Skip to main content

Home/ Writing Across the Curriculum/ Group items tagged writer

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Stephanie Cooper

Anti-Plagiarism Strategies - 0 views

www.virtualsalt.com/antiplag.htm

plagiarism cheating research teaching writing academic education ethics

shared by Stephanie Cooper on 28 Jun 10 - Cached
  • Students are faced with too many choices, so they put off low priorities.
  • A remedy here would be to customize the research topic to include something of real interest to the students or to offer topics with high intrinsic interest to them.
  • If you structure your research assignment so that intermediate parts of it (topic, early research, prospectus, outline, draft, bibliography, final draft) are due at regular intervals, students will be less likely to get in a time-pressure panic and look for an expedient shortcut.
  • ...8 more annotations...
  • Many students have poor time management and planning skills. 
  • Some students fear that their writing ability is inadequate.
  • Reassuring students of the help available to them (your personal attention, a writing center, teaching assistants, online writing lab sites, etc.) may give them the courage to persevere.
  • Do not assume that students know what plagiarism is, even if they nod their heads when you ask them. Provide an explicit definition for them.
  • In addition to a definition, though, you should discuss with your students the difference between appropriate, referenced use of ideas or quotations and inappropriate use. You might show them an example of a permissible paraphrase (with its citation) and an impermissible paraphrase (containing some paraphrasing and some copying), and discuss the difference.
  • A degree will help students get a first job, but performance--using the skills developed by doing just such assignments as research papers--will be required for promotion.
  • Many students do not seem to realize that whenever they cite a source, they are strengthening their writing. Citing a source, whether paraphrased or quoted, reveals that they have performed research work and synthesized the findings into their own argument. Using sources shows that the student in engaged in "the great conversation," the world of ideas, and that the student is aware of other thinkers' positions on the topic. By quoting (and citing) writers who support the student's position, the student adds strength to the position. By responding reasonably to those who oppose the position, the student shows that there are valid counter arguments. In a nutshell, citing helps make the essay stronger and sounder and will probably result in a better grade.
  • Strategies of Prevention
Keith Hamon

Reflections on open courses « Connectivism - 0 views

www.connectivism.ca/?p=267

connectivism collaboration open education elearning social networking PLN Education 2.0

shared by Keith Hamon on 26 Aug 10 - Cached
  • MOOCs reduce barriers to information access and to the dialogue that permits individuals (and society) to grow knowledge.
    • Keith Hamon
      Keith Hamon on 26 Aug 10
       
      We have yet to truly explore this reduction of barriers to information access, but it is emerging before our eyes. When lectures by Nobel-prize physicists and writers are online for free, then what do we local physics and English teachers have to offer our classrooms? We need to think through that.
  • Knowledge is a mashup. Many people contribute. Many different forums are used. Multiple media permit varied and nuanced expressions of knowledge. And, because the information base (which is required for knowledge formation) changes so rapidly, being properly connected to the right people and information is vitally important.
    • Keith Hamon
      Keith Hamon on 26 Aug 10
       
      This captures nicely the shift from learning as a solitary activity within the individual mind to learning as a networked, interconnected activity within a personal learning network.
  • MOOCs share the process of knowledge work – facilitators model and display sensemaking and wayfinding in their discipline. They respond to critics, to challenges from participants in the course. Instead of sharing only their knowledge (as is done in a university course) they share their sensemaking habits and their thinking processes with participants. Epistemology is augmented with ontology.
    • Keith Hamon
      Keith Hamon on 26 Aug 10
       
      Online, our knowledge-making becomes explicit, and we shift from traditional teaching methods back to older apprenticeship methods. We let our students see us struggle to create new knowledge out of data and experience.
  • ...1 more annotation...
    • Keith Hamon
      Keith Hamon on 26 Aug 10
       
      This suggests some of the new kinds of value that teachers can bring to their local classes.
  • Keith Hamon on 26 Aug 10
     
    Siemens' thoughts about the impact of open courses on learning and the Academy.
Keith Hamon

NCTE Inbox Blog: Five Ways to Learn about Students This Fall - 0 views

ncteinbox.blogspot.com/...learn-about-students-this.html

Traci Gardner social networking connectivism PLN writing Education 2.0

shared by Keith Hamon on 07 Sep 10 - Cached
  • Ask students to reflect on their writing habits and process.
  • Ask students to tell you about their regular or most significant interactions with technology
  • ongoing reflection on the writing students do, a process that will keep you informed about the writers you teach.
  • ...2 more annotations...
  • You can learn much about students' prior knowledge by asking them to tell you about what they want to do in the future.
  • asking students to share an artifact of their writing process that is significant—a favorite pen, something they have written, a diary. Anything.
  • Keith Hamon on 07 Sep 10
     
