Enhancing writing october 17_sara_deb
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The document discusses using an interactive whiteboard (IWB) to enhance the teaching of writing. It describes how the IWB can be used to model the writing process, which involves prewriting, drafting, revising, and editing. Specific IWB activities are suggested for each stage, such as brainstorming topics, creating graphic organizers, demonstrating text structures, highlighting examples, and providing feedback. The IWB allows for collaborative creation of texts and modeling of best practices in writing.
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Reflective analysis helps you to make an evidence-based argument.docx
Reflective analysis
helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts,
it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.
Your Reflective Analysis should accomplish four tasks:
1.
It should make
an argument
about your writing development. Read the FWP Outcomes and choose
ONE
of the Outcomes as the focus for your argument. You have lots of options here.
2.
It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:
a.
1 major project from 101
b.
1 major project from 102
c.
2 informal compositions from either 101 or 102
d.
Any other supporting compositions you would like to use
3.
It should do “meta-analysis” of those artifacts as it makes its argument. “Meta-analysis” is your examination of your own work, your writing-about-your-writing.
4.
It should be directed to a specific audience: Professional employer, friend, teacher, parent or guardian, future child, yourself…you choose.
Citing Your Own Writing
:
In your Reflective Analysis, you should, of course, provide proper in-text citation of your sources, just as you would with any other source in a composition. In this case, however, your sources are your own compositions; so, you’ll be citing yourself. Here is an example:
In my second project for English 101, I discuss the impact of drafting on my writing development: “I have always drafted because I have been required to. But I really wanted to reflect analytically on how the process of drafting actually impacted my overall writing development. Was I becoming a ‘better’ writer?” (“Drafting and Development” 1).
You can choose from one of the flowing outcome:
1) Students will learn
the terminology, rhetorical ideas, and practical approaches of writing
persuasively/argumentatively
.
Assessment/Deliverables:
•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.
•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as
argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and r.
Publish perish as an instruction-end learning opportunity
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16199701 writing-skills-assignment
This document provides an overview of different approaches to teaching writing, focusing on the process writing approach. It discusses the process writing approach in detail, outlining the typical sequence of activities which includes brainstorming, drafting, revising, and getting feedback. The document also discusses some of the challenges adult EFL learners face in developing writing skills, such as integrating grammar, structure, and cohesion. The process writing approach aims to engage learners in the creative process of writing and give them ownership over their writing.
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- 4. English Onboard Enhancing Writing English Onboard Enhancing Writing Research tells us that writing is a social activity – communication always has a purpose, a context and an intended audience – thus students need to engage in a variety of relevant writing experiences which draw on, analyze, and investigate different purposes and readers. Why do students need to engage in a variety of writing experiences? * To learn more about research on writing, watch the one-hour panel discussion held by Charles Bazeman, Peter Elbow, and George Hillocks: 50 years of research on writing: What have we learned? at: http://www.youtube.com/watch?v=mrcq3dzt0Uk
- 13. English Onboard Enhancing Writing English Onboard Enhancing Writing The End