27 items | 4 visits
Stella Porto's List: writing
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Jun 22, 10
"This handout suggests reading, note-taking, and writing strategies for when you need to use reading assignments or sources as the springboard for writing a paper."
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Jun 22, 10
"A summary merely reports what the text said; that is, it answers only the question, "What did the author say?" A critique, on the other hand, analyzes, interprets, and evaluates the text, answering the questions how? why? and how well? A critique does not necessarily have to criticize the piece in a negative sense. Your reaction to the text may be largely positive, negative, or a combination of the two. It is important to explain why you respond to the text in a certain way. "
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Jun 23, 10
"Research on how users read on the Web and how authors should write their Web pages. "
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Jan 17, 11
" think maybe that phase in writing in which students allot time to actually take notes on their sources—to, in a sense, “process” and internalize their research—is being lost as students increasingly access their sources from online sites and “cut and paste” together the first draft of their essay.
Now, I’m not advocating a return to taking notes on note cards—a practice I began to abandon even before I was finished with my graduate studies years ago. Although I think it is a form of note taking that still may work for some, the ease with which students can take notes on their computers means that the 3 x 5 note card may well be on its way out as a research method.
What I am advocating, however, is that we as writing instructors (and I don’t only mean English teachers!) talk much more explicitly about the importance of note taking (or, as some texts now call it, “information gathering”) in the writing process. I think this is important because so many students skip this phase and try to write an essay without having completed the " -
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Aug 31, 11
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August 31, 2011
Giving Feedback on Student Writing: An Innovative Approach
By: Maryellen Weimer, PhD in Teaching Professor Blog
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I ran across an interesting idea in the British journal, Assessment & Evaluation in Higher Education involving the use of something called interactive cover sheets. First-year students in an outdoor studies degree program took a two-semester, six module course which required preparation of a number of written assignments. After preparing their papers, students attached an interactive cover sheet on which they raised questions about the paper they had just completed, thereby identifying the specific areas for feedback.
The goal was to overcome the one-way communication that occurs when teachers write comments on student papers. Students prepare the papers, teachers grade them and write comments providing feedback which they hope explains the grade and simultaneously offers advice, suggestions and insights that help the student write a better paper next time.
But often the feedback does not achieve these goals. Most all of us can tell stories about how students respond to our comments including those who don’t read them at all and many others who may read the feedback but show no signs of understanding or acting on it in subsequent papers. Students also tell stories about feedback received on their papers—the illegible scrawl that can’t be read, the comments they just plain don’t understand, the very negative/critical tone that reinforces their sense of inadequacy as writers. In many cases it just isn’t a very successful exchange of information."
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