502 Discussion

Writing Activities & Writing Assignments:: 

Writing Activities and Writing Assignments: Using writing exercises to move beyond the lecture and discussion formats Alex Nutter Smith – Comm 502 – October 7, 2009

'Writing-to-Learn' Techniques:: 

'Writing-to-Learn' Techniques: Can serve a warm-up before a discussion or lecture, or as a review at the end of class Can be a diagnostic tool if/when problems arise in class Allow students to decide how to present what they’ve learned, rather than asking them directly how much they’ve learned (Filene 75)

We’re up here,not down there!: 

We’re up here,not down there!

'Writing-to-Learn' Techniques:: 

'Writing-to-Learn' Techniques: Can serve a warm-up before a discussion or lecture, or as a review at the end of class Can be a diagnostic tool if/when problems arise in class Allow students to decide how to present what they’ve learned, rather than asking them directly how much they’ve learned (Filene 75) May provide a 'personal, one-on-one dialogue' between you and your students (Nilson, p. 125)

Preconceived ideas about writing assignments…: 

Preconceived ideas about writing assignments… (what your students think) (what you think)

Non-traditional writing exercises:: 

Non-traditional writing exercises: Open-ended writing Free writes Revision sessions The 'one- minute paper' Journals Learning logs Directed paraphrasing Dialectical notes Letters home One-sentence summaries Question writing (Collected from Filene and Nilson readings)

Whyshould we have our students write?: 

Whyshould we have our students write? (See Nilson, p. 123)

Why should we have our students write?: 

Why should we have our students write? Writing forces students to actively think about the material, leading to better learning and longer retention. Writing improves writing skills. Writing provides students with an opportunity for self-exploration. Writing helps you assess what your students have – and have NOT – learned. Some kinds of writing exercises can help you plan your lessons!

Grading a traditional writing assignment can be tricky:: 

Grading a traditional writing assignment can be tricky: But remember, you’ve got options…

Howshould we assess the stuff our students write?: 

Howshould we assess the stuff our students write? (See Nilson)

How should we assess the stuff they write?: 

How should we assess the stuff they write? Anonymous readingSome formats allow us to collect feedback from students, with regard to our own performance as an instructor/facilitator/guide, or to see where they’re at with the material, or both. Participation or AttendanceOther formats allow us to check students’ attendance and generate participation, without requiring close grading of content. Evaluation (without grade)Certain kinds of writing exercises should be evaluated and given back, in order to help students achieve some learning goal or to build toward a larger project. Traditional GradingFinally, some writing assignments need to be assessed and graded in a more traditional manner – checking for grammar, clarity, depth, etc.

Using technology to help with writing exercises: 

Using technology to help with writing exercises Online discussion posts Journals or learning logs – in blog form ('learning blogs') Electronic submission of assignments Question forums for reading, lecture, or discussion questions

Questions for Wednesday:: 

Questions for Wednesday: How do these non-traditional writing exercises compare with more standard formats like essay exams and term papers? How do you feel about assessing your students’ writing for participation or attendance points only…won’t this encourage sloppiness while discouraging thoughtfulness and correct grammar? What is the class size limit for writing assignments? Will students see the benefit in doing writing exercises that you don’t collect, or do they need to feel that they are being evaluated?