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Patrick Higgins

Materials for Faculty: Methods: Diagnosing and Responding to Student Writing - 11 views

  • For these reasons, instructors are continuously looking for ways to respond efficiently to student work. Seasoned instructors have developed systems that work well for them. We offer a few here: Don't comment on everything. Tell students that in your responses to a particular paper you intend to focus on their thesis sentences and introductions, or their overall structure, or their use of sources, etc. This method works particularly well in courses that require students to do several papers. Instructors can, as the term progresses, focus on different aspects of student writing. Space or stagger deadlines so that you are not overwhelmed by drafts. If the thought of grading eighteen essays in two or three days is daunting, divide the class in half or into thirds and require different due dates for different groups. Use peer groups. Ask students to meet outside of class (or virtually, on the Blackboard discussion board) to talk with one another about their papers. Peer groups work best when you've modeled the critiquing process in class, and when you provide students with models or guidelines for critiquing. See our page on Collaborative Learning for a fuller discussion. Ask for a Writing Assistant. The Writing Assistant reviews drafts of papers and makes extensive comments. Students benefit by having an additional reader; instructors benefit because they get better papers. If you'd like more information about using a Writing Assistant in your course, contact Stephanie Boone, Director of Student Writing Support.
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    Don't comment on everything. Tell students that in your responses to a particular paper you intend to focus on their thesis sentences and introductions, or their overall structure, or their use of sources, etc. This method works particularly well in courses that require students to do several papers. Instructors can, as the term progresses, focus on different aspects of student writing. Space or stagger deadlines so that you are not overwhelmed by drafts. If the thought of grading eighteen essays in two or three days is daunting, divide the class in half or into thirds and require different due dates for different groups. Use peer groups. Ask students to meet outside of class (or virtually, on the Blackboard discussion board) to talk with one another about their papers. Peer groups work best when you've modeled the critiquing process in class, and when you provide students with models or guidelines for critiquing. See our page on Collaborative Learning for a fuller discussion. Ask for a Writing Assistant. The Writing Assistant reviews drafts of papers and makes extensive comments. Students benefit by having an additional reader; instructors benefit because they get better papers. If you'd like more information about using a Writing Assistant in your course, contact Stephanie Boone, Director of Student Writing Support.
Dennis OConnor

150 Questions to Write or Talk About - NYTimes.com - 30 views

  • For almost two years now, we’ve posted a fresh Student Opinion question every weekday.Each question was originally inspired by something in that week’s New York Times, and all of them are still open to comment by anyone between the ages of 13 and 25.Teachers tell us they use them as “bell-ringers,” as inspiration for lessons, as jumping-off points for student research and journalism, or just to help students practice writing persuasively and responding to others around the world. (We don’t allow last names, and we read each and every comment ourselves before we make it public, so it’s a pretty civil, and safe, place to post.)Below, 1
Clifford Baker

Free Technology for Teachers: Google Sidewiki Makes the Whole Web a Wiki - 1 views

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    The big news from coming from Google today was the release of Google Sidewiki. Sidewiki allows you to comment, annotate, and edit any webpage.
James Miscavish

twitter4teachers / FrontPage - 0 views

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    If you feel a subject area is missing and you think a page needs to be added, feel free to tweet or e-mail your suggestions or comments to the author of this wiki: gina.hartman@fhsdschools.org or ghartman on Twitter
Kim Laird

Free Technology for Teachers: View Pure - View YouTube Without the Clutter - 5 views

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    View Pure is a simple little tool that strips YouTube viewing of all of the distractions of related videos, comments, and promoted videos. To use View Pure just copy the link of a video into the "purifier," click purify, and your video will be displayed on a blank white background. You can also install the View Pure bookmarklet to accomplish the same goal.
Leslie Healey

The Shakespeare film canon - Film Salon - Salon.com - 12 views

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    great list: what they missed is included in the comments. Only ten plays, but still, a good start on a complete list
Mary Worrell

