For PhD students, knowing how to ask for feedback and how to act on it is vital in establishing a beneficial student-supervisor relationship. Across an academic career, feedback and peer reviewing plays a central role in research careers, whether it is comments from your supervisor, readers’ reports on publication submissions or anonymous reviews of conference or grant proposals. This workshop considers how you can generate, analyse and make the most of feedback throughout the research process to improve your research and writing practice.
This document provides advice for PhD students on preparing for their viva voce (oral defense) examination. It begins with a short introduction explaining what a viva voce is and its purpose. It then offers several suggestions for students to prepare, including re-reading their thesis and being familiar with recent related research. Students are advised to anticipate potential questions, practice presenting their work, and do a mock defense with their advisors. The document provides tips for the days and hours leading up to the viva voce exam, such as managing stress and arriving prepared. Overall, the document aims to help students feel calm and confident during their oral defense.
The document outlines the various stages of the writing process including getting ideas, planning, drafting, and revising. It discusses different planning methods like outlining main points and sub-questions to organize writing. Various graphic organizers are presented to help writers develop ideas and structure for academic writing assignments.
Date 26 feb-2021 0151 pm (utc-0500)submission id 15190226ssuserfa5723
This rubric evaluates student research papers on four criteria: thesis, support and development, coherence, and language. For thesis, the student earns partial points for an unclear or narrow thesis. For support and development, the student provides some examples but needs more development of reasons and evidence. Coherence is adequately addressed. Language usage requires minor improvements. Overall, the feedback aims to strengthen the thesis, support, and development in order to earn a higher grade.
This document provides an overview of a presentation on reflective writing. It defines reflective writing as focusing on personal experiences and questioning beliefs and knowledge. The document outlines different purposes for reflective writing, such as for professional development, critical thinking, and processing experiences. It also discusses challenges of reflective writing and provides a framework and examples. One example reflective journal entry describes a situation, analyzes factors, and links it to leadership theory. The document concludes with a checklist for evaluating reflective writing.
2016 reflective writing for professional practiceMartin McMorrow
This presentation was prepared for postgraduate students at Massey Business School. It focuses on how to write reflective journal entries for professional practice.
This document provides an overview of the academic writing process. It discusses the importance of writing skills, outlines the key stages in writing a paper including research, brainstorming, developing a thesis statement, creating an outline, writing drafts, and proofreading. The document also describes the main components of a paper such as the introduction, main body, and conclusion. It offers tips for each stage, such as using credible sources for research, choosing a clear and specific thesis, and restating the main ideas in the conclusion.
This document provides tips for writing a thesis. It discusses starting the writing process early by choosing a title and outline. The outline should summarize the argument in one sentence for each chapter. Material should be collected in a binder as it is researched. Examiners will want to understand the thesis quickly, so the abstract, conclusions, and contents should clearly convey the purpose and findings. Getting feedback from others helps improve the thesis before examination. Regularly interacting with potential examiners also helps them understand and appreciate the research.
Thank you for the summary and explanation of the peer editing process. Providing constructive feedback to peers in a respectful manner can be very helpful for improving writing skills.
This document provides advice for PhD students on preparing for their viva voce (oral defense) examination. It begins with a short introduction explaining what a viva voce is and its purpose. It then offers several suggestions for students to prepare, including re-reading their thesis and being familiar with recent related research. Students are advised to anticipate potential questions, practice presenting their work, and do a mock defense with their advisors. The document provides tips for the days and hours leading up to the viva voce exam, such as managing stress and arriving prepared. Overall, the document aims to help students feel calm and confident during their oral defense.
The document outlines the various stages of the writing process including getting ideas, planning, drafting, and revising. It discusses different planning methods like outlining main points and sub-questions to organize writing. Various graphic organizers are presented to help writers develop ideas and structure for academic writing assignments.
Date 26 feb-2021 0151 pm (utc-0500)submission id 15190226ssuserfa5723
This rubric evaluates student research papers on four criteria: thesis, support and development, coherence, and language. For thesis, the student earns partial points for an unclear or narrow thesis. For support and development, the student provides some examples but needs more development of reasons and evidence. Coherence is adequately addressed. Language usage requires minor improvements. Overall, the feedback aims to strengthen the thesis, support, and development in order to earn a higher grade.
This document provides an overview of a presentation on reflective writing. It defines reflective writing as focusing on personal experiences and questioning beliefs and knowledge. The document outlines different purposes for reflective writing, such as for professional development, critical thinking, and processing experiences. It also discusses challenges of reflective writing and provides a framework and examples. One example reflective journal entry describes a situation, analyzes factors, and links it to leadership theory. The document concludes with a checklist for evaluating reflective writing.
2016 reflective writing for professional practiceMartin McMorrow
This presentation was prepared for postgraduate students at Massey Business School. It focuses on how to write reflective journal entries for professional practice.
This document provides an overview of the academic writing process. It discusses the importance of writing skills, outlines the key stages in writing a paper including research, brainstorming, developing a thesis statement, creating an outline, writing drafts, and proofreading. The document also describes the main components of a paper such as the introduction, main body, and conclusion. It offers tips for each stage, such as using credible sources for research, choosing a clear and specific thesis, and restating the main ideas in the conclusion.
This document provides tips for writing a thesis. It discusses starting the writing process early by choosing a title and outline. The outline should summarize the argument in one sentence for each chapter. Material should be collected in a binder as it is researched. Examiners will want to understand the thesis quickly, so the abstract, conclusions, and contents should clearly convey the purpose and findings. Getting feedback from others helps improve the thesis before examination. Regularly interacting with potential examiners also helps them understand and appreciate the research.
Thank you for the summary and explanation of the peer editing process. Providing constructive feedback to peers in a respectful manner can be very helpful for improving writing skills.
