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Toolkit for Teaching Research

(with a focus on remote teaching)

News Items: Fall 2021

Fall 2021 Mary W. George Research Conference: Friday, November 19th from 11:45-5pm, 2nd and 3rd Floor, New South (more info)
Named in memory and celebration of librarian Mary W. George and her devotion to undergraduate research at Princeton, the conference showcases the exceptional, diverse scholarly work of students from the Writing Seminars. Here is a list of presenters with the seminar they took:
12 p.m. Poster Session 1
Safiya Topiwala (“Constructing the Past”)
Tsion Yared (“De-Constructing Gender”)

12:15 p.m. - 1:45 p.m.  Roundtable: the Writing and Research Process 
Sid Bejugama (“Confessions”) 
Reese Owen (“Miniatures”)
Sean Park (“It’s a Dog’s Life”)
Manya Zhu (“Imagining Childhood”)

2-3 p.m.   Poster Session 2
Dallas Brodersen (“Everyone’s an Expert”)
Heather Madsen (“Sustainable Futures”)

2-3:30 p.m.   Panel 1
Joe Himmelfarb (“The Posthuman”)
Amélie LeMay (“Systems of Play”)
Melissa Woo (“Sex Changes”)

3-4 pm Poster Session 3
Travis Chai Andrade (“Constructing the Past”)
Christina Cho (“Miniatures”)
Theresa Lim (“Gamification”)

3:30-5 p.m.  Panel 2
Karim Elbarbary (“Gray Matter”)
Max Gotts (“Sustainable Futures”)
Svetlana Johnson (“Speaking American”)


Monday, September 20th from 12:30-1:30: Lunchtime Zoom chat with Chris Kurpiewski on Monday, September 20th from 12:30-1:30. Bring your questions! (Notes from meeting)

***NEW**** "Doing Library Research at Princeton" customizable Canvas modules: Within Canvas, go to the Creative Commons and search for Doing Library Research at Princeton. (Reach out to Audrey Welber abw@ if you need help!)

Fall 2021 Writing Seminars/Librarians spreadsheet

Writing Seminar Structure/Pedagogy

Tools/Documents For Collaboration

General Information about the Writing Seminars:

All Princeton undergraduates take a Writing Seminar in the Fall or Spring of the freshman year.

Taught by scholars with special training in the teaching of writing, the Writing Seminars help students build a critical research and writing toolkit for their later work at Princeton, including junior independent work and the senior thesis. The Writing Seminars are grounded in interdisciplinary scholarly debates, ranging from scientific breakthroughs and historical events to influential artistic traditions and contemporary social questions. The seminars are small, with no more than 12 students, and meet for 80-minute sessions twice per week. In the second half of the semester, students produce a substantial research essay under the guidance of their instructor.

The Writing Seminars give students an early opportunity to participate in a scholarly community. Through intensive instruction in academic writing, students learn to pose interesting questions, structure complex ideas, and make original claims that engage with a variety of sources and contribute to ongoing academic conversations. Peer review, a core intellectual practice, is an integral part of the seminar experience. In the course of completing a series of major essay assignments, students submit drafts for review, provide feedback to their peers, and attend individual and small group conferences with their professor, which helps them hone their ideas and become better readers and revisers of their work.

Video: The Writing Seminars
The interdisciplinary focus of the seminars offers students a chance to cultivate an awareness of important differences in disciplinary practices and approaches. In the process, they learn to assess a wide variety of sources and navigate the University library using advanced research tools. The Outcomes Statement for the Writing Seminar describes the knowledge, skills, and strategies that faculty in the Princeton Writing Program help students to develop

Desired Learning Outcomes

Desired Learning Outcomes for PWP/First Year Students

Students will:
  1. Discover how a librarian can help them with research and know how to contact their writing seminar librarian, Personal Librarian, and/or subject specialist
  2. Know how to identify, locate, and evaluate primary and scholarly secondary sources across disciplines
  3. Explore the physical and online resources available to them via Princeton’s collections
  4. Be able to recognize the relevant scholarly conversations surrounding their topic and see themselves as participants
  5. Identify and reflect on gaps in their in-progress research question/thesis and formulate search strategies accordingly
  6. Understand how to deploy, digest, and ethically cite sources in their research essays