How do we teach students the skills that will be required of them in college; in their personal lives, which will more than likely include social media, blogging, and other digital writing mediums; and careers that may not even exist right now? As teachers of writing we must juggle these objectives along with engaging students and making writing relevant to them. The focus of this pearltree team is to locate and share resources to help achieve these goals at the secondary and post-secondary levels.
From Guilt to Google: Experimenting with Tech Tools to Improve Writing Feedback. You know the feeling--that “gotta-get-this-grading-done” robotic trance.
The blinding feeling of grading close to 180 essays. The guilt of balancing meaningful feedback without taking three weeks to do it. I have graded essays for years. I have tried all the tricks to get through my stacks of essays with speed and precision--setting a timer with a reward, coffee grading, yoga grading, dog park grading, almost tossing papers out of the window grading. But nothing worked to improve my ability to turn around papers quicker. I needed to change the tedious and difficult writing process in my classroom. Google scripts and add-ons to Google Drive drastically changed my approach to giving writing feedback. The Paperless Writing Class: Take 3. As I think back on my first three blog entries and think about this, my fourth, I see that my writing reflects the reality of my thinking about The Paperless Writing Class—scattered.
What IS the paperless classroom? What does it look like? What happens there? These are some of the questions I’m dealing with. Grammar. The Glyfada Method: A Writing Process. Visualizing the First-Year Research Essay: Transitions « « crossing borderscrossing borders. A few days ago, I tried using photographs to help first-year student visualize their research position proposals (the first-year research essay). Then I wrote up the exercise in this post . The plan worked. Students like the exercise and it helped them (they said) “see” their work differently. Yesterday, I used the photographs again, only this time it was to practice creating transitions between major subjects. (We are striving to move beyond the “first,” “second,” and “last” form of transitions.)
Tips From My Students. Posted: 3.7.12 by Andrea Lunsford * Editor’s Note: Andrea is off the grid this week, so we’re sharing a post she wrote before she embarked on her Semester at Sea voyage.
My second-year writing and presenting class (on graphic novels) did a debriefing at the end of the fall 2011 semester, intending to sum up some of the “top ten tips” they’d learned during the term. Some of them seemed to me to be well worth passing on. The better your research and the more you know about your topic, the less nervous you will be during a presentation. This point came up over and over, as students shared stories about the confidence they had gained from gathering knowledge.Writing classes should help you learn about yourself. Annie Murphy Paul: The Myth of 'Practice Makes Perfect' How do you get to Carnegie Hall?
Practice, practice. In a groundbreaking paper published in 1993, cognitive psychologist Anders Ericsson added a crucial tweak to that old joke. Framework-for-success-postsecondary-writing. The only 12½ Writing Rules you’ll ever need. Source: Writing in College - 1. Some crucial differences between high school and college writing. From high school to college Some students make very smooth transitions from writing in high school to writing in college, and we heartily wish all of you an easy passage.
But other students are puzzled and frustrated by their experiences in writing for college classes. Only months earlier your writing was winning praise; now your instructors are dissatisfied, saying that the writing isn't quite "there" yet, saying that the writing is "lacking something. " You haven't changed--your writing is still mechanically sound, your descriptions are accurate, you're saying smart things. But they're still not happy. We should note here that a college is a big place and that you'll be asked to use writing to fulfill different tasks. Writing. A Tour of High-Quality Open Education Resources (OER) for Writing. The CCC Online Archive: Peshe C. Kuriloff. What Discourses Have in Common: Teaching the Transaction between Writer and Reader.
Writing Assignments. Student Resources. When Writing Teachers Teach Literature: When Writing Teachers Teach Literature: Reshaping the Introductory College Literature Class through Portfolio Pedagogy By Alice L.
Trupe, Bridgewater College, Virginia Presented at Pennsylvania Council of Teachers of English Language Arts Conference Penn State Conference Center, University Park, PA, October 24, 1997 I've borrowed the title for my presentation today from Young and Fulwiler, who edited a collection of essays under this name--When Writing Teachers Teach Literature.
