This document outlines principles for teaching writing, including understanding students' reasons for writing, providing many opportunities for students to practice writing, and giving helpful feedback. It emphasizes the importance of practice for improving writing skills and discusses different types of rubrics that can be used to evaluate student writing in a clear and meaningful way. Teachers should adapt these principles to their specific students and courses.
The document outlines a rubric for assessing writing skills. The rubric evaluates several criteria, including handwriting, capitalization, punctuation, spelling, grammar, coverage of topic, clarity of ideas, quality of information, organization of information, language, completeness/conclusion, and bibliography. The rubric rates students on a scale from 1 to 4 on each criteria, with 4 being "excellent" and 1 being "needs to improve." The significance of the rubric is that it allows teachers to clearly explain student work and expectations, promote awareness of evaluation criteria, increase student responsibility, and serve as a tool for effective assessment to help students improve their writing skills.
The document provides a rubric for assessing exposition writing in 5 areas: structure, language, spelling, punctuation, and writing process. It rates student work on a scale from 0 to 2.75. Higher scores are given for including more elements in writing structure like introductions, arguments, and conclusions. Language use is assessed based on vocabulary, sentence structure, and voice. Spelling, punctuation, and editing skills are also evaluated. The rubric is intended as a guide for teachers to use when moderating the writing process and student work.
Here are outlines for two different types of essays:
I. Why Patriotism is Important (3 Reasons)
Paragraph 1: Introduction (thesis: Patriotism is important for 3 reasons)
Paragraph 2: Reason 1: Patriotism unites citizens around shared values and culture.
Paragraph 3: Reason 2: Patriotism promotes national pride and positive national identity.
Paragraph 4: Reason 3: Patriotism encourages civic participation and willingness to defend the nation.
Paragraph 5: Conclusion (restate thesis and importance of patriotism)
II. How to Teach Essay Writing (3 Methods)
Paragraph 1: Introduction (thesis: There are 3
ENG 121 Inspiring Innovation/tutorialrank.comjonhson126
For more course tutorials visit
www.tutorialrank.com
ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
The following factors should be considered while drafting a college essay.
• Adequate discussion on the topic
• Reference to the larger context of the issue
• Reference to more than one perspectives
• Incorporation of one’s own point of view with valid justification
The document provides guidance on how to write a good college essay. It discusses the importance of essay writing, outlines the major types of college essays (expository, descriptive, narrative, persuasive), and provides tips for writing each type. The tips include doing research, making an outline, writing a rough draft, revising multiple times, and focusing on the assigned topic. The overall document serves as a guide for students on how to approach different types of college essays and write effectively.
This document outlines approaches to writing assessment in schools. It discusses the purpose of writing assessment, which is to identify skills that need improvement, monitor student progress, and guide instruction. It also covers types of writing like informative, expressive, and persuasive pieces. Assessment methods discussed include process writing, rubrics to evaluate content, clarity, and mechanics, self-assessment using tools like checklists, peer assessment through activities like conferencing, and portfolio assessment to track growth over time. The document emphasizes using a variety of informal and formal assessments to obtain a well-rounded picture of students' abilities and inform instruction.
The document provides tips and strategies for writing successful in-class essays. It discusses preparing for the essay by studying materials in advance and getting proper rest. During the essay, students should manage their time, understand the prompt, use prewriting techniques to generate ideas, and create an outline. The writing process involves drafting a thesis, incorporating evidence, and proofreading. Following these steps can help students demonstrate their understanding and writing skills on in-class essays.
The document outlines a rubric for assessing writing skills. The rubric evaluates several criteria, including handwriting, capitalization, punctuation, spelling, grammar, coverage of topic, clarity of ideas, quality of information, organization of information, language, completeness/conclusion, and bibliography. The rubric rates students on a scale from 1 to 4 on each criteria, with 4 being "excellent" and 1 being "needs to improve." The significance of the rubric is that it allows teachers to clearly explain student work and expectations, promote awareness of evaluation criteria, increase student responsibility, and serve as a tool for effective assessment to help students improve their writing skills.
The document provides a rubric for assessing exposition writing in 5 areas: structure, language, spelling, punctuation, and writing process. It rates student work on a scale from 0 to 2.75. Higher scores are given for including more elements in writing structure like introductions, arguments, and conclusions. Language use is assessed based on vocabulary, sentence structure, and voice. Spelling, punctuation, and editing skills are also evaluated. The rubric is intended as a guide for teachers to use when moderating the writing process and student work.
