Group items tagged

Students often expect their teacher to correct their written errors, but students can also learn a lot from looking for and correcting errors in written work. This activity gives you the chance to test your correction skills and find errors in short texts using a site called BookOven and a tool called SpellChecker

QuickDiff is an interesting tool that analyses differences in two very similar texts. It was actually developed for examining programming code, but could be a really useful tool to use with students to get them to look more closely at the texts they write and notice the mistakes and corrections and differences in the text.

QuickDiff is an interesting tool that analyses differences in two very similar texts. It was actually developed for examining programming code, but could be a really useful tool to use with students to get them to look more closely at the texts they write and notice the mistakes and corrections and differences in the text.

"What is good writing? Ask an English teacher, and they'll tell you good writing is grammatically correct. They'll tell you it makes a point and supports it with evidence. Maybe, if they're really honest, they'll admit it has a scholarly tone - prose that sounds like Jane Austen earns an A, while a paper that could've been written by Willie Nelson scores a B (or worse). Not all English teachers abide by this system, but the vast majority do. Just look at the writing of most graduates, and you'll see what I mean. It's proper, polite, and just polished enough not to embarrass anyone. Mission accomplished, as far as our schools are concerned. But let me ask you something: Is that really good writing?"

"This blog is a resource for teachers who wish to view grammar as something to be explored and not just corrected. "

"# 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. "

Challenging vocabulary. Correct answers help feed the hungry.