WRITING-INTENSIVE COURSESStudents participate in a minimum of five informal writing tasks throughout the semester that engage them in good writing techniques and critical thinking to learn course content (e.g., summaries, annotated bibliographies, journals, lab observations, reflections, blog posts, discussion boards). These tasks may be done in or out of class; they require only minimal feedback and may be graded or ungraded.Course involves formal writing assignments that result in a minimum of 10 double-spaced pages that have been through the draft-feedback-revision process (the 10-page requirement of formal writing does not have to be a single project; for example, it can be one 5-page project and several shorter projects to equal the 10 pages of revised, edited writing.) Give students ample instruction on the conventions of discipline-specific writing, including detailed directions for the assignment itself and grading descriptions or formal rubrics for assessment.
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 />
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 />
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.
individually, prepare a 10-15 page research paper explaining how knowledge of the historical period enriches interpretation of the literature and vise versa.
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 />
Resources for crafting student learning outcomes built on Bloom’s taxonomy<br />
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
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
requires multiple drafts over an extended period
graded</li></li></ul><li>Kinds of Informal Writing<br /><ul><li>Journals
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
pose a problem that requires use of new knowledge to solve it
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 />
Sample Informal Writing Prompt<br />Study the following table. What data surprises you? Explain why you thought that the statistic would be different.<br />
When should I use informal writing?<br />At the beginning of class, <br /><ul><li>write about materials from the previous class
answer an open-ended question about the day’s reading or homework
explain what wasn’t clear about the reading or work
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
write a question based on the discussion so far and see if a neighbor can answer it; discuss any discrepancies