Here are outlines for two different types of essays:
I. Why Patriotism is Important (3 Reasons)
Paragraph 1: Introduction (thesis: Patriotism is important for 3 reasons)
Paragraph 2: Reason 1: Patriotism unites citizens around shared values and culture.
Paragraph 3: Reason 2: Patriotism promotes national pride and positive national identity.
Paragraph 4: Reason 3: Patriotism encourages civic participation and willingness to defend the nation.
Paragraph 5: Conclusion (restate thesis and importance of patriotism)
II. How to Teach Essay Writing (3 Methods)
Paragraph 1: Introduction (thesis: There are 3
ENG 121 Inspiring Innovation/tutorialrank.comjonhson126
For more course tutorials visit
www.tutorialrank.com
ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
The following factors should be considered while drafting a college essay.
• Adequate discussion on the topic
• Reference to the larger context of the issue
• Reference to more than one perspectives
• Incorporation of one’s own point of view with valid justification
The document provides guidance on how to write a good college essay. It discusses the importance of essay writing, outlines the major types of college essays (expository, descriptive, narrative, persuasive), and provides tips for writing each type. The tips include doing research, making an outline, writing a rough draft, revising multiple times, and focusing on the assigned topic. The overall document serves as a guide for students on how to approach different types of college essays and write effectively.
This document outlines approaches to writing assessment in schools. It discusses the purpose of writing assessment, which is to identify skills that need improvement, monitor student progress, and guide instruction. It also covers types of writing like informative, expressive, and persuasive pieces. Assessment methods discussed include process writing, rubrics to evaluate content, clarity, and mechanics, self-assessment using tools like checklists, peer assessment through activities like conferencing, and portfolio assessment to track growth over time. The document emphasizes using a variety of informal and formal assessments to obtain a well-rounded picture of students' abilities and inform instruction.
The document provides tips and strategies for writing successful in-class essays. It discusses preparing for the essay by studying materials in advance and getting proper rest. During the essay, students should manage their time, understand the prompt, use prewriting techniques to generate ideas, and create an outline. The writing process involves drafting a thesis, incorporating evidence, and proofreading. Following these steps can help students demonstrate their understanding and writing skills on in-class essays.
Content Area Writing in the Secondary Classroom - NOVEL 3 16 15sarahcrain
This document outlines strategies for using writing formatively and summatively in secondary content area classrooms. It discusses using "writing to learn" strategies to actively engage students with content. These include note-taking, answering questions, and drawing. It also covers "on-demand writing" assessments and providing students strategies to succeed on these through prewriting techniques. Finally, it addresses best practices for grading student writing, such as using rubrics and focusing feedback.
The document outlines grading criteria for a reflective blog assignment on a scale of 20-100. Blogs scoring 90-100 will demonstrate an exceptional understanding of the learning outcomes through depth and examples. Blogs scoring 80-89 will also fully address the outcomes with excellent depth and examples. Blogs scoring 70-79 will address all outcomes at an excellent level. Lower scores require decreasing levels of fulfillment of the outcomes, use of examples, writing quality, and presentation. Fulfillment of both learning outcomes is required to pass.
The document discusses teaching writing and the six-trait writing model. It introduces the six traits of writing - ideas, organization, voice, word choice, sentence fluency, and conventions. It provides guidelines for teaching writing, including using samples, agreeing on assessment criteria, and using interesting writing prompts. It also includes writing checklists and sample writing prompts.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Gina Camacho Minuche
Ciclo: Octavo
Bimestre: Segundo
This document provides an overview of the weekly schedule and assignments for an English composition course. It includes in-class activities, homework assignments, and due dates for four major essays over the 12-week period.
The schedule outlines topics to be covered each week such as essay structure, grammar lessons, vocabulary studies, and literary discussions of The Hunger Games. Homework includes reading assignments, online discussion posts, draft writings, and essay revisions. Tests are given on vocabulary and essays are due at the end of the 4-week period devoted to each assignment. The course culminates in a final exam during the last class.
