Home
Paul Beaufait's Library tagged → View Popular, Search in Google
Susan Stamburg interviewed contributors to an anthology disseminated overseas by U.S. Department of State. "The anthology, aimed at promoting American values abroad, will be distributed free at U.S. embassies worldwide. An anti-propaganda law makes it illegal to disseminate the works in the United States..." (Morning Edition, December 16, 2002)
in list: Writing
"LitReactor has three goals. To become:
* A destination for writers to improve their craft.
* A haven for readers to geek out about books.
* And a platform to kickstart your writing goals."
(<a href="http://litreactor.com/about">About LitReactor</a>)
The site showcases essays in nearly two dozen categories (numbers of essays in parentheses, as of 2012.03.01):
Abstracts (1)
Character (15)
Cliche (2)
Dialogue (9)
Grammar (10)
Literary Devices (8)
Live Reading (3)
Narrator (7)
Objects (4)
POV (3)
Phrases (3)
Plot (18)
Poetry (1)
Research (9)
Rewriting (2)
Setting (1)
Similies (1)
Structure (14)
Theme (8)
Verbs (1)
Vocabulary (5)
Voice (16)
Word Play (2)
Workshop (2)
(<a href="http://litreactor.com/essays/categories">Craft Essays</a>)
in list: Writing
Resources in this directory include:
+ How to use graphic organizers,
+ How to write an essay, and
+ How to summarize.
in list: Writing
"Though Crusan (2010), Ericsson and Haswell (2006), and Shermis and Burstein (2003) offered a more thorough treatment of machine scoring in general, in this article, I concentrate on one program―MY Access! (Vantage Learning, 2007)―briefly describing it and discussing a small study conducted in a graduate writing assessment seminar at a midsize Midwestern university in which graduate students examined second language writers’ attitudes about using the program as a feedback and assessment tool for their writing in a sheltered ESL writing class" (¶2).
in list: Writing
-
several problems are inherent in machine scoring.
First, though Ferris (2003) claimed that students will improve over time if they are given appropriate error correction and that students use teacher-generated feedback to revise things other than surface errors, students rarely use programs like MY Access! to revise anything other than surface errors (Warschauer & Grimes, 2008); paragraph elements, information structure, and register-specific stylistics are largely ignored. Second, although teachers can create their own prompts for use with the program (more than 900 prompts are built into MY Access! to which students can write and receive instantaneous feedback.), MY Access! will score only those prompts included in the program. Third, regarding essay length, in many cases, MY Access! seems to reward longer essays with higher scores; consequently, it appears that MY Access! assumes that length is a proxy for fluency.
-
Overall, students’ opinions regarding MY Access! were mixed; students found useful aspects as well as aspects they termed less helpful.
- 3 more annotation(s)...
Simple tool recommended by Daniela Munca on her ESL Class Blog:
ESL Class Blogs - A Collaborative Model
http://dvmunca.blogspot.com/2008/02/blog-post.html
in list: Writing
Selected Tags
Related Tags
Top Contributors
Groups interested in essays
-
Beyond blocking: Embracing the social web
A selection of web2.0 social...
Items: 118 | Visits: 55
Created by: Melanie McBride
-
Writing
Communication through the wr...
Items: 9 | Visits: 73
Created by: aeschylus
-
Good writing
A diverse assembly of essays...
Items: 17 | Visits: 47
Created by: Paul Ryan
Diigo is about better ways to research, share and collaborate on information. Learn more »
Join Diigo