    New students… bring with them literacy experiences from other classrooms, from their homes, and from their communities. The challenge is to figure out what they know and connect to that prior knowledge and experience as soon as possible. … Here are five strategies:
Keith Hamon

Building an Online Presence More Important Than Ever - 0 views

www.findingdulcinea.com/...-More-Important-Than-Ever.html

Colleen Brondou social networking writing PLN Education 2.0 Web 2.0 critical thinking connectivism elearning

shared by Keith Hamon on 21 Sep 10 - No Cached
  • For older students, Silvia Tolisano, a technology and 21st-century learning specialist, offers a comprehensive blog post on helping students take their blog skills to the next level. She focuses on the ability of blogs to help students become better writers, and be part of a network and contribute to a larger community.
    • Keith Hamon
      Keith Hamon on 21 Sep 10
       
      This is close to the heart of what we are doing in ASU's QEP.
  • Keith Hamon on 21 Sep 10
     
    Educators have long cautioned students about posting damaging information online, but now it's also becoming important to build a positive digital footprint. When should students start building their online persona? The earlier, the better.
Stephanie Cooper

The Importance of Teaching Technology to Teachers - TheApple.com - 0 views

theapple.monster.com/...eaching-technology-to-teachers

teaching teachers technology writing literacy

shared by Stephanie Cooper on 25 Feb 10 - Cached
  • Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities and social trajectories of individuals and groups. Twenty-first century readers and writers need to: > 1. Develop proficiency with the tools of technology > 2. Build relationships with others to pose and solve problems collaboratively and cross-culturally > 3. Design and share information for global communities to meet a variety of purposes > 4. Manage, analyze and synthesize multiple streams of simultaneous information > 5. Create, critique, analyze, and evaluate multi-media texts > 6. Attend to the ethical responsibilities required by these complex environments
    • Stephanie Cooper
      Stephanie Cooper on 25 Feb 10
       
      This sounds right on track with our QEP mission!
  • How in god’s name can we talk seriously about 21st Century skills for kids if we’re not talking 21st Century skills for educators first? (URGENT: 21st Century Skills for Educators (and Others) First )
  • Teachers are hungry to use technology in their classrooms. But they don’t. While part of this lack of usage stems from problems with education reform that emerges from administrators and education boards not fully understanding the technologies themselves, another part of teachers not using technology in the classroom comes from the simple fact that they don’t know how to use the technologies, let alone how to incorporate these technologies into their classrooms. In some cases, the teachers don’t know about the technologies at all.
  • ...1 more annotation...
  • Take a minute and ask yourself what technologies you are well versed in. Have you posted to YouTube? Do you use PowerPoint to aid in your lectures? What other technologies do you use? Do you have a Twitter account? Make a list. When you have your list made, consider your colleagues. Do they know these technologies? Do they know how they can use them in the classroom? Is there a technology that you know one of your colleagues knows that you would like to be familiar with? Now, instead of waiting for somebody to put together a workshop on one of these technologies, consider creating your own workshop. Think about it. You’re a teacher. You know these technologies. Is there really a difference in teaching what you know about Google Earth to your colleagues and teaching it to your students? Within your own school you can create a technology club (much like a book club, except that instead of reading a book a month, you experiment with a technology each month). Get together as a group and discuss the technologies and how you could use these to aid your teachers. This is exactly what I’m doing with the colleagues I know are interested in using the technology but don’t know how. Sure, you may have to wait for education reform to allow you to use these technologies, but if you start using them, you can readily become one of the advocates who aids in getting the reforms to education that we need to teach these technologies to our students.
    • Stephanie Cooper
      Stephanie Cooper on 25 Feb 10
       
      This sounds like something we could incorporate into the QEP classes/workshops that Hugh & Tom conduct. A "tech club" might even appeal to people not currently involved in QEP at this moment.
Stephanie Cooper