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 course focuses on unconventional non-fiction writing through the lens of the lyric essay. Students will read one challenging text per week from genres like graphic memoir, poetry, and unconventional essays. The goal is to effectively communicate information while creating an emotional impact. Students will write six essays over the course of the semester, three of which will be revised. Essays will explore close reading, imitation, and applying composition skills. The course aims to engage students in writing as creative critical inquiry, compose essays that engage with other views, and write with precision while being aware of conventions.
ENG 121 Effective Communication - tutorialrank.comBartholomew32
For more course tutorials visit
www.tutorialrank.com
ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in
This document compares two writing instruction methods - writing workshops and interactive writing - to determine which develops more independent writers at the kindergarten level. It provides background information on each method, noting that writing workshops focus on independent student writing while interactive writing involves more teacher guidance. The document then reviews several relevant studies on each method and their impacts on early literacy skills. It poses the main research question of which method leads to more confident and independent kindergarten writers based on criteria like topic choice, imagination, sentence structure, capitalization and punctuation.
GCE O' Level 1123 Examiner's Report Sum upSaima Abedi
The presentation is based on the information extracted from examiner's reports of last three years English language papers. It gives a quick idea about the Do and Don't for 1123.
The document provides examples of rubrics from various colleges and universities. It includes rubrics for writing, oral presentations, critical thinking, science, social science, fine arts, and other subject areas. The rubrics generally rate student work on a scale from 1 to 4 or 1 to 6, with higher scores indicating more proficient or accomplished work. The rubrics provide descriptors for what student work and skills would demonstrate at each rating level.
Here is an analysis of the introduction paragraph:
The hook used is a shocking statement from the dentist about the students losing all their teeth if they continue to eat the way they do now. This is an effective hook as it grabs the reader's attention and makes them want to know more about the topic.
The background information provided is that currently the canteen at GNHS mainly sells junk food snacks that contain lots of sugar and fats. This gives the reader basic context about the current snack options available to set up the argument.
The thesis statement is in the last sentence, which clearly presents the opinion that the canteen should start selling healthier snacks like fruit in order to improve student health, strengthen their teeth, and
This document summarizes a presentation on how to write a good essay. The presentation covers introducing essay writing, a step-by-step writing process, and making essays more coherent. It discusses developing an introduction, thesis statement, outline, body, and conclusion. Specific concepts are explained, such as brainstorming, topic sentences, supporting details. Grammar points and sample words/phrases are also provided to help make essays clear and well-written. The presentation aims to equip attendees with the skills and knowledge to write effective essays.
GRIPS Academic Writing Workshop: process, not crisisLawrie Hunter
This document discusses a workshop on academic writing processes. It outlines that the workshop will teach participants about gradually improving their writing through a process of working with mentors as they write papers and dissertations, rather than seeking help after writing is complete in a state of crisis. The topics covered will include demonstrations of working with a mentor to find weaknesses and develop a style for each paper section. Hands-on exercises will address common writing problems for graduate students and how to overcome them through structured writing processes and mentor feedback.
The document outlines grading criteria for a two-part portfolio assignment on a scale of 90-100 (exceptional pass) to 20-29 (needs significant revision to pass). Criteria include fulfillment of learning outcomes, use of examples from weekly readings, explanation of the selection process, identification and understanding of key points, justification for the second article choice, writing standards, referencing, and presentation/organization. Higher scores are given for more in-depth coverage of topics, insightful understanding, clear explanation and justification, excellent writing mechanics and few errors. Lower scores involve partial or non-fulfillment of criteria.
The document discusses the key components of effective written communication. It outlines several stages of the writing process, including prewriting, drafting, revising, editing and proofreading. During the revising stage, techniques like peer review and revision exercises are recommended to improve content, structure and grammar. Some rules for effective writing are also provided, such as being concise, using appropriate tone, and avoiding errors. Overall components like focus, organization, development, clarity and approach are identified as important for strong written work.
The document provides guidelines for effectively evaluating writing assignments, including clearly outlining the purpose and requirements of assignments, providing models and grading rubrics, and focusing feedback on key areas for improvement. Teachers should explain assignment goals, give detailed instructions and grading criteria, discuss sample papers, and limit comments to one or two most important issues to address per paper. Grading should balance evaluation of content and writing mechanics.
