Writing-Intensive Teaching


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Writing-Intensive Teaching

  1. 1. Writing-Intensive Teaching & Learning<br /><ul><li>Learning objectives
  2. 2. Teaching techniques
  3. 3. Assignment design
  4. 4. Assessment strategies </li></li></ul><li>Syllabus Design<br /> Topic Content Skills<br />By the end of this course, students should know and be able to do the following:<br />1.<br />2.<br />3.<br />4.<br />
  5. 5. Sample Course Objective Statement<br />Literature in History course<br />This course teaches students toexamineproblems in the interpretationof literature through historical contexts. Intended for students with backgrounds in History and Literature, the course expects students to teacheach other about their own disciplinary training and assumptions. The class will enable students todevelop critical reading, oral and visual arguments, discussion skills, and critical thinking in order to writeabout art and its role in history.<br />
  6. 6. Related Communication Assignment<br />In a team with 2 “history” experts and 2 “literature” experts, <br /><ul><li>explore a set time period and at least two pieces of literature related to it.
  7. 7. individually, prepare a 10-15 page research paper explaining how knowledge of the historical period enriches interpretation of the literature and vise versa.
  8. 8. as a team, prepare a 10-minute video documentary to teach classmates about your project, both the history and the literature. </li></li></ul><li>Sample Course Objective Statement<br />3000-level Ecology course<br />Develop quantitative skills necessary for ecological data analysis.<br />Learn field and laboratory techniques commonly used in ecological studies.<br />Develop an appreciation of a current ecological problem.<br />Learn to prepare a scientific poster and present it at a class forum.<br />
  9. 9. Resources for crafting student learning outcomes built on Bloom’s taxonomy<br />
  10. 10. Requirements for C-I Course, Writing Emphasis<br /><ul><li>≥5 informal writing tasks </li></ul>formal writing assignments that result in ≥ 10 double-spaced pages that have been through the draft-feedback-revision process <br /><ul><li>instruction on the conventions of discipline-specific writing</li></li></ul><li>Informal and Formal Uses of Writing<br />Writing to learn<br />informal writing<br /><ul><li>writing to see if students understand the lectures, discussions, or other materials or have done the readings
  11. 11. exploratory or reflective in nature
  12. 12. non-graded or +, , or – </li></ul>Learning to write<br /> formal writing<br /><ul><li>writing to have students demonstrate knowledge of disciplinary content in a professional style and genre appropriate to the discipline
  13. 13. requires multiple drafts over an extended period
  14. 14. graded</li></li></ul><li>Kinds of Informal Writing<br /><ul><li>Journals
  15. 15. Reading responses
  16. 16. Blogs
  17. 17. Discussion groups
  18. 18. In-class responses
  19. 19. Collaborative responses
  20. 20. Glossary entries
  21. 21. Class notes
  22. 22. Reflections
  23. 23. Summaries</li></li></ul><li>What makes a good prompt for informal writing?<br />Ask students to<br /><ul><li>identify terms, concepts, or processes that are difficult to understand
  24. 24. pose a problem that requires use of new knowledge to solve it
  25. 25. give a preliminary answer to a problem or issue to be discussed in class. At the end of class, have them revise their responses and explain how and why their ideas may have changed.</li></li></ul><li>Sample Informal Writing Prompt<br />Psychology course<br />Every morning, when Prof. Felina opens a can of cat food, her 6 cats run into the kitchen meowing and rubbing against her legs. What examples, if any, of classical conditioning, operant conditioning, and social learning are at work in this scene? Note: both the cats and the professor may be exhibiting conditioned behavior here.<br />
  26. 26. Sample Informal Writing Prompt<br />Study the following table. What data surprises you? Explain why you thought that the statistic would be different.<br />
  27. 27. When should I use informal writing?<br />At the beginning of class, <br /><ul><li>write about materials from the previous class
  28. 28. answer an open-ended question about the day’s reading or homework
  29. 29. explain what wasn’t clear about the reading or work
  30. 30. solve a problem to prime the pump for the day’s discussion</li></li></ul><li>During class, <br /><ul><li>reconsider responses to an earlier prompt
  31. 31. write a question based on the discussion so far and see if a neighbor can answer it; discuss any discrepancies
  32. 32. summarize what’s been covered
  33. 33. explain how the knowledge presented applies in a real-world situation</li></ul>When should I use informal writing?<br />
  34. 34. Should I / How should I respond to informal writing?<br /><ul><li>+  – (Use writing to take attendance.)
  35. 35. Use it to get feedback on students’ understanding
  36. 36. Use it to give feedback at the beginning of the next class
  37. 37. Have students respond to each other’s writing
  38. 38. In a large class, read a random sample of responses
  39. 39. Save efforts to teach discipline-specific writing for formal assignments</li></li></ul><li>Writing to learn. . . <br /><ul><li>Motivates students to prepare for class
  40. 40. Increases the academic rigor of a course
  41. 41. Helps students learn and retain knowledge
  42. 42. Checks student comprehension before the exam
  43. 43. Makes learning more active </li></li></ul><li>To design effective formal writing assignments, think <br />FREEDOM WITHIN <br />A FRAMEWORK<br />
  44. 44. Heuristic for Designing Writing Assignments (Lindemann)<br /><ul><li>What do I want students to do? Why?
  45. 45. How do I want them to do the assignment?
  46. 46. To whom are my students writing?
  47. 47. When and how will students do the assignment?
  48. 48. What will students do with the assignment?</li></li></ul><li>Checklist for Effective Writing Assignments<br /><ul><li>Appropriate
  49. 49. Stimulating
  50. 50. Instructive (process and product)
  51. 51. Purposeful
  52. 52. Assessable
  53. 53. Well written</li></li></ul><li>cxc.lsu.edu<br />
  54. 54. Formal Writing Rubric<br />
  55. 55. Lightning Round with C-I Writing Faculty<br />Carol O’Neil, HUEC <br />Bob Mann, MC <br />Gary King, BIOL <br />
  56. 56. Writing-Intensive Teaching & Learning<br /><ul><li>Learning objectives
  57. 57. Teaching techniques
  58. 58. Assignment design
  59. 59. Assessment strategies </li>