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Oct 02, 11

This report provides a two-part evaluation of the IntelliMetric SM automated essay scoring system based on its performance scoring essays from the Analytic Writing Assessment of  the Graduate Management Admission Test™ (GMAT™). The IntelliMetric system performance is first compared to that of individual human raters, a Bayesian system employing simple word counts, and a weighted probability model using more than 750 responses to each of six prompts.

Feb 24, 11

"High school and college students go from choking to smoking on big tests by writing about their exam fears beforehand, a new study suggests."

Feb 18, 11

"Both instructors and students alike can benefit from taking a rhetorical approach to writing in specific fields. For instructors, thinking about rhetorical elements will enable you to make visible to your students conventions of writing in your field that you have come to take for granted. For students, asking rhetorical questions of the writing tasks you’re given in each class will help you notice the differences among them and respond more effectively to each writing situation."

Jan 27, 11

"These courses emphasize writing at all levels of instruction and across the curriculum, including final-year projects. Students are encouraged to produce and revise various forms of writing for different audiences in different disciplines. The effectiveness of this repeated practice “across the curriculum” has led to parallel efforts in such areas as quantitative reasoning, oral communication, information literacy, and, on some campuses, ethical inquiry."

Jan 27, 11

"Students whose classes reflect high expectations (more than 40 pages of reading a week and more than 20 pages of writing a semester) gained more than other students."

Sep 21, 10

Interactive Flash tutorials on various business documents, developed to accompany _Business Communication Today_ (10th Ed.) by Bovee and Thill.

Jun 09, 10

Teachers interested in writing across the curriculum or writing in the disciplines will find many articles and examples in this collection. This resource provides general information about designing an effective syllabus and assessing courses as well as more specific advice about conferencing with students, designing assignments, thinking about grammar, using models and peer review, locating sources, avoiding plagiarism, evaluating and responding to student work, and working with multilingual writers.

Jun 06, 10

"Written for undergraduate students and new graduate students in psychology (experimental), this handout provides information on writing in psychology and on experimental report and experimental article writing." 

May 04, 10

"The following describes the system I put together and currently use for grading all lab reports for three courses (two sections of conceptual, non-science major physics, and introductory physics for pre-med majors). Each course requires students to submit a written lab report, produced using a word processing program, with specified sections (introduction, materials and methods, data, results and conclusions)."

Apr 30, 10

A collection of annotated resources to help teachers and program directors assess learning outcomes, many of which relate to writing

Mar 02, 10

This student writing guide outlines what goes into different sections of a lab report, offers table samples, and presents tips for reporting calculations, doing an uncertainty analysis, and writing discussions.

Mar 02, 10

"This guide is meant to give a short introduction to writing for chemistry students at Oregon State. It is not a comprehensive writing reference, and most likely will not address specific questions that arise. It will introduce some major issues in writing about chemistry, and point you to some excellent resources. Since chemistry students will spend most writing time producing lab reports, that will be one focus of this guide."

Nov 10, 09

"Most professors believe that clear and effective writing is important in all levels of psychology and in most of the professions for which we are training our students. And most professors give their students writing assignments because they believe that practice will improve students' writing. And as part of this process, most professors (and their teaching assistants) believe that their feedback will improve the quality of students' writing, so they spend countless hours providing written comments on these papers (after all, psychologists have long known that practice without feedback is futile, right?). Of these three assumptions, probably only the first one is true. "

Oct 21, 09

What distinguishes Art History papers from the papers you might be asked to write in other courses? Perhaps the biggest difference creates the biggest challenge: in Art History papers, you must be able to create an argument about what you see.

Oct 21, 09

An annotated list of venues for publishing student work in the arts and humanities

Oct 21, 09

Several academic institutions have created undergraduate research journals to provide opportunities for their undergraduates to become authors, reviewers, and/or editors. Other professional societies and organizations publish similar journals for student authors from any institution who wish to reach a wider audience.

Oct 15, 09

A rubric for evaluating writing in different disciplines

Oct 15, 09

"The microtheme, the Swiss Army knife of assignments, can be put to many uses, and is merely a short 100-500 word essay in which a great deal of thinking precedes a rather small amount of writing. In addition to requiring less time for you to read-and I can grade and comment upon twenty-five microthemes in about two hours-microthemes force an admirable economy on your students by forcing them to distinguish between the important and incidental, and to choose the former."

Oct 09, 09

"The Writing in the Disciplines and Across the Curriculum and Communities (WID/AC) program at CCBC recognizes that globalization and recent advances in technology increase the demand for more proficient writing and communication skills in all academic disciplines, vocational programs, and the workplace. Writing, critical thinking, and lifelong learning are inextricably linked, complex processes, and the WID/AC program aims to provide a forum where the College unites to support one another by exchanging pedagogical strategies and promoting practices which emphasize both the value of writing to learn and the use of writing as an essential teaching tool. WID/AC reinforces the College‟s mission statement to serve our diverse community by empowering and liberating student voices, and increasing their efficacy across borders, boundaries, and worlds."

Sep 16, 09

A sample college student paper with annotated teacher comments. Click on highlighted text to see detailed instructor feedback.

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