10 tips for Incorporating Writing in to the Nursing Classroomrecummings
This document provides 10 tips for incorporating writing into nursing classrooms. The tips address common concerns faculty have around not having time to assess writing, lacking training in writing assessment, and not having space in the curriculum for writing. The tips suggest strategies like only collecting writing for completion, using peer review, adopting tools like Calibrated Peer Review, focusing feedback on grammar/form, choosing a lesson to teach with feedback, developing writing assignments to support learning goals, designing assignments for inquiry, and incorporating reflection. The document aims to demonstrate manageable ways for faculty to integrate writing into their courses to benefit student learning.
This document provides an overview of incorporating more reading and writing across curriculum (WAC) in already full class periods. It discusses the benefits of WAC for student learning and outlines three levels of classroom writing: 1) writing to learn through informal notes and brainstorming; 2) writing to demonstrate knowledge through short assignments; and 3) formal writing projects. The document gives examples for each level and provides tips for assessing student writing through rubrics, checklists, and holistic scoring to give feedback efficiently. The goal is to include more daily writing practice to help students succeed on standardized tests.
Content Area Writing in the Secondary Classroom - NOVEL 3 16 15sarahcrain
This document outlines strategies for using writing formatively and summatively in secondary content area classrooms. It discusses using "writing to learn" strategies to actively engage students with content. These include note-taking, answering questions, and drawing. It also covers "on-demand writing" assessments and providing students strategies to succeed on these through prewriting techniques. Finally, it addresses best practices for grading student writing, such as using rubrics and focusing feedback.
The document outlines grading criteria for a reflective blog assignment on a scale of 20-100. Blogs scoring 90-100 will demonstrate an exceptional understanding of the learning outcomes through depth and examples. Blogs scoring 80-89 will also fully address the outcomes with excellent depth and examples. Blogs scoring 70-79 will address all outcomes at an excellent level. Lower scores require decreasing levels of fulfillment of the outcomes, use of examples, writing quality, and presentation. Fulfillment of both learning outcomes is required to pass.
The document discusses teaching writing and the six-trait writing model. It introduces the six traits of writing - ideas, organization, voice, word choice, sentence fluency, and conventions. It provides guidelines for teaching writing, including using samples, agreeing on assessment criteria, and using interesting writing prompts. It also includes writing checklists and sample writing prompts.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Gina Camacho Minuche
Ciclo: Octavo
Bimestre: Segundo
This document provides an overview of the weekly schedule and assignments for an English composition course. It includes in-class activities, homework assignments, and due dates for four major essays over the 12-week period.
The schedule outlines topics to be covered each week such as essay structure, grammar lessons, vocabulary studies, and literary discussions of The Hunger Games. Homework includes reading assignments, online discussion posts, draft writings, and essay revisions. Tests are given on vocabulary and essays are due at the end of the 4-week period devoted to each assignment. The course culminates in a final exam during the last class.
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 course focuses on unconventional non-fiction writing through the lens of the lyric essay. Students will read one challenging text per week from genres like graphic memoir, poetry, and unconventional essays. The goal is to effectively communicate information while creating an emotional impact. Students will write six essays over the course of the semester, three of which will be revised. Essays will explore close reading, imitation, and applying composition skills. The course aims to engage students in writing as creative critical inquiry, compose essays that engage with other views, and write with precision while being aware of conventions.
ENG 121 Effective Communication - tutorialrank.comBartholomew32
For more course tutorials visit
www.tutorialrank.com
ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in
This document compares two writing instruction methods - writing workshops and interactive writing - to determine which develops more independent writers at the kindergarten level. It provides background information on each method, noting that writing workshops focus on independent student writing while interactive writing involves more teacher guidance. The document then reviews several relevant studies on each method and their impacts on early literacy skills. It poses the main research question of which method leads to more confident and independent kindergarten writers based on criteria like topic choice, imagination, sentence structure, capitalization and punctuation.
GCE O' Level 1123 Examiner's Report Sum upSaima Abedi
The presentation is based on the information extracted from examiner's reports of last three years English language papers. It gives a quick idea about the Do and Don't for 1123.
The document provides examples of rubrics from various colleges and universities. It includes rubrics for writing, oral presentations, critical thinking, science, social science, fine arts, and other subject areas. The rubrics generally rate student work on a scale from 1 to 4 or 1 to 6, with higher scores indicating more proficient or accomplished work. The rubrics provide descriptors for what student work and skills would demonstrate at each rating level.