Lecture 1 academic writing in english finalannemiekwegman
This lecture provides an overview and introduction to the Academic Writing course. It discusses the structure and expectations of the course, including aims, lectures, tutorials, assignments, assessment criteria, and deadlines. It also introduces the course book and discusses key concepts in academic writing, such as the writing process, text structure, purpose and audience, plagiarism, and characteristics of formal versus informal writing. Resources for developing academic vocabulary are also presented.
Ihp 630 discussion rubric guidelines for submission yossuser47f0be
The document provides guidelines for students submitting discussion posts for an online course. It states that for each discussion topic, students must post an initial response of 1-2 paragraphs analyzing the prompt. They must also reply to at least two other students' posts. Initial posts are due by Thursday at 11:59pm Eastern time each week, and response posts are due by Sunday at 11:59pm of the student's local time zone. Posts should demonstrate thoughtful engagement with course concepts and peers' perspectives, rather than just stating opinions.
This document provides guidance on various aspects of completing a written assignment, including reading the brief, conducting research, managing time, taking notes, creating a plan, writing, and proofreading. It recommends highlighting keywords in the brief, understanding assessment criteria, researching relevant information from multiple sources, breaking assignments into tasks with deadlines, taking notes without plagiarizing, structuring written work with an introduction, body, and conclusion, and having another review the work for errors. The goal is to help students effectively complete assignments by planning, organizing research, and drafting and proofreading their work.
UGPTI communications coordinator Tom Jirik discussed guidelines, issues and concerns related to academic writing at the Fall 2015 orientation for students in the NDSU Transportation and Logistics Program. Enrico Sassi, director of the NDSU Graduate Center for Writers, provided an overview of the center’s services and discussed ways to avoid plagiarism.
The document discusses assignment writing and reporting projects. It provides steps for assignment writing including getting started, topic analysis, research, planning structure and arguments, drafting and revising. It also discusses managing time, analysis, writing style and presentation. For projects, it defines projects, discusses their use in school, engineering and management, and explains their temporary nature to achieve goals.
A needs analysis involves collecting information about learners' needs, wants, and requirements from different stakeholders. It can be formal or informal. Common methods include surveys, interviews, and test scores. The information is used to define goals and objectives to guide lesson planning. An example describes how two teachers conducted an informal needs analysis on the first day but realized their survey was too complex. They adapted to an impromptu analysis using drawings to identify key needs of speaking and listening.
This document provides information and advice about preparing for and undergoing a PhD viva voce (oral defense) examination. It discusses the purpose of the viva, the examiners and criteria used to evaluate the thesis, possible outcomes, and tips for preparing and performing well during the viva. Key points include explaining the examination process, emphasizing original work and knowledge of the field, and maintaining composure and engaging examiners in debate to demonstrate understanding.
This document provides guidance on writing philosophy papers. It discusses that philosophical writing focuses on reasoned argument. It also explains that philosophical essays generally have an introduction presenting the argument, a body section fully developing the argument, and a conclusion recapping the argument. The document also discusses developing a thesis, anticipating objections, revising, using citations, and seeking help.
This document provides a guide to writing research papers. It discusses different types of research publications, differences between disciplines, and reasons for writing research papers such as advancing one's career. It emphasizes the importance of understanding the target publication, such as the audience and their conversations in the field, and contributing meaningfully to those discussions. The guide also covers planning papers, writing, submission, and revising in response to reviews. The overall message is that writing research papers can help focus one's PhD work and develop ideas, but it requires clarity of purpose and contribution as well as being open to feedback.
Denford "Ducky" Golden was born in 1929 in West Virginia. He had five siblings and worked for 32 years for a railroad, eventually transferring to Carey, Ohio in the late 1960s. He served in the US Navy during WWII as a seaman. After his career, he was a member of several veterans and civic organizations in Carey. He loved spending time with family and friends, enjoying activities like croquet and card games. Golden left behind many fond memories of his humor and personality to all who knew him.
The document represents young white men as the protagonists in two films. In both films, the young white male protagonists are accused of murder. While they both wear white shirts, one protagonist wears a suit and has blonde hair, while the other has short black hair. A key difference is that one killed his boss with a gun while the other killed his wife with a hunting knife.
נכבה חרטא - הספרון שנלחם על האמת
הספרון שאתם מחזיקים ביד, צנוע וקל משקל אינו עוד אסופת דפים עמוסת מלל פוליטי שחוק. הספרון הזה הוא נשק תודעתי במאבק בבורות, בשקר המאיים להציף אותנו כצונאמי. ספרון צנוע שיניח לפניכם ידע היסטורי בעל חשיבות אדירה. ידע שחסר לרבים מאיתנו ואנו זקוקים לו במלחמה על צדקת הדרך. הספרון הצנוע שאתם אוחזים, מנסה להיאבק בשקרים, מקדש מלחמה בכזבים הנוראים שבשמם מבקשים אויבינו לערער את צדקת הדרך של הציונות ולהכין את הקרקע לחורבנה של מדינת היהודים. לשקר הזה קוראים מיתוס הנכבה.
Israel has developed a large-scale seawater desalination program since 1999 to provide for growing water demands and drought conditions. There are currently 3 major desalination plants and some smaller brackish water plants that provide 320 million cubic meters of water annually, about 42% of domestic needs. Plans are to increase total desalination capacity to 577 million cubic meters by 2014 and 750 million cubic meters by 2020 through expansions and new plants. The largest existing plants are the Ashkelon, Palmachim, and Hadera plants, with future plants planned for Ashdod and Soreq. Israel's desalination program has made it possible to meet current water demands and plans are in place to maintain a
Israel has developed a large-scale seawater desalination program since 1999 to provide for growing water demands and drought conditions. There are currently 3 major desalination plants and some smaller brackish water plants that provide 320 million cubic meters of water annually, about 42% of domestic needs. Plans are to increase total desalination capacity to 577 million cubic meters by 2014 and 750 million cubic meters by 2020 through expansions and new plants. The largest existing plants are the Ashkelon, Palmachim, and Hadera plants, with future plants planned for Ashdod and Soreq. Israel's desalination program plays a key role in sustainably meeting the country's water needs.