Why Class Sizes of 50 Could Be Better - Synthesizing Education Blog - 4 views

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    Interesting post by Aaron Eyler about whether a larger class size might benefit students. I don't agree, but the comments offer an interesting read.
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    Interesting post by Aaron Eyler about whether a larger class size might benefit students. I don't agree, but the comments offer an interesting read.
Todd Finley

Share More! Wiki | Anthology / Diigo the Web for Education - From TeleGatherer to TeleP... - 5 views

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    "# Supporting Diigo-based fine-grained discussions connected to a specific part of a webpage - which opens up the possibility for more meaningful exchanges where teachers can embed all kinds of scaffolding into web-based materials with Diigo: * sharing questions for discussion (either online, or to prepare students for an in-class discussion); * highlighting critical features; asking students to define words, terms, or concepts in their own words/language; providing definitions of difficult/new terms (in various media, such as embedding an image in the sticky note); * providing models of interpreting materials. * using the highlighting/sticky note feature to "mark up" our "textbook" (blog) with comments, observations and corrections to specific words, phrases or paragraphs of each post. * Aggregating bookmarks the students make of websites valuable to their learning, and use the highlighting feature and sticky notes as if they were like the Track Changes feature in MS Word which lends itself more towards collaboration and the iterative process. "
Todd Finley

A Rubric for Evaluating Student Blogs - ProfHacker - The Chronicle of Higher Education - 1 views

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    Rating Characteristics 4 Exceptional. The blog post is focused and coherently integrates examples with explanations or analysis. The post demonstrates awareness of its own limitations or implications, and it considers multiple perspectives when appropriate. The entry reflects in-depth engagement with the topic. 3 Satisfactory. The blog post is reasonably focused, and explanations or analysis are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The post reflects moderate engagement with the topic. 2 Underdeveloped. The blog post is mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The post reflects passing engagement with the topic. 1 Limited. The blog post is unfocused, or simply rehashes previous comments, and displays no evidence of student engagement with the topic. 0 No Credit. The blog post is missing or consists of one or two disconnected sentences.
Dennis OConnor

Teaching to the Text Message - NYTimes.com - 9 views

  • So a few years ago, I started slipping my classes short writing assignments alongside the required papers. Once, I asked them, “Come up with two lines of copy to sell something you’re wearing now on eBay.” The mix of commerce and fashion stirred interest, and despite having 30 students in each class, I could give everyone serious individual attention. For another project, I asked them to describe the essence of the chalkboard in one or two sentences. One student wrote, “A chalkboard is a lot like memory: often jumbled, unorganized and sloppy. Even after it’s erased, there are traces of everything that’s been written on it.”
  • My ideal composition class would include assignments like “Write coherent and original comments for five YouTube videos, quickly telling us why surprised kittens or unconventional wedding dances resonate with millions,” and “Write Amazon reviews, including a bit of summary, insight and analysis, for three canonical works we read this semester (points off for gratuitous modern argot and emoticons).”
    • Leslie Healey
       
      these comments are more useful than the article--we do a "welcome" every morning from the night's reading. This might freshen up the "welcome" and remind them of its relevance to their lives. Thanks.
  • And short isn’t necessarily a shortcut. When you have only a sentence or two, there’s nowhere to hide.
  • ...1 more annotation...
  • Rewarding concision first will encourage students to be economical and innovative with language.
Donalyn Miller

The Way We Live Now - I Tweet, Therefore I Am - NYTimes.com - 10 views

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    Author Peggy Orenstein comments about Twitter and how we use social networking to craft our identities.
Stephen Davis

EWU | Inserting Voice Comments in Microsoft Word 2003 - 7 views

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    This is very helpful! Imagine, recording a message to students instead of making paper bleed with red ink!
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    This is very helpful! Imagine, recording a message to students instead of making paper bleed with red ink!
Dana Huff

Great TED Talks for English Teachers « In For Good - 20 views

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    Meredith Stewart pulls together some TED Talks (Technology, Entertainment, and Design conference) that might provoke good discussion in the English classroom.
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