Composing Workshop: Creating, Doling out, and Surveying Composing to-Learn Assignments.


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Composing to-learn errands and appraisal. Creating composition to-learn undertakings for your courses ... Composing to learn: keeping in mind the end goal to disclose the matter to oneself ...
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´╗┐Composing Workshop: Developing, Assigning, and Assessing Writing-to-Learn Tasks Rich House, Anne Watt, and Julia Williams

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Workshop Overview Definition: Writing-to-Learn, Writing-to-Communicate Writing-to-learn undertakings and evaluation Developing written work to-learn errands for your courses

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Writing-to-Learn What do we mean and by what means will it help our understudies?

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Two Perspectives on Writing to Learn Writing to Communicate Student composing test

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"Understudy" Writing Sample "determine on the off chance that some attractive game plan won\'t not be incorporated with the circuit to wor so it would precisely kill the static charge in such a variety of bunches of Cable if these gadgets Could be placed in the Cable & their ability would stay as Constant as the Capacity of the Cable = it would be profitable = Try two protected circles of elastic on which is a segment of Zinc & of Copper Connected together ="

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"Understudy" Writing Sample Thomas Edison Greenwich Cable Telegraph Pocket Notebook, June 10, 1873 Speculations, arranges, studies, unpleasant specialized drawings, considering/envisioning on paper

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Writing and Thinking Discovery Thinking Invention Writer-based Audience: Self Personal Language Teacher as Mentor Personal Knowledge Forms: Journals, Notes, Rough Drafts Critical Thinking Revision Reader-based Audience: Distant Formal Language Teacher as Evaluator Contextual Knowledge Forms: Essays, Reports Discovery and Critical Understanding

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A World of Difference Writing to learn: so as to disclose the matter to oneself Writing to impart: keeping in mind the end goal to disclose the matter to others Impossible to disclose the matter to others before the understudy has disclosed it to herself Course assignments for the most part concentrate on WTC, as opposed to empowering WTL

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Benefits for Students Improved learning Deeper comprehension prompts enhanced composed correspondence Assessment trouble lessened

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Writing-to-Learn Tasks: Development and Assessment 1/2 Dozen Possibilities

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#1: "Diaries" (Logbooks?) A spot to compose consistently Can be alloted themes Or open subject, with indicated structure Or open subject and structure, yet determined number/recurrence of sections and/or measure of composing

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Journal Assessment Collect occasionally +/ - on individual passages, and letter grades for the arrangement of passages Or little number of focuses for every section I appoint credit, offer readerly reaction in spots, and make a couple teacherly remarks at end of the set. No compelling reason to check language structure botches aside from when meddle with comprehension point

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Journal Advantages Student feeling of proprietorship "Lasting" record/documentation Reflection Fewer little bits of paper gliding around

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Journal Disadvantages Can be cumbersome for both you and understudies to bear (consider electronic options?) Easy to fall behind in reviewing

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#2: Short Response Papers Perhaps due on week after week premise on day of their or your decision Limit to a page or a couple passages Can serve comparable capacity to diaries, however by and large composition is more cleaned and better detailed Varying degrees of structure versus openendedness

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Assessment: Responding to Response Papers versus Diaries Expect more created musings Expect more persuasiveness and shine I do adjust punctuation and other sentence level blunders Less simply self-situated: a blend of composing to-learn with composing to-convey

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#3: In-class Writing In-class composed reaction Possible points: What did you learn in class today? What inquiries and concerns do regardless you have? Clarify one of the ideas we talked about in class today. Answer a particular inquiry Assessment: gather papers, read rapidly before next class, react to understudies (individual or group)

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#4: Writing Notes Students compose notes forward and backward to each other Summarize what you comprehend about the idea being concentrated on; challenges and inquiries (200 words, 2 duplicates) Pass your note and react Assessment: gather duplicate, evaluate focuses in light of understudy\'s level of reaction to note

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#5: Explain a Problem Good as backup to homework issues Explain in words what you did to tackle a specific issue from the homework Assessment: should be possible with associate gatherings; vital that the understudy makes all work express, gives defense to taking every necessary step especially

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#6: Letter First letter: tended to accomplice in class; issues with idea or theme (200 words) Second letter: reaction to accomplice\'s letter; offering arrangements, elucidations (500 words) Assessment: gather and read; recompense focuses in light of level of examination and reaction

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Designing Writing-to-Learn Assignments Goals, Guidelines, Questions

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Goals Integrate into imperative course work: no busywork or additional items Promote dynamic learning, intuitive learning Improve classroom correspondence, environment Integrate with critical thinking, perusing, talking, tuning in, imagining, basic considering

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Guidelines and Checklist Consider motivation behind the task: consider crowd for the task Consider the setting for task: in class, out of class, lab Consider the type of the task: in-class composing, diary, note, letter, issue clarification, and so on. See appended agenda

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Writing Workshop: Developing, Assigning, and Assessing Writing-to-Learn Tasks Rich House, Anne Watt, and Julia Williams

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