This document analyzes Canada's lagging adoption of electronic medical records (EMRs) compared to other countries. It finds that Canadian EMR policies have not created an enabling environment, economic drivers do not favor physicians implementing EMRs, and EMR programs in Canada have not incorporated global best practices for implementation factors. The document concludes that Canada needs to update its EMR policies and focus on strengthening the frameworks for policy, economics, and implementation in order to successfully increase EMR uptake.
#ECE11 Pecha Kucha presentation: builds on ideas that researchers – postgraduates and advisors alike – can practice as writing researchers in order to gain comfort and flourish in as creative knowledge producers and collaborative meaning makers.
Lecture 1 academic writing in english finalannemiekwegman
This lecture provides an overview and introduction to the Academic Writing course. It discusses the structure and expectations of the course, including aims, lectures, tutorials, assignments, assessment criteria, and deadlines. It also introduces the course book and discusses key concepts in academic writing, such as the writing process, text structure, purpose and audience, plagiarism, and characteristics of formal versus informal writing. Resources for developing academic vocabulary are also presented.
Ihp 630 discussion rubric guidelines for submission yossuser47f0be
The document provides guidelines for students submitting discussion posts for an online course. It states that for each discussion topic, students must post an initial response of 1-2 paragraphs analyzing the prompt. They must also reply to at least two other students' posts. Initial posts are due by Thursday at 11:59pm Eastern time each week, and response posts are due by Sunday at 11:59pm of the student's local time zone. Posts should demonstrate thoughtful engagement with course concepts and peers' perspectives, rather than just stating opinions.
This document provides guidance on various aspects of completing a written assignment, including reading the brief, conducting research, managing time, taking notes, creating a plan, writing, and proofreading. It recommends highlighting keywords in the brief, understanding assessment criteria, researching relevant information from multiple sources, breaking assignments into tasks with deadlines, taking notes without plagiarizing, structuring written work with an introduction, body, and conclusion, and having another review the work for errors. The goal is to help students effectively complete assignments by planning, organizing research, and drafting and proofreading their work.
UGPTI communications coordinator Tom Jirik discussed guidelines, issues and concerns related to academic writing at the Fall 2015 orientation for students in the NDSU Transportation and Logistics Program. Enrico Sassi, director of the NDSU Graduate Center for Writers, provided an overview of the center’s services and discussed ways to avoid plagiarism.
The document discusses assignment writing and reporting projects. It provides steps for assignment writing including getting started, topic analysis, research, planning structure and arguments, drafting and revising. It also discusses managing time, analysis, writing style and presentation. For projects, it defines projects, discusses their use in school, engineering and management, and explains their temporary nature to achieve goals.
A needs analysis involves collecting information about learners' needs, wants, and requirements from different stakeholders. It can be formal or informal. Common methods include surveys, interviews, and test scores. The information is used to define goals and objectives to guide lesson planning. An example describes how two teachers conducted an informal needs analysis on the first day but realized their survey was too complex. They adapted to an impromptu analysis using drawings to identify key needs of speaking and listening.
This document provides information and advice about preparing for and undergoing a PhD viva voce (oral defense) examination. It discusses the purpose of the viva, the examiners and criteria used to evaluate the thesis, possible outcomes, and tips for preparing and performing well during the viva. Key points include explaining the examination process, emphasizing original work and knowledge of the field, and maintaining composure and engaging examiners in debate to demonstrate understanding.
This document provides guidance on writing philosophy papers. It discusses that philosophical writing focuses on reasoned argument. It also explains that philosophical essays generally have an introduction presenting the argument, a body section fully developing the argument, and a conclusion recapping the argument. The document also discusses developing a thesis, anticipating objections, revising, using citations, and seeking help.
This document provides a guide to writing research papers. It discusses different types of research publications, differences between disciplines, and reasons for writing research papers such as advancing one's career. It emphasizes the importance of understanding the target publication, such as the audience and their conversations in the field, and contributing meaningfully to those discussions. The guide also covers planning papers, writing, submission, and revising in response to reviews. The overall message is that writing research papers can help focus one's PhD work and develop ideas, but it requires clarity of purpose and contribution as well as being open to feedback.
Denford "Ducky" Golden was born in 1929 in West Virginia. He had five siblings and worked for 32 years for a railroad, eventually transferring to Carey, Ohio in the late 1960s. He served in the US Navy during WWII as a seaman. After his career, he was a member of several veterans and civic organizations in Carey. He loved spending time with family and friends, enjoying activities like croquet and card games. Golden left behind many fond memories of his humor and personality to all who knew him.
The document represents young white men as the protagonists in two films. In both films, the young white male protagonists are accused of murder. While they both wear white shirts, one protagonist wears a suit and has blonde hair, while the other has short black hair. A key difference is that one killed his boss with a gun while the other killed his wife with a hunting knife.
נכבה חרטא - הספרון שנלחם על האמת
הספרון שאתם מחזיקים ביד, צנוע וקל משקל אינו עוד אסופת דפים עמוסת מלל פוליטי שחוק. הספרון הזה הוא נשק תודעתי במאבק בבורות, בשקר המאיים להציף אותנו כצונאמי. ספרון צנוע שיניח לפניכם ידע היסטורי בעל חשיבות אדירה. ידע שחסר לרבים מאיתנו ואנו זקוקים לו במלחמה על צדקת הדרך. הספרון הצנוע שאתם אוחזים, מנסה להיאבק בשקרים, מקדש מלחמה בכזבים הנוראים שבשמם מבקשים אויבינו לערער את צדקת הדרך של הציונות ולהכין את הקרקע לחורבנה של מדינת היהודים. לשקר הזה קוראים מיתוס הנכבה.
