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There are several ways educators can use Awesome Highlighter , here are some suggestions : Teachers can use it to show students the important parts of a lesson Teachers share links of Highlighted text of relevant interest with students to save them time Students can use it to share referencing quotes between each other They can also use it to gather information for research and classroom project

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.

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.  

the RRSG theory of reading comprehension is predominantly cognitive rather than cultural. It depicts the text as an encoded representation of a specific situation.

Making and having meaning, then, transcend cognition and involve a commitment to values and the pursuit of ideals.

These moral qualities are essential to human life, yet they seem to be completely redundant in the case of the aforementioned reader of “the cat is on the mat.”