Group items tagged

Christine: Here is a different video that explains the Writing Process. It is an animation; it does an excellent job of covering the pre-writing/planning phase, and it is fun to watch. The only issue I have with it is that it covers a blog. It's worth a look. I think it may be a good choice for a course that focuses on the complexities of the writing process.

Christine: Here is the article I mentioned earlier. It looks like he did exactly what you were suggesting...polled the campus to get an idea of the types of writing assignments other disciplines were assigning. He talks about how he extended this conversation to the campus via presentations and how he used the information in his own class (deconstructing assignments). I also have a lot of information from Perkins and Salomon regarding transfer theory, as it supports my theory of using writing about writing to help basic writers establish a strong writing identity, which they can then transfer to other discourse communities.

Christine: Here's another video explaining the writing process. It is pretty straightforward, but the speaker is really slow, and, after a few minutes, I found her hard to listen to.  However, it covers the writing process simply and succinctly.  I also like that it address problems writers typically encounter when composing.   Also well worth a look.

Christine: This could be an interesting article to pair with the short chpt on Lyme disease. The article discusses two very different ways medical residents incorporate evidence-based medicine (EBM) into their diagnoses (as "librarians" or as "researchers"). It's a scholarly article (14 pages) that could prove challenging. However, it doesn't appear as dense as some of the other texts I've come across. Perhaps we could develop a writing assignment that requires students to evaluate and classify the many doctors Carol Ann visited (ER Dr., her internist, the Lyme specialist-Dr. Davidson, and eventually Dr. Linda Bockenstedt) according to their use of EBM? Or perhaps students could take one or two of the doctors and try to classify them based on their understanding of the EBM article. You could even break students into groups and ask each group to decide how to classify one of the doctors Carol Ann visited (in writing or orally). Then, students could attempt to classify their own use of evidence-based knowledge in a final analysis. Let me know if you want to pursue further. Kelly