Israel has developed a large-scale seawater desalination program since 1999 to provide for growing water demands and drought conditions. There are currently 3 major desalination plants and some smaller brackish water plants that provide 320 million cubic meters of water annually, about 42% of domestic needs. Plans are to increase total desalination capacity to 577 million cubic meters by 2014 and 750 million cubic meters by 2020 through expansions and new plants. The largest existing plants are the Ashkelon, Palmachim, and Hadera plants, with future plants planned for Ashdod and Soreq. Israel's desalination program has made it possible to meet current water demands and plans are in place to maintain a
Israel has developed a large-scale seawater desalination program since 1999 to provide for growing water demands and drought conditions. There are currently 3 major desalination plants and some smaller brackish water plants that provide 320 million cubic meters of water annually, about 42% of domestic needs. Plans are to increase total desalination capacity to 577 million cubic meters by 2014 and 750 million cubic meters by 2020 through expansions and new plants. The largest existing plants are the Ashkelon, Palmachim, and Hadera plants, with future plants planned for Ashdod and Soreq. Israel's desalination program plays a key role in sustainably meeting the country's water needs.
This document analyzes Canada's lagging adoption of electronic medical records (EMRs) compared to other countries. It finds that Canadian EMR policies have not created an enabling environment, economic drivers do not favor physicians implementing EMRs, and EMR programs in Canada have not incorporated global best practices for implementation factors. The document concludes that Canada needs to update its EMR policies and focus on strengthening the frameworks for policy, economics, and implementation in order to successfully increase EMR uptake.
#ECE11 Pecha Kucha presentation: builds on ideas that researchers – postgraduates and advisors alike – can practice as writing researchers in order to gain comfort and flourish in as creative knowledge producers and collaborative meaning makers.
This document discusses universal course design, which aims to make college courses accessible to all students without needing accommodations. It provides examples of how instructors have incorporated universal design principles into their curriculum, instruction, assessment, and classroom environment. Specifically, it outlines how instructors have offered flexible materials, multiple formats for content presentation and skill demonstration, choice in assessments, and classroom arrangements that enhance participation. The goal is to consider all learners' needs upfront in course design to create an inclusive learning experience for diverse students.
The document is an introduction to the World Economic Forum's report "The Global Enabling Trade Report 2014". It discusses the report's focus on measuring countries' trade facilitation performance and identifying obstacles to trade. It also acknowledges the data providers that contributed to the report.
This workshop will consider how researchers can support one another to improve their academic writing. Writing groups have clear benefits – when run effectively, their model of peer mentoring can improve your confidence and motivation as a writer, helping you to develop your ideas and original research, and make more effective use of the time spent with your supervisor. They can be a great way of dealing with the pitfalls familiar to many researchers, including writer’s block and procrastination. As an intellectual community, a writing group can also open the way to future research collaborations. After sharing some of the common problems involved in writing research, this workshop will suggest strategies for overcoming them through peer mentoring, and offer practical advice on establishing and maintaining a writing group.
This document provides guidance on academic writing. It discusses what constitutes academic writing, including developing an argument, being structured and referenced. It emphasizes the importance of breaking down questions and planning essays with clear introductions, bodies, and conclusions. The document offers tips for writing paragraphs with a topic sentence, evidence, analysis, and conclusion. It stresses applying critical thinking, using formal language, and properly referencing sources. Students are assigned an upcoming assessment requiring an argumentative essay on a controversial topic with a clear position, evidence, and consideration of alternative views.
This document summarizes a presentation on effective online discussions. It covers tips for planning discussions, the importance of instructor presence, using provocative questions, and case studies. Planning involves setting clear learning objectives. The community of inquiry model and Bloom's taxonomy can help design activities. Facilitation requires summarizing, moderating, guiding, and troubleshooting. Provocative questions apply Socratic techniques. A sample case study outlines objectives for a student-led psychology discussion.
The document discusses the writing process and provides tips for effective writing. It outlines the four steps of the writing process as prewriting, writing, editing/revising, and publishing. It then provides guidance on developing different types of essays and employing traits of good writing such as logical organization, engaging voice, and correct formatting.
The document provides guidelines for a reflection paper on teaming experiences in a computer science course. It instructs students to use Kolb's Learning Style Inventory to analyze their own and teammates' contributions to the team. Students are prompted to discuss their preferred roles, how roles were determined, examples of obstacles overcome, and insights gained regarding conflict resolution, cultural differences, and future applications of teamwork skills. The document emphasizes using learning style preferences to improve understanding of individual strengths and areas for development within teams.
Writing essay has different stages which form the common phrases of essay. The phrases are planning, thinking, researching, writing and editing. This lesson guides you how to write essay through the understanding of these phrases.
This document provides guidelines for a reflection paper on teaming experiences in a computer science course. It emphasizes using the Kolb Learning Style Inventory model learned in previous courses. The paper should critically reflect on contributions to the team based on learning style strengths and weaknesses, how roles were determined, obstacles overcome, and insights gained regarding teamwork, conflict resolution, and cultural differences. Incorporating the Kolb model demonstrates connecting principles of teaming to the specific course experience.