Here is an analysis of the introduction paragraph:
The hook used is a shocking statement from the dentist about the students losing all their teeth if they continue to eat the way they do now. This is an effective hook as it grabs the reader's attention and makes them want to know more about the topic.
The background information provided is that currently the canteen at GNHS mainly sells junk food snacks that contain lots of sugar and fats. This gives the reader basic context about the current snack options available to set up the argument.
The thesis statement is in the last sentence, which clearly presents the opinion that the canteen should start selling healthier snacks like fruit in order to improve student health, strengthen their teeth, and
This document summarizes a presentation on how to write a good essay. The presentation covers introducing essay writing, a step-by-step writing process, and making essays more coherent. It discusses developing an introduction, thesis statement, outline, body, and conclusion. Specific concepts are explained, such as brainstorming, topic sentences, supporting details. Grammar points and sample words/phrases are also provided to help make essays clear and well-written. The presentation aims to equip attendees with the skills and knowledge to write effective essays.
GRIPS Academic Writing Workshop: process, not crisisLawrie Hunter
This document discusses a workshop on academic writing processes. It outlines that the workshop will teach participants about gradually improving their writing through a process of working with mentors as they write papers and dissertations, rather than seeking help after writing is complete in a state of crisis. The topics covered will include demonstrations of working with a mentor to find weaknesses and develop a style for each paper section. Hands-on exercises will address common writing problems for graduate students and how to overcome them through structured writing processes and mentor feedback.
The document outlines grading criteria for a two-part portfolio assignment on a scale of 90-100 (exceptional pass) to 20-29 (needs significant revision to pass). Criteria include fulfillment of learning outcomes, use of examples from weekly readings, explanation of the selection process, identification and understanding of key points, justification for the second article choice, writing standards, referencing, and presentation/organization. Higher scores are given for more in-depth coverage of topics, insightful understanding, clear explanation and justification, excellent writing mechanics and few errors. Lower scores involve partial or non-fulfillment of criteria.
The document discusses the key components of effective written communication. It outlines several stages of the writing process, including prewriting, drafting, revising, editing and proofreading. During the revising stage, techniques like peer review and revision exercises are recommended to improve content, structure and grammar. Some rules for effective writing are also provided, such as being concise, using appropriate tone, and avoiding errors. Overall components like focus, organization, development, clarity and approach are identified as important for strong written work.
The document provides guidelines for effectively evaluating writing assignments, including clearly outlining the purpose and requirements of assignments, providing models and grading rubrics, and focusing feedback on key areas for improvement. Teachers should explain assignment goals, give detailed instructions and grading criteria, discuss sample papers, and limit comments to one or two most important issues to address per paper. Grading should balance evaluation of content and writing mechanics.
10 tips for Incorporating Writing in to the Nursing Classroomrecummings
This document provides 10 tips for incorporating writing into nursing classrooms. The tips address common concerns faculty have around not having time to assess writing, lacking training in writing assessment, and not having space in the curriculum for writing. The tips suggest strategies like only collecting writing for completion, using peer review, adopting tools like Calibrated Peer Review, focusing feedback on grammar/form, choosing a lesson to teach with feedback, developing writing assignments to support learning goals, designing assignments for inquiry, and incorporating reflection. The document aims to demonstrate manageable ways for faculty to integrate writing into their courses to benefit student learning.
This document provides an overview of incorporating more reading and writing across curriculum (WAC) in already full class periods. It discusses the benefits of WAC for student learning and outlines three levels of classroom writing: 1) writing to learn through informal notes and brainstorming; 2) writing to demonstrate knowledge through short assignments; and 3) formal writing projects. The document gives examples for each level and provides tips for assessing student writing through rubrics, checklists, and holistic scoring to give feedback efficiently. The goal is to include more daily writing practice to help students succeed on standardized tests.
The document provides guidance to students on their week 4 assignments, which include peer reviewing a classmate's paper and completing a self-review of their own rough draft. It outlines tips for effective peer reviewing, such as focusing on the quality of writing rather than the topic, and using a checklist to critically analyze strengths and areas for improvement. Students are also given proofreading strategies for revising their own papers, such as reading aloud, using a colored pen method, and having a partner read their paper. The document concludes by listing the week's assignments and their due dates.
