Engaging student writing begins with effective writing assignments. This session will lead participants through the process of designing effective writing assignments based on rhetorical situations designed to engage student writers.
Asking students to read, respond to, and edit each other’s papers can save immeasurable time and effort for faculty, but many hesitate to implement these practices because they feel peer feedback boils down to “the blind leading the blind.” This session will provide a framework for structuring peer response and/or peer editing practices that work and integrating them into the teaching of any discipline.
Why take the time to read and respond to early drafts of student writing? In this session we’ll watch and discuss Across the Drafts, a DVD featuring students and faculty talking about the drafting and response process.
In this session we’ll consider strategies for getting the most out of your response time. Participants will learn to “triage” student writing problems and tailor their responses for the best results.
Tired of spending hours of your time and gallons of red ink marking the same grammatical/mechanical issues over and over? In this session participants will be introduced to the concept of “minimal marking,” a strategy that can save time and increase student learning.
In this session participants will be introduced to ten ways to cut down on the time they spend grading student papers. (Disclaimer: The list does not include throwing the papers down a set of stairs!)
Research in a variety of disciplines has demonstrated that writing can help improve student understanding and retention, but what should students write, how can you incorporate writing into your course without giving up time typically devoted to content, and what about the whole “grading issue”? In this session faculty will discover answers to some of these questions.
Puzzled about how to deal with international student writing? In this session we’ll watch Writing Across Borders, a DVD featuring international students and their professors talking about the writing of students whose first language is not English. We’ll follow with a discussion.
In 1990, researchers found that 70% of all workplace writing was constructed collaboratively… and that was before email became a pervasive means of communication, before office computers were networked, before the advent of collaborative authoring software, before Web 2.0 became a reality. Still, preparing students for the workplace is only one of many reasons to include collaborative writing assignments in your curriculum. In this session we’ll talk about how to design and implement effective collaborative writing assignments. It’s harder than it sounds!
Plagiarism is not a new issue in higher education, but it has become more complicated in recent years as writers have gained broad access to the Internet and other digital resources. In this session we will discuss strategies for preventing plagiarism and related forms of academic dishonesty in your classroom. We will also explore options for detecting plagiarism and learn what we can do about it. Additionally, we will review the policies and procedures used to promote academic integrity at ISU.