Group items tagged

By Kristen di Gennaro in Journal of Basic Writing, v 27(1), p. 61-79, 2008. This page, from the ERIC database, includes an abstract for this article. The article itself is subscription only. Please check with your local library for more assistance.

There was a discussion of Generation 1.5 (vis a vis ESL) in the Pedagogy Cafe, and a Jammer posted a link to an article on the topic in Journal of Basic Writing.

on the Testing Center, York College - The City University of New York. Five scoring categories: 1. "Critical Response to the Writing Task and Text" 2."Development of Writer's Ideas": 3. Structure of the Response" 4. "Language Use: Sentences and Word Choice" 5. "Language Use: Grammar, Usage, Mechanics"

Mentioned in Introduction to Formative Assessment as an assessment rubric used.

Trudy Smoke, Published in Journal of Basic Writing, Vol 20, No 2 Fall 2001, pages 88-96. This bookmark is to the citation in ERIC. Article is available through the ProQuest Research Library database.

This site offers various writing-related resources from grades 7-12, through college and for professional writers. Resources range from rules of various citation formats to proper cover letters and resumes.

Shared in Instructional Strategies: Peer Engagement

Online Writing Evaluation Service

Shared in Instructional Strategies: Peer Engagement

Published by Capital Community College, Hartford, CT. Various resources to help students learn more about grammar and writing.

Shared in Instructional Strategies: Peer Engagement

This is the companion site to Susan Anker's Real writing (4th Edition). The site contains student resources (exercises and advice) as well as resources for writing faculty.

Mentioned in Introduction to Formative Assessment

Practice Exercises for Students

CUNY Assessment Test of Writing - information for students. Mentioned in Introduction to Formative Assessment

By John C. Bean. San Francisco: Jossey-Bass (1996)

Mentioned in Introduction to Formative Assessment.

By Nicholas Gage, collected in New Directions: Reading, Writing, and Critical Thinking by Peter S. Gardner (via Google Books). Make sure that you are on page 88 for the Gage essay. This material is under copyright, so the full essay is not available here. Check with your local library for access to the full essay.

Presented as a reading assignment, discussed in the Faculty Skills and Attributes: Passion thread.

By Jonah Lehrer, published by Houghton Mifflin Harcourt, 2009. This bookmark points to the Worldcat record, which will direct you to alternate editions, as well as the closest library with a copy of this book.

Part of the curriculum used by an English instructor, included in the Instructional Strategies: Contextualization thread. Instructor also mentions that this is "a great piece of writing."

Produced by the Office of Institutional Research and Assessment, Division of Information Technology at LaGuardia Community College, part of The City University of new York. September 2010. Includes profiles of the student body (general and entering students), enrollment profile, and demographics about degrees earned.

Part of the Contextualization discussion, backing up the statistic that, at LaGuardia, more students need developmental math than writing.

Professor Forrest Helvie, Norwalk Community College, Independent Reading Project

Author of this project mentioned in Pedagogy Cafe

By Thomas A. Angelo and K. Patricia Cross, San Francisco: Jossey-Bass Publishers, 1993.

This is included in the Pedagogy Matters! Book, category: Assessment. Also mentioned in Introduction to Formative Assessment

Two assessment techniques from this book mentioned in Instructional Strategies:Reflection/Meta-cognition: The Minute Paper" and "Muddiest Point." "They help teachers determine whether students are picking up on important ideas. Teachers get snapshots of where students are struggling so that teachers can adjust instruction--for example, spending more time reviewing a key concept. These strategies also benefit students. Students have to attend to what they have just learned, maybe synthesize concepts from various lectures, and articulate what they know and do not know. Students generally do not take time to think about their thinking, or to try to express their struggles. Therefore, they are unlikely to get to a stage where they can formulate solutions for problems they are having."

By Diana Hacker. Boston: Bedford/St. Martin's (2004)

Mentioned in Introduction to Formative Assessment

JEC uses this site as a tool for her students.

Shared in Instructional Strategies: Peer Engagement. Also mentioned in Introduction to Formative Assessment