This document discusses various types and purposes of writing including informative, expressive/narrative, and persuasive writing. It also discusses different approaches to assessing writing such as holistic scoring, primary trait scoring, and analytic scoring. Key stages of the writing process are outlined including prewriting, writing, and post-writing. Strategies for writing instruction, summaries, self-assessment, and peer assessment are also summarized.
The document provides a detailed description of a four-step approach to critical reading in the social sciences. The four steps are: 1) Previewing the text to gather contextual information before reading; 2) Annotating the text during the reading by taking notes and marking key elements; 3) Analyzing the text after reading by examining things like evidence, assumptions, and author bias; 4) Responding to the text through writing responses, discussing with others, or keeping a writer's notebook. The goal is to engage actively with texts in order to better understand their meaning and messages.
This document provides an overview of approaches to teaching academic writing. It discusses focusing on text types, rhetorical purpose, and register. It introduces text-based approaches, including outlining common text types like essays and reports. It emphasizes making expectations and conventions explicit to students. The document also discusses teaching the writing process, integrating writing instruction into content courses, and assessing writing for different purposes like learning and evaluation. Overall, the document outlines issues in teaching academic writing and aims to help both writing instructors and subject lecturers improve students' writing abilities.
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 strategies for improving writing skills. It recommends 1) evaluating strengths and weaknesses, 2) dedicating weekly time to study weaknesses, and 3) developing proofreading and revision strategies. For evaluation, instructors will comment on 1-2 examples of 2-3 specific errors to help students learn self-assessment. Independent study is important to correct common mistakes. Regular revision is key, including reading text aloud and allowing time between drafts. The instructor is available for questions but students must practice regularly to develop improved writing habits.
The document discusses academic writing. It defines a paragraph as a group of related statements developed by the writer around a central topic. The first sentence introduces the topic and the rest support that point. Academic writing uses complete sentences and organized paragraphs in a more formal style without slang or abbreviations, unlike creative or personal writing. Success in academic writing depends on understanding the writing task and having the right approach, such as doing the right things rather than just doing things right.
This document discusses different types of writing and approaches to writing assessment. It describes informative, expressive/narrative, and persuasive writing. It also outlines holistic, primary trait, and analytic scoring approaches. Key aspects of the writing process like prewriting, writing, and post-writing are explained. Strategies for writing instruction, self-assessment, peer assessment, and using assessment to inform instruction are provided.
This document discusses different types of writing and writing assessments. It covers informative, narrative, and persuasive writing. It also discusses holistic, primary trait, and analytic scoring methods for assessments. Additionally, it provides information on writing processes like prewriting, drafting, and revising. It emphasizes using self-assessment, peer assessment, and teacher feedback during the writing process.
This document provides information about an academic writing course. The course aims to help participants become better academic writers through discussing writing principles and practicing writing techniques. It will cover recognizing good writing, becoming more productive writers, self-evaluation, peer feedback, and writing reviews. Assessment includes class participation, a group presentation analyzing example papers, submitting a revised introduction and reflection essay, and individually reviewing a book on academic writing. The schedule outlines weekly readings and writing assignments to help participants develop their skills in literature reviews, peer reviews, structure, clarity and other aspects of academic writing.
The document analyzes the first two chapters of the text "Designing and Responding to Writing Assignments in Ways that Enhance Student Learning Across the Curriculum." The chapters discuss the importance of writing skills for students across all disciplines and provides guidance for instructors on how to design effective writing assignments and provide constructive feedback to students. This includes being clear on learning goals, discussing assignments in class, breaking down complex tasks, and separating evaluation of content from mechanics. The reflection notes that while writing assignments are important, not all instructors adequately prepare or guide students, and applying techniques from the text could help improve writing development.
This document outlines strategies for a writing session focused on teaching 4th through 8th grade students. It defines writing and its connection to English Language Arts standards. It discusses recognizing stages of writing development and using assessment to inform instruction. It emphasizes applying developmentally appropriate strategies to teach all students, including English language learners. It also notes the importance of teaching writing across subjects and the reciprocal relationship between reading and writing.