AcAdemic Skills Unit Tertiary Essay WritingFinni Rice
This document provides guidance on the essay writing process. It discusses 10 common steps: 1) time management; 2) choosing a topic; 3) analyzing the question; 4) brainstorming; 5) planning; 6) researching the topic; 7) writing the first draft; 8) editing; 9) referencing; and 10) submitting. For each step, it offers tips and explanations of concepts like directive words, content words, limiting words, developing an argument structure, and incorporating sources. The overall document serves as a guide to help students understand and improve their academic essay writing skills.
The document discusses various strategies for teaching reading and writing. It outlines the writing process which includes prewriting, drafting, revising, editing, and publishing. It also discusses effective writing instruction strategies such as teaching writing strategies, summarization, collaborative writing, setting specific product goals, using word processing, sentence combining, prewriting, inquiry activities, process writing approach, studying models, and writing for content learning.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
The document provides an overview of the writing process, including understanding paragraph structure, focusing on assignments, purpose, and audience, finding ideas, developing a topic sentence and main idea, arranging supporting details, drafting, revising, and editing paragraphs. Key aspects include identifying the main idea and topic sentence, using specific and relevant supporting details, transitions and repetition for coherence, and the importance of revision in developing content, organization, wording, and getting feedback from others.
UNSW Masters of Business and Technology Study Skills presentation given as a webinar. NOTE: An earlier version is also available as an open course on Blackboard CourseSites. Please note this PowerPoint version is not CCSA licensed. ZTo ask for permission to use or to issue a takedown notice please contact a.chambers@unsw.edu.au
Guidance for aesthetic medicine qualificationssamantha murphy
This document provides guidance for candidates and assessors for an assessment that includes short answer questions (SAQs), objective structured clinical examinations (OSCEs), and observations of clinical treatments.
For candidates, it defines key terms used in SAQ questions, offers general writing tips, and provides SAQ-specific and OSCE-specific guidance. For assessors, it provides SAQ assessment guidance, instructions for releasing SAQ papers, OSCE assessment guidance, and instructions for releasing OSCE papers. Finally, it provides joint guidance for candidates and assessors regarding observing and assessing clinical treatments, and outlines the required portfolio contents for submission.
This document discusses essential questions, Bloom's taxonomy, understanding by design, and depth of knowledge (DOK) levels as they relate to curriculum planning and assessment. It provides information on framing essential questions to engage students in higher-order thinking. It also explains the three stages of understanding by design: identifying desired results, determining acceptable evidence of learning, and planning instructional experiences. Finally, it outlines the four DOK levels and provides sample question stems for each level to assess different types of cognitive demand.
Joining the ConversationIn college writing, it is important that.docxjesssueann
Joining the Conversation
In college writing, it is important that you can express yourself clearly and concisely. However, it is often not enough to simply explain what you're thinking. It is often necessary to explain how your ideas and arguments relate to the ideas and arguments offered by other writers. In other words, writing is a type of conversation, and in this lesson, you will begin learning how to join that conversation.
Student Learning Outcomes addressed in this unit:
Write in a style appropriate to audience and purpose
Demonstrate knowledge of indivdual and collaborative writing processes
Develop ideas with appropriate support and attribution
Use Edited American English in academic essays
Read, reflect and respond critically to a variety of texts
Vocabulary for Unit 3
These are the vocabulary words for this unit. Remember to incorporate them into your Discussion Board in this unit.
Conviction Impression Misconception Perspective
Profound Inherent Inveterate Amenable
Impinge Subversion Aesthetic
Lesson: Active Reading
When you participate in a conversation with a group of people, you must first listen to what the group is saying and understand their ideas and opinions before you can put in your own two cents. A written conversation works much the same way. Before writing about or responding to any text, you must begin by reading carefully and actively. This lesson introduces you to those skills.
Quoting, Paraphrasing, and Summarizing
For many writing assignments, you will be required to use source material in your essays. Using source material can strengthen your writing because it shows that you have found evidence to support your main points from other writers. There are several different ways to incorporate source material into your writing: quoting, paraphrasing, summarizing, and a combination of any or all of the above.
When Should You Quote, Paraphrase, or Summarize?
Whether you decide to use quotations, paraphrases, or summaries depends on a number of different factors. Here are some suggestions for how to decide which to use:
You should include
quotations
when
The author’s credentials will give your paper credibility
It is worded in a powerful, poignant way
The wording is very technical and difficult to translate
You should include
paraphrases
when
The source material is important but the wording is not (like facts and statistics)
The writer is not an expert in the field that would give your paper more credibility
You should include
summaries
when
The overall argument or main ideas are important but the details are not
The source materials needs to be shorter than the original
How do I quote, paraphrase, and summarize?
Steps for Quoting
Make a Quotation Sandwich
Start with an introduction to the quote saying who says it and giving the author’s credentials.
Give the quote. Don’t ...
Essential Questions and DOK Thinking Levels - EDSU 533Carla Piper
This document discusses essential questions, Bloom's taxonomy, understanding by design, and depth of knowledge (DOK) levels as they relate to curriculum planning and assessment. It provides information on framing essential questions to drive student inquiry, describes the levels of Bloom's revised taxonomy from remembering to creating. It also outlines the three stages of understanding by design - identifying desired results, determining acceptable evidence, and planning learning experiences. Finally, it discusses Webb's DOK levels and provides examples of question stems for assessing different levels of cognitive demand.
Similar to Seeking Feedback While Writing Your Dissertation (20)
by Rosetta Lee, to accompany her blog post on cultural competencies & growth mindset, as it appears in Techniques in Learning and Teaching - http://wp.me/p1Mdiu-1gW.
As faculty blogger Michael Arnzen describes it, The Difficulty Paper
comes out of the idea that by grappling with intimidating readings, students can master their anxieties about (and become more confident reading) academic texts, and that – through writing out their thoughts (e.g., taking a metacognitive approach) – they can identify what they already know and what they still need to find out.