I hate writing but love to blog….why? | The Thinking Stick - 0 views

www.thethinkingstick.com/te-writing-but-love-to-blogwhy

teachers education writing blog

shared by Stephanie Cooper on 29 Mar 10 - Cached
  • o why is it that I hate to write and love to blog? First, I think a lot of it has to do with the computer and word processing. As I type this in my Firefox extension Performancing every misspelled word is underlined in red for me, giving me instant feedback on what I have misspelled. Does it catch all my mistakes, heck no, but you should see a post before it actually goes live. Secondly, I can type faster then I can write…about 75 words/minute and you can actually read what I’ve written when I’m done. Finally, I don’t see blogging as writing…it’s idea generation, it’s the free flow of ideas between people and it is a conversation. I love to talk (if you have a hard time writing you usually do…coping skill). I would rather stand in front of a group of parents and give a presentation, or have a face to face parent conference than write a letter home.
  • Blogging gives me an audience, just like giving a presentation…I almost feel that way sometimes…like I’m presenting information, my thoughts rather than writing. It could be a podcast, a video, or blogging…it’s about having an audience. I wonder if I would have blogged in school, given the chance? It would have depended, I bet, on how the teacher used it as a tool. Was it a reflective journal to layout your thoughts, or did every period, capital and ‘ie, ei’ combination have to be perfect. If that was the case I’d have hated it. Blogging is different…it’s not writing in the sense we think about it. People ask me why I blog and I truly can’t give them an answer…I just do, because it’s an outlet for me. I’d bet that I’ve blogged more in the past year then I wrote my whole life leading up to it. It’s been that powerful for me as a tool, and I see it in my students as well. In myspace and youtube…this networking, conversation, sharing atmosphere is contagious!
  • I think you hit on the larger issue, though, is that blogging is much less structured (mostly) than a typical piece of writing. Blogging is much more stream-of-consciousness than writing. As I am writing this, it is a direct connection from idea to publication. I think that is the blogging revolution. I would wonder how different your post would have been, or my comment for that matter, had we outlined it before writing it.
  • ...2 more annotations...
  • Good writing is really about good editing. Too much time in school is spent on conventions–grammar, spelling–and not on helping people find their voice. Blogging is not writing in the sense that much of blogging comes from a very authentic, unedited perspective. We say what we feel. We mean what we say. We just do not always overprocess it. We have chosen our audience by virtue of the topics and themes we choose.
  • Blogging offers realtime, real world feedback. How many people actually comment on misspellings? Who cares if I end a sentence with a preposition? Perhaps monitors in somepeople’s houses have red circles on them. People comment on the usefulness, the humour, the passion, the ideas. Call it what you will, Blogging is writing with an attitude. Yours. And yours alone. Sure someone might flame you, but you can delete their posts. Now I could proof read this. I could let it sit an daim to craft my thoughts better, but I like the rawness of this.
  • Stephanie Cooper on 29 Mar 10
     
    I liked this article because it talks about how it is easier for resistant writers to write by blogging.
Stephanie Cooper

Blogging In the Classroom « Peg's Place - 1 views

peggy09.wordpress.com/...77

education teachers writing skills blogging

shared by Stephanie Cooper on 09 Apr 10 - Cached
  • I was concerned with my Writing Proficiency class, their journal entries were getting progressively worse instead of better. I found that students were becoming very lazy with their journal writing. It wasn’t just the content, but the grammar and spelling. They were not paying attention to detail, and making very careless mistakes – I was worried that their writing skills were regressing! Something had to be done…
  • Although, we knew that a blog would be a good tool for writing, we had a few concerns; exactly how were we going use the blog? How would we edit their writing? How would we give meaningful feedback without losing the momentum of having students just write? How would we assess their writing? Despite our concerns, we decided to throw caution to the wind start a classroom blog, and iron out the details later.
  • Although, it is not perfect, students acknowledge the value in using a blog as a writing tool. They recognize it as an opportunity to become more thoughtful writers, and editors; they realize that unlike many other pieces of writing submitted, it cannot be tucked away in their notebooks never to be seen again.
Keith Hamon

Digital Literacies for Writing in Social Media | DMLcentral - 1 views

dmlcentral.net/...iteracies-writing-social-media

writing John Jones digital literacy Education 2.0

shared by Keith Hamon on 02 Nov 11 - No Cached
  • students need to gain experience actually participating in social media. The best way to understand the expectations of a particular medium is to participate in that medium and identify its genre expectations as they emerge.
    • Keith Hamon
      Keith Hamon on 02 Nov 11
       
      This is one reason why QEP encourages a more open, social approach to writing. We want to move beyond "writing for grading" (which, by law, must be kept private) to "writing for learning and communicating."
  • Students need to think of their online data along the dimensions of: * accessibility* searchability* persistence
    • Keith Hamon
      Keith Hamon on 02 Nov 11
       
      Hmm … paper was so easy: everything was in my portable file folder. Now, I can't track where all my writing resides. New skills to be learned.
  • As more and more of our writing makes its way into digital form -- and as the increasing use of biometrics and other forms of behavior monitoring turns our behaviors into volumes of data -- it will become increasingly important for writers to take steps to ensure the integrity of their private data.
    • Keith Hamon
      Keith Hamon on 02 Nov 11
       
      Privacy is always a consideration, but putting your journal under your mattress no longer works. So what does? We'd best learn. And soon.
  • Keith Hamon on 02 Nov 11
     
    The question we are faced with, then, is this: how do we prepare our students to write effectively in environments that don't yet exist? While I'm sure there is more to add to this list, I suggest that there are three domains of literacy that, if students become aware of them, will prepare them for new digital writing environments. Namely, students should be aware of the speed of digital communications and the types of interactions that speed encourages, the ways in which digital writing environments preserve and provide access to data, and how writing technologies manage the divide between public and private.
‹ Previous 21 - 28 of 28
Showing 20▼ items per page