Carol's Writing-Intensive Brief


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Carol's Writing-Intensive Brief

  1. 1. Writing-Intensive Lightning Round <br />Carol O’Neil, HUEC – <br />Professional journal article writing<br />
  2. 2. KR 1.1.The curriculum must reflect the scientific basis of the dietetics profession and must include research methodology, interpretation of research literature and integration of research principles into evidence based practice.<br />KR 2.1. The curriculum must include opportunities to develop a variety of communication skills sufficient for entry into pre-professional practice.<br />KR 2.1.a. Learning Outcome<br /> Students are able to demonstrate effective and professional oral and written communication and documentation and use of current information technologies when communicating with individuals, groups and the public.<br />
  3. 3. HUEC 4110 2010 = Capstone 2/2<br />4110 Capstone in Nutritional Sciences (3) S Prereq.: EXST 2201; HUEC 2019; credit or registration in HUEC3116. Senior standing in nutritional sciences major. 2 hrs. lecture; 3 hrs. lab/field work. Research methods used in nutritional sciences; research project is included.<br />
  4. 4. HUEC 4110 2010 = Capstone 2/2<br />Lengthy explanations of the assignments in the syllabus packet<br />Writing assignments from previous students posted on Moodle—A range, B range, C range, and D range<br />
  5. 5. HUEC 4110 2010 = Capstone 2/2<br />To encourage written and oral communication there are lectures on:<br />Critically Reading the Scientific Literature<br />Technical Writing<br />Writing a Scientific Paper<br />Giving Oral Presentations<br />
  6. 6. What’s Helpful<br />Written component—an unlimited number of re-writes (72 hour lead time)--Oral--rehearsal<br />Pieces of the manuscript at different times—Draconian grading policy<br />Writing Lab—students worked with drafts of students from previous years to edit and critique their work<br />Other graded written assignments during the semester<br />Help with Manuscript—available throughout the semester<br />
  7. 7. Advice <br />State your expectations exactly<br />How you want the submission<br />Length—I use a word count, not a page count<br />Style—Journal (provide link to journal requirements)<br />References—number, date, type, and format<br />Font, type size, margins…………<br />Provide a final check list<br />Provide a grading rubric with your syllabus, review it with your students, and use it!<br />Review the Student Code of Honor<br />
  8. 8. Advice <br />Post examples of old assignments (get written permission from students) and strip of individual identifiers<br />The old assignments can also show how they were graded—comments about order or style or grammar<br />Review common errors of the past and explain how to avoid them. <br />
  9. 9. Advice <br />For drafts:<br />Stand firm the timing of the submitted assignments—I look for a “good faith effort” (explained to students)<br />Allow multiple drafts, but give a lead time for the students<br />You are not a copy editor—so tell them there are problems with grammar but don’t correct every grammatical error…you may want to be specific…”your verb tenses are wrong” or you’re having trouble with subject and verb agreement”<br />
  10. 10. Hold on Questions?<br />