This document provides resources and discussion questions for developing student learning outcomes and effective use of technology in teaching. It lists a Dropbox folder and website with additional materials. It poses questions about how students access course materials and the purpose of homework assignments. It also discusses when higher-level learning or peer feedback would be appropriate for assignments. Finally, it provides examples of student learning outcomes from the University of Minnesota and discusses selecting and using technology tools to support writing, feedback, and revision in courses.
One of three slides sets from a workshop on Universal Design for Learning. Other slidesets focus on creating presentation slides and enacting accessible discussions.
One of three slides sets from a workshop on Universal Design for Learning. Other slidesets focus on engaging accessible discussions and creating a syllabus to support learning.
One of three slides sets from a workshop on Universal Design for Learning. Other slidesets focus on creating presentation slides and a syllabus to support learning.
Delivered via email to students within the "Preparing for Class 2" email that would set out 4 readings (each student reading only one in preparation for a jigsaw activity) and 3 videos to review for the coming week. A final slide would be added for the particular class to link to the week's Active Reading Assignment (sometimes reflective responding, sometimes application responding, sometimes both).
Here are three things I can begin doing tomorrow based on this workshop:
1. Map out the environmental factors that will influence my course design, including the learners, classroom, department, and discipline.
2. Draft an ideal outcome statement describing the impact I want my course to have on students in the short and long-term.
3. Review principles of backward design and alignment to ensure my course activities and assessments support the intended learning outcomes.
Two things I need to learn more about are:
1. Applying constructivist learning principles when designing course tasks and activities.
2. Strategies for connecting my course content and skills to real-world audiences and applications.
One thing I've already
The document discusses the differences between students and learners, with students seen as employees obligated to follow instructions for grades and jobs, while learners are citizens interested in lifelong learning who collaborate with others and are intrinsically motivated. It also provides a chart contrasting how students and learners relate to educators and each other, their motivations and assessments. The document advocates for seeing students as learners.
This document outlines objectives, assessments, and teaching/learning activities for a course. It discusses 8 key questions to develop clear and meaningful learning outcomes for students. It also addresses designing teaching strategies and assessments to engage students and ensure the curriculum is accessible to all. Assessments should evaluate what students can do in multiple ways, and provide scaffolding to support achieving major assignments. Opportunities for self-assessment are also important. The goal is to guide students toward meeting intended course outcomes.
This document discusses the principles of teaching by design, which involves starting with ideal learning outcomes and working backwards to design teaching activities and assessments aligned to achieve those outcomes. It emphasizes considering environmental factors like the institution, discipline, classroom atmosphere and student cultures that influence learning. The document provides examples of mapping these factors and constructing meaningful learning experiences through connecting course elements, building on prior learning, and transferring knowledge to real-world contexts. It presents teaching design as a creative and analytical process that aims to foster lifelong, complex and constructive learning.
The document discusses William Perry's scheme of intellectual and ethical development. It outlines 9 positions or stages that students progress through related to their views on knowledge and authority. The stages range from dualistic thinking where there are clear right/wrong answers known by authorities, to relativism where all opinions are valid, to commitment where students integrate knowledge from various sources to form their own views. It also discusses Baxter Magolda's work on student development of self-authorship. The summary provides a high-level overview of the key points in 3 sentences.
This document discusses universal course design (UCD) and its principles. UCD aims to make college courses accessible to all students by considering principles like equitable use, flexibility, perceptible information and tolerance for error. It suggests designing courses by identifying clear learning objectives and outcomes, and then creating curriculum, instruction and assessments that are usable and engaging for diverse learners. Examples are provided of professors incorporating student interests into statistics, using multiple formats to present content, and alternative assessments to accommodate different learning styles. Resources for further information on inclusive teaching are also referenced.
The document provides guidance on developing a digital identity and presence. It discusses analyzing needs and purpose, mapping a personal learning environment, and showcasing one's professional self. Tips are given for building an academic digital identity, including highlighting useful materials, seeking collaborators, and maintaining connections. The role of social media like Twitter, hashtags, and curating one's online presence are covered. Resources on personal learning networks, academic digital identities, and copyright issues are listed.
The document provides 10 framing principles for effective learning presentations:
1. Consider how your audience learns best when designing your presentation.
2. Begin with design and incorporate design elements throughout.
3. Use storytelling to provide context and organize facts.
4. Invoke emotion and acknowledge both cognitive and affective learning.
5. Convey your central idea and passion for the topic.
6. Integrate all elements to shape the overall message.
7. Acknowledge sources, contributors, and the audience's role in creating meaning.
8. Own your presentation approach rather than relying on defaults.
9. Remain open to change and share your work openly.
In the cave, the devil asks a demon if they know anyone well-versed in PowerPoint, needing help to convey essential information, provoke learning, and spark interaction/discussion through presentation slides. The demon does not have any recommendations.
slide set with preliminary notes as i build a public learning and teaching philosophy statement using non-traditional modes of delivery - as promised to students in a Teaching in Higher Ed course that I would make emergent document public. This is the penultimate draft - ready for final scripting.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Graham Gibbs' model of reflection outlines a framework for critically reflecting on experiences. The model consists of six stages: 1) Description - describing what was observed and the context of the situation, 2) Feelings - identifying thoughts and feelings during the experience, 3) Evaluation - assessing what went well and could be improved, 4) Analysis - linking the experience to learning, 5) Conclusion - considering other actions that could have been taken, and 6) Action Plan - determining next steps to apply the learning. The goal is to gain deeper insights from experiences by systematically working through each stage of critical reflection.