The document outlines the process for a peer review writing workshop. Students will work in pairs to provide feedback on draft essays. Each student will read their essay aloud while their partner follows along. The partner will evaluate the essay based on a 14-step worksheet to assess organization, content, examples, comparisons, and formatting. The goal is to help writers revise their essays, not just edit for grammar or word choice. Students should come prepared with copies of their revised essays for the next class.
This document outlines the agenda and process for an in-class writing workshop focused on revision. It provides instructions for students to prepare two copies of their drafts and worksheets. Students will work in pairs, taking turns reading their essays aloud while their partner follows along. The partner will use the worksheet to evaluate the essay based on criteria like organization, thesis, examples, comparisons, and concluding paragraph. The goal is revision feedback rather than editing for grammar or word choice.
This document provides an overview of an English 101 course titled "Rhetoric and Composition I" taught by instructor Dianna Rockwell Shank. The course will focus on developing students' writing skills through various assignments including five essays. Students will also participate in writing workshops and online/classroom discussions that will account for 10% of the final grade each. The document outlines the course objectives, assignments, grading criteria, policies, and instructor contact information.
HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. 3. Principles for teaching writing
The following are a few principles that every teacher should consider
while planning a course, whether it is a writing course, or a course in which
writing will play a part. These principles can (and should) be adapted to the
many different learning situations.
1. Understand your students’ reasons for writing.
The greatest dissatisfaction with writing instruction comes when the
teacher’s goals do not match the student’s, or when the teacher’s goals do not
match those of the school or institution in which the student works. It is
important to understand both and to convey goals to students in ways that
make sense to them. Are the students required to take other courses? If so,
which ones? Will those courses require writing? If so, what kind of writing?
This is not to say that your course should only be in service to other cours-
es. However, if your curriculum includes a lot of personal writing, and the stu-
dents’ other courses do not, what is your justification for including this kind of
writing? What benefit do you think it has? How do the skills learned in per-
sonal writing apply to other types of writing? Answering these questions will
help you to find a focus for the writing that is to be done in your class.
1. What are the ways in which you use writing? Make a list (think of everything
Action
from shopping lists to research essays) of all the ways in which you use writing.
2. Review your list and think of which could be converted into writing activities.
Create one activity related to an item on your list.
2. Provide many opportunities for students to write.
Writing almost always improves with practice. Evaluate your lesson plans:
how much time is spent reading or talking about writing, and how much is
spent actually writing? My students groan when they see how much writing is
required, but I draw an analogy for them: Since writing is in part a physical
activity, it is like other physical activities—it requires practice, and lots of it. If
someone wanted to become an excellent basketball player, would she read
and discuss basketball, or would she go out and shoot some baskets? Just as
basketball players play basketball, writers write. However, you can lower the
92 Chapter 5
2. stakes. Not every piece of writing needs to be corrected or graded. You don’t
keep score when you’re practicing free throws, so teachers shouldn’t grade
“practice writing.” When practice writing sessions are integrated regularly into
your syllabus, students will become more comfortable with the act of writing.
Practice writing should provide students with different types of writing as
well. Short responses to a reading, journal entries, letter writing, summaries,
poetry, or any type of writing you find useful in your class should be prac-
ticed in class.
3. Make feedback helpful and meaningful.
Students crave feedback on their writing, yet it doesn’t always have the
intended effect. If you write comments on students’ papers, make sure they
understand the vocabulary or symbols you use. Take time to discuss them in
class. Be cautious about the tone of your comments. The margins of a paper
are small and can force you into short comments. When writing short com-
ments, we tend to leave out the words that soften our message. While you
may think, “I’m not sure I understand your point here,” the limited space
may cause you to write simply, “UNCLEAR” or just “?”. Students can see
comments such as these as unkind and unhelpful. Feedback need not always
be written in the margins. You can experiment with different forms: individ-
ual conferences, taped responses, typed summary responses, and so forth.
Finally, feedback should not entail “correcting” a student’s writing. In
order to foster independent writers, you can provide summary comments
that instruct students to look for problems and correct them on their own. So,
instead of adding an –s to the end of every first person present tense verb, a
comment at the end might say, “There are several verbs that are missing an -s at
the end. Try to locate and correct these verbs in the next version of this paper.”
Action
With one of the sample student papers on pages 103-105, experiment with writ-
ten feedback.
