Opportunities for sessional instructors to teach WRDS 150 are advertised periodically on our home page under “NEWS.”
ASRW typically advertises in April/May for Fall/Winter teaching and in January/ February for Summer teaching. We typically ask applicants who are not currently teaching in ASRW to submit the following:
- a letter of application explaining how your research and teaching background qualifies you for the position, and indicating your availability in term 1. Please indicate if you are applying to teach WRDS 150. Please include any information relevant to your scheduling needs (e.g., teaching back-to-back sections) for the Committee’s consideration; however, there can be no guarantee that preferences can be accommodated.
- curriculum vitae (please detail post secondary teaching experience, including credit value of each course)
- names and contact information for 3 academic references
- sample course outline for a section of WRDS 150, (including course description, list of sample scholarly articles, learning outcomes, and descriptions of sample assignments). Please see our course description archive and sample syllabi to get a sense of the ways in which previous sections of WRDS 150 have focused on academic writing in several Arts disciplines.
- statement of teaching philosophy
- evidence of teaching effectiveness (student teaching evaluations, and peer evaluations if available)
Please check our website regularly for employment opportunities.
Applicants should have a PhD in a relevant field (including writing and discourse studies, composition theory, rhetoric, applied linguistics, language and literacy studies), or a doctorate in another humanities or social science field and experience in teaching writing in the disciplines and/or teaching with a genre-based pedagogy.
Please note when applying that WRDS 150 is an innovative course, which relies on a well-defined pedagogical approach and has the goals of introducing students to:
- the context of scholarly knowledge-making, including similarities and differences between various social science and humanities disciplines, and
- a specific range of scholarly genres used to convey knowledge in these disciplines.
WRDS 150 achieves these goals by inviting students to read and engage critically with six scholarly publications (usually peer-reviewed research articles), representing at least three different social science and humanities disciplines. These publications serve as models of academic writing in different disciplines and can therefore be viewed as a kind of textbook, insofar as they illustrate various characteristics of academic research and writing, including
- generic structure,
- research methods, and
- linguistic features.
In order both to engage students and to illustrate how different types of knowledge about a single issue can be made by research in different disciplines, each section of WRDS 150 addresses a “research area” chosen by the instructor. Research areas should be abstractions that have attracted both public interest and scholarly attention, which can be approached from at least three disciplinary perspectives in Humanities and Social Sciences.
Please also note that all WRDS 150 sections share a common set of learning objectives, and there is a standard WRDS 150 syllabus template, which includes a set of required and optional “scaffolded” assignments. Click here for our WRDS 150 Course Overview.
Sample syllabi from recent courses may be found here.