This document discusses creating digital identities to support research, teaching, and learning. It provides examples of social media platforms like Twitter, Flickr, and blogs that can be used to build an online presence. Guidelines are presented for developing an academic digital identity through various tools to highlight work, seek collaborations, engage in discussions, and maintain connections. Different styles of using these tools as an audience member, creator, or disruptor are outlined. Resources and examples are shared to help get started in developing a personal learning network and digital identity through curation and participation.
1. z.umn.edu/idaportal Ilene d. Alexander, phd University of Minnesota Center for teaching and learning Seeking (Framing and Using) Supervisor Feedback
2. Session Overview Writing as a Process with Comfort & Resilience Ideas from Exemplars Examining Elements of a Resilient Feedback Process Developing Practices for Feedback In a Writing Up Mode In a Writing as a Process Mode Conveying Requests for Feedback In Person, In Writing; At Which Stages, From Which Responders Making Sense of Accumulated Feedback Reviewing/Mapping Feedback; Say-Back Memos; Yes, And
3. Writing as a Process http://stevendkrause.com/tprw/introduction.html
4. (How) Do you use writing as a process? How do you approach writing? Scholarly, academic writing requires “writing before you’re ready”, steady chunks of writing time throughout the research process, commitment to drafting as a way of making meaning, strategies for seeking feedback as a component of substantially revising work, and working with writing-supportive peers. Take 10-15 minutes to inventory how you have and now currently approach/complete major writing projects or assignments – does your approach incorporate “writing as a process”? does some (or much) of the process of writing seem a mystery to you? are there components that you regularly skip? are there practices you hope to incorporate? Only you will read this writing. And, we’ll all discuss ideas.
5. Writing as a Process Writing with power also means getting power over yourself and over the writing process. - Peter ElbowU Massachusetts-Amherst
6. What’s “Critical” in Feedback What does “criticism” look/feel/sound like in academic settings? How does “critical feedback” look/sound/feel as an interaction? What might be other ways of conceptualizing this interchange, exchange of views? critical care zone dinner party professional inquiry other metaphors, conceptions – for practice, for people & roles
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8. Gaining Comfort & Fluency selection from Robert Boice’sHow Writers Journey to Comfort and Fluency (1994
9. Developing Resilience a positive capacity to cope with stress & catastrophe an ability to bounce back after a disruption a capacity to use exposure to stress to provoke strategy to address future negative events / challenges a positive behavioral / cognitive / kinesthetic adaptation in encountering significant adversity, trauma, tragedy, threats, or sources of stress involves two judgments one about "positive adaptation" one about significance of risk or adversity
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11. Elements of Resilient Feedback* Trust - Energy Communication - Listening Acceptance - Collaboration Building - Partnership Spontaneity - Innovation *as in improv
12. “Yes, and…” Thinking I am going to say 'yes' to you, accepting whatever you have said I am going to say ‘yes, but’ to show I actually don’t accept whatever you have said I am going to say ‘yes, and,' to share my ideas linked to yours by building on what you have said 'Yes but' is a conversation stopper 'Yes and' is a conversation builder 'Yes and' … opens minds, helps people listen, and moves us mindfully forward in creating a supportive environment as well as sparking motivation for learning, writing, revising, collaboration
20. What Do We Need to Learn? Ways of responding in writing Revision: Content and Organization Where and why it’s needed Strategies for content development, overall organization and development of cohesive analysis / argument / knowledge construction Transitions Coherence Unity Revision: Surface Features Key sections, paragraphs, sentences Section, paragraph, sentence structures Conventions – of language, of citation style, of formatting
21. What Do We Need to Learn? Ways of responding conversationally Summarizing – Narratives, Dialogues, Comparisons Telling – Stories, Scenes, Portraits Showing – Ideas, Options, Missed Moments Pointing – 1st Thoughts, Asking
23. What Do We Need to Learn? Audience – real readers Purpose – writerly and readerly concerns Research question – methods, organization Thesis statement – initially and carrying it forward Focus – idea(s) and argument(s) Flow – sign posts and transitions Readability – real readers, real audience Academic context – conversation around/launching So What? – implications, interest, integrity, impact
24. What Do We Need to Learn? Good Questions – Good Questioning Open Ended Questions Asking for Information Diagnostic Questions Challenge Questions Extension Questions Combination Questions Priority Questions Action Questions Prediction Questions Generalizing and Summarizing Questions
25. What Do We Need to Learn? Bloom’s Taxonomy as a Tool to Frame Questions
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27. Revision Memos For transmitting new materials or corresponding with readers new to your drafts, a Revision Memo provides (1) a short narrative contextualizing the segment in the larger work (2) a statement to pinpoint the extent of, what type of, and suggested timeline for feedback you want from individual reviewer (3) specific questions to frame your concerns/queries and guide the reviewer in providing feedback (4) synopsis of revisions you’ve already undertaken
28. Sample Revision Memo Sample memo for a early draft of dissertation writing: Discuss what you see as the strengths of your chapter/next draft/final thesis. Note any passages you have recently revised and/or are still working to develop – describe why you’ve made particular changes, and why you’ve have not pursued other suggestions, what you see as “missing” or not quite complete, clear, detailed enough inarea(s) you highlight. If you are trying to decide between ideas, approaches, tactics, balance of review of sources and your analysis, say that – and show/sketch out what you see as options and are trying to figure out. Close with 3-5 well developed, specific questions/queries you want readers to address as they give you feedback on this draft.