1. Find one good idea the student has, and make an encouraging comment
about it.
2. Find a place where the student wasn’t clear, and write a comment that
will help her/him clarify it.
3. Identify a grammar problem, and make a comment that will help the stu-
dent see the problem in other places in the paper.
4. Which of these was easiest to do? Which was most difficult?
5. What other issues might you comment on in the paper you chose?
Writing 93
3. 4. Clarify for yourself, and for your students, how their
writing will be evaluated.
Students often feel that the evaluation of their writing is completely sub-
jective. Teachers often hear, “I just don’t understand what you want.” One
way to combat that feeling is to first develop a statement for yourself about
what is valued in student writing, either in your classroom or in your institu-
tion as a whole. Some questions you might ask are:
1. On a scale of 1–10, how important is creativity, or originality of ideas?
2. On a scale of 1–10, how important is following a particular written for-
mat (such as a research report, book report, letter, etc.)?
3. On a scale of 1–10, how important is grammatical accuracy?
4. On a scale of 1–10, how important is it that the assignment include
recently taught material?
5. On a scale of 1–10, how important is accuracy in spelling and punctuation?
Answering these (and other questions that are relevant to your situation)
will help you to develop a rubric, a kind of scoring grid that elaborates the
elements of writing that are to be evaluated. This rubric should outline the
weight of grammar and mechanics in relationship to content and ideas, as
well as other features of writing that you find important.
There are three general types of rubrics that you can develop for your
assignments:
Non-weighted rubric This type of rubric provides descriptions of
writing quality by level across other writing criteria. A brief example of this
type of rubric would look like the following:
Excellent Adequate Inadequate
Contents Description of what Description of Description of
would be excellent adequate development inadequate content
content of content
Organization Description of superior Description of Description of
organization adequate organization inadequate
organization
Grammar Statement of level of Statement of an Statement of types of
grammatical accuracy adequately grammatical
expected grammatical paper problems that lead
to the paper’s
inadequacy
Comments: The instructor’s general comments on the student’s assignment
Figure 2 Non-weighted rubric
94 Chapter 5
4. With this type of rubric, the teacher would circle or check the level the
student had achieved in each of the three categories, and then provide some
written comments on the bottom of the page, or on the student’s assignment.
Weighted rubric A weighted rubric is similar to the unweighted one,
but it breaks the writing skills into categories and sub-categories. A specific
point value is assigned to each. Converting the organization element of the
non-weighted rubric on page 94 into an element in a weighted rubric might
look like this:
Organization: 10 points
• has a clear introduction
• has separate paragraphs
• has a conclusion
• uses transitions to join paragraphs
• uses transitions when needed within paragraphs
For each element listed, for example, the instructor might assign up to
two points, for the total of ten.
Holistic rubric A holistic rubric describes in general terms the qualities
of excellent, good, fair, and unsatisfactory assignments. These descriptions can
be tied to grades or stand on their own. The instructor then chooses the
description that fits the assignment. An example of one part of a holistic rubric
might look like this:
Grade Description
B The ‘B’ paper shows:
• an ability to interpret and develop ideas in
the writer’s own words
• a clear organizational pattern
• vocabulary that is adequate in expressing
ideas
• generally correct use of punctuation or
spelling, although with occasional errors
• grammar that is usually accurate, and
does not interfere with the reader’s
understanding
Figure 3 Holistic rubric
Writing 95
5. Students can help to form a rubric as well. Take class time to ask them
what they value in writing. Ask them what features make writing enjoyable
to read and what features distract from that enjoyment. This kind of discus-
sion has two benefits: it not only gives students a voice in the evaluation of
their own work, it also provides a common vocabulary with which the entire
class can discuss their writing and the writing of others. To assist in this dis-
cussion, give students a piece of good writing and a piece of poor writing
(from a different class than the one they attend, of course). Ask them to state
which is the good and which is the poor piece, with an explanation. Then get
them to say why one piece is good and the other piece is poor. In this way,
they generate the criteria for good writing.
Reflection
1. Who are the learners that you are teaching (or imagine yourself to be
teaching)? Consider their ages, first languages, academic training and
experience, proficiency level in English, and learning goals, both person-
al and as defined by the curriculum.
2. Given these learners, how will you select writing activities for the class?