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Karen LaBonte

Comic Creator - ReadWriteThink - 1 views

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    "The Comic Creator invites students to compose their own comic strips for a variety of contexts (prewriting, pre- and postreading activities, response to literature, and so on). The organizers focus on the key elements of comic strips by allowing students to choose backgrounds, characters, and props, as well as to compose related dialogue (shown at left). This versatile tool can be used by students from kindergarten through high school, for purposes ranging from learning to write dialogue to an in-depth study of a formerly neglected genre. The tool is easy to use, made even easier with the Comic Strip Planning Sheet, a printable PDF that comic creators can use to draft and revise their work before creating and printing their final comics. After completing their comic, students have the ability to print out and illustrate their final versions for feedback and assessment."
Rachel Thompson

Assessing Student Writing - 17 views

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    Using Jing and Google Docs to provide feedback for student writing.
Lisa Moore

Strategies to enhance peer feedback | Assessment for Learning - 21 views

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    many meta-cognitive formatives!
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.
Todd Finley

Discourse community - 0 views

  • Discourse community Swales (1990) found that a discourse community has a broadly agreed set of common public goals has mechanisms of intercommunication among its members uses its participatory mechanisms primarily to provide information and feedback utilizes and hence possesses one or more genres in the communicative utterance of its aims has acquired some specific lexis (specialized terminology, acronyms) has a threshold level of members with a suitable degree of relevant content and discoursal expertise.  
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    Discourse communitySwales (1990) found that a discourse communityhas a broadly agreed set of common public goalshas mechanisms of intercommunication among its membersuses its participatory mechanisms primarily to provide information and feedbackutilizes and hence possesses one or more genres in the communicative utterance of its aimshas acquired some specific lexis (specialized terminology, acronyms)has a threshold level of members with a suitable degree of relevant content and discoursal expertise.  
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