29. Letter of Transmittal – slide 1 A more formal Letter of Transmittal may accompany a “ready for defense” and may include: (1) reminder of dissertation title (2) listing of material the reader has previously read/responded to (3) summary locating the portion of the dissertation now being transmitted in the overall work (4) summary of key focus/ideas presented & discussed in the transmitted material (5) context for what is – and is not – being done in theory/method/methodology/this project overall
30. Letter of Transmittal – slide 2 (6) highlight of changes that have been made from previous versions, and upon what previous advice and from (7) list of your specific questions for this particular reader (8) highlight whether and which other readers are responding to this segment (9) set out a time line for responses and next steps you will be taking on receipt of comments
Editor's Notes
XC this pageWhat is your process? What might it become? Why make changes now? (Boice)If writing is a process, is feedback also a process? Where and from whom might you seek feedback? At various stages how would you draw on supervisor and other readers/faculty to gather feedback, to make sense of feedback received so far?
What fears do you have about writing – in general and even more specifically those related to writing a dissertation? Honestly note what you don’t know about – or can only assume to be true about – writing a dissertation. From MatrixFor those who prefer lists, focus on listing (1) based on writing that generated feedback your strengths and weaknesses as a writer as you and others have named these; (2) attitudes embedded in feedback that lead you to flourish or shut down as a writer; (3) improvements you could make to your writing practices / approach to writing.For those who like creating narratives, write for 5 minutes about one or two pivotal writing experiences that included feedback from someone who was not a peer reader – these experiences with feedback on writing might be ones you would call successful, motivating and/or ones you would call stifling, frustrating.
Promoting Outstanding Writing For Excellence in Research – Texas A&M grad schoolFor Elbow, the phrase 'writing with power' has two meanings. The first meaning is probably what most of us think of, when we think about writing with power : powerful writing, of course! Written words that make a difference in readers' individual lives, or in the lives of entire communities. Writing with power makes us think of writing contained in such places as The Constitution, The Declaration of Independence, religious texts, classical literature, and poetry.Yet Peter Elbow emphasizes a second meaning for this phrase, and it is this second meaning:"… writing with power also means getting power over yourself and over the writing process: knowing what you are doing as you write; being in charge; having control; not feeling stuck or helpless or intimidated. I am particularly interested in this second kind of power in writing and I have found that without it you seldom achieve the first kind.” (Elbow, 1998, p. viii)http://myweb.wvnet.edu/~jelkins/writeshop/writeshop/elbow.html
Praise / Blame – criticismStrategies that enable judgment and decision making - critical feedbackDecisions about what to ask, what decisions you need to make, where you want to direct attention, what overall query guides specific questions -
where does feedback fit into writing with comfort and fluency?Attributes of Quick Starters Start before they’re readyIntegrate active participation into communication practices, overall philosophies and daily practicesProactive in seeking advice from colleagues/multiple mentors, collaborators, and significant othersWork with others to establish strategies for balance among / integration across the commitments in life, work, cultural/affinity groups, and local/global communityVerbalize general optimism – about students, peers, research, teachingSpend less time in the whine and procrastination and imposter modesThe New Faculty Member, 1992BoiceAdvice for New Faculty Members – “when you write daily, you start writing immediately because you remember what you were writing about the day before. This leads to impressive production. In one study participants who wrote daily wrote only twice as many hours as those who wrote occasionally in big blocks of time but wrote or revised tem times as many pages.” Be accountable to someone weekly: Boice 1989 article:Participants were divided into three groups: (a) The first group ("controls") did not change their writing habits, and continued to write occasionally in big blocks of time; in 1 year they wrote an average of 17 pages; (b) the second group wrote daily and kept a daily record; they averaged 64 pages; (c) the third group wrote daily, kept a daily record, and held themselves accountable to someone weekly; this group's average was 157 pages (Boice 1989:609).
How, when and why in the writing process might you seek out feedback on your writing? How might this adaptation enhance motivation and increase resilience? What are the risks of seeking – and of not seeking – feedback?
How, when and why in the writing process might you seek out feedback on your writing? How might this enhance motivation and increase resilience?
“Isn’t It All Just Improv, Anyway?Building Successful Partnerships”Susan Strunk & Anthony Auston, Palatine Public Library DistrictRichard Oberbruner, Improv Trainer
C. K. (Tina) Gunsalus – yes, andIda - WHINE TO WINE: Applies to internal conflict & ambiguity AND to situational conflictimprov comedy with ‘yes, but’ the second part differs: 'yes I hear you, but I don't care’The Powerful Difference Between Saying "Yes And" and "Yes But” - by AvishParashar
XC this on back of writing process HOWhere/when/from whom seeking feedback – from earlier on: plot those and discuss feedback they imagine getting – best and worst case scenariosWhat thinking is necessary precursor for seeking out, asking for, making use of feedback?
XC: Elbow HONotice that this is dead last on my list – and Peter Elbows’ list!
With “think-talk aloud while advisor/supervisor sits at computer and asks you questions – joint texting/revision-in-action: in person, virtual (skype, doc in clouds)What could be there, what’s almost there, what could be jettisoned, what could be combined, what happens if…? (eg, you start with end of sentences, move this ending sentence up to the start, link these 5 paragraphs together via transitions to show us how you developed/want us to think through this one big idea and/or link it to other passage
All of the strategies of “writing up” feedback also applyAnd impact on making meaning – on shifting from self as audience to self and local others to self and discipline to self as member of wider conversation and community of thinkers
They write questions
Individual trouble shooting – from samples of feedback they’ve brought along
The Text of a Feedback Memo will address the following questions:Discuss what you see as the strengths of your chapter/next draft/final thesis.Note any passages you have recently revised and/or are still working to develop – describe for your reader why you’ve made particular changes (and perhaps why you’ve have not pursued other suggestions), what you see as “missing” or not quite complete, clear, detailed enough in the area(s) you’ve highlighted. If you are trying to decide between ideas, wordings, approaches, tactics, sources vs analysis, say that – consider sketching out the different, maybe seemingly conflicting, ideas you have in mind.Write out 3-5 well developed, specific questions/concerns would you like readers to address as they give you feedback on this draft.