Specifically, I stopped thinking about this second-semester composition course as a teacher-centered, lecture-oriented introduction to formalist analysis of texts organized by genre, which I evaluated through reading quizzes, essay tests short essays that imitated a teacher lecture on a text, and a research paper that regurgitated undigested opinions cribbed from published literary critics--well, maybe I'm exaggerating a bit here! Technology and Teaching Writing. Is it a given that technology enhances the acts of writing, as it does the arts and sciences of film-making, design, engineering, data collection and analyses, and so forth?
What about the teaching and learning of writing? In a flurry of recent exchanges (subject “Writing horse-shoe-of-horse-heading-east Technology”) on the Writing Program Administration (WPA) listserv, scholars in writing studies have argued these points in some theoretical and practical depth. Maja Wilson, from the University of Maine, sums up the argument nicely: "Steve [Krause, of Eastern Michigan University], and others were arguing that to teach writing, you need to teach the tools available now and not teach or allow the tools on their way out (pen, pencil), because if you aren't teaching the tools, you aren't teaching writing.
I was recently named Southern Connecticut State University, New Haven’s 2011 Outstanding Technological Teacher. 30 Ideas for Teaching Writing. Summary: Few sources available today offer writing teachers such succinct, practice-based help—which is one reason why 30 Ideas for Teaching Writing was the winner of the Association of Education Publishers 2005 Distinguished Achievement Award for Instructional Materials.
The National Writing Project's 30 Ideas for Teaching Writing offers successful strategies contributed by experienced Writing Project teachers. Since NWP does not promote a single approach to teaching writing, readers will benefit from a variety of eclectic, classroom-tested techniques. These ideas originated as full-length articles in NWP publications (a link to the full article accompanies each idea below). The Writing Process Helps Students Become More Confident Writers. November 28, 2011 By: Carmen Hamlin in Effective Teaching Strategies I’ve long been an advocate of student-centered learning and approaching material from a variety of perspectives.
We hear so many buzzwords describing the ways we should teach or the ways our students learn, and we deal increasingly with issues of plagiarism and academic dishonesty. In a classroom of adult learners who frequently view themselves as consumers, we balance the need to meet their demands with the need for them to meet ours. Getting back to the basics can intrinsically incorporate kinesthetic, collaborative learning, and nearly eliminate plagiarism while promoting critical thinking.
A Model for Teaching College Writing. The following is a guest post from UT-Dallas graduate student, Barbara Vance (@brvance).
This past semester Barbara taught an atypical rhetoric and composition course. Barbara teaches Rhetoric 1302, the standard introductory college writing course. She was given a course with a group of students who she was told, were struggling with writing and needed, “more structure.” As a response Barbara did the smart thing, and actually gave the students more freedom and control over their education. I’ll quickly summarize, and then get out of the way and let Barbara tell the story. The Internet has fundamentally changed not only the means through which we communicate, but also how we communicate and how we think. Teachers cannot ignore this communication shift.
STUDENT JOURNALISM - The Learning Network Blog. Courtesy of Blue Devil HUB Video taken by Anna Sturla, a high school journalist, of the U.C. Davis chancellor’s “silent walk” amid student protesters in the aftermath of the pepper spray incident. Dec. 6 1:05 p.m. | Updated Readers learned of the pepper-spraying incident at the University of California-Davis by reading coverage on The Lede, The Times’s breaking news blog, in a post by Brian Stelter. The next day, Mr. Stelter reported that the university had responded by placing two officers on administrative leave, and Jennifer Medina followed up a day later with an article about the fallout from the incident, including how the chancellor, Linda P. Meanwhile, the student journalists at Davis Senior High School, less than a mile from the university campus, were going into action, too. 10 Ways to Develop Expository Writing Skills With The New York Times. Have you been knocking your head against the proverbial wall trying to teach – or learn – expository writing skills?
New York Times models can help writers learn how to write an expository essay that is compelling, convincing and authoritative as well as engaging to read – not to mention authentic. Try a fresh approach with these 10 tips. 1. Ditch the five-paragraph essay and embrace authentic essay structure. New York Times news and feature articles are excellent models for structure, including transitions and organization.
Peer Review. Rhetorical Analysis.