct work on these important aspects of writing is most successfully done at the end of a writing process that involves invention, drafting, revision, and editing. However, writers develop skills to address them through the process of writing and reading that ask them to acquire fluency so that it becomes a habit of mind, not just knowledge of rules.
Studies of writing conclude that there is no evidence that the constant and comprehensive study of traditional grammar rules helps improve student writing. Understanding the rules of a language by studying it in context – that is, within a body of writing – can help all writers make conscious and critical choices, especially during the editing stage. Check out the Grammar and Mechanics resources page to learn more.
Citizenship and Writing Courses
The language abilities taught in college composition courses are essential for active citizenship. Careful reading and research helps students to stay informed. Critical thinking skills help students to better understand what is at issue in civic debates. The Citizenship and Writing Courses page has additional language and information.
Want to Become Part of the NMA?
The NMA needs you! If you want to change the discussion, or if you're already changing it through your work, please let others know. Join the NMA Listserv
If you have questions about the WPA-NMA, contact the NMA coordinator.