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Joyce Fernandes 2003 Workshop on Improving Student Writing
INTRODUCTION FOR FACULTY TO THIS SHORT WRITING ASSIGNMENTThis is the third draft of a short writing assignment I worked on during the Center for Writing Excellence/CELT Workshop on Improving Student Writing in Content Courses. I was not very happy with version 2, because I felt that the repetitive nature of the assignment might get to be a drag. Could it be a good example of busy work? There also was confusion about when the assignments would begin or completed. My motivation in designing version 2 was to do something about the fact that my students hardly ever read the text before coming to class. And I want to ensure that they read, that they have some idea of what will be covered in class, and be willing to share their thoughts when called upon, and articulate problem spots, rather than ask a question to restate what I had said a moment before. Another reason for designing version 2 was to enable students to develop regular study habits, which would be useful preparation for the four exams that are conducted during the course of the semester. So I set out to straighten out my assignment. It needed to be less overwhelming, less like busy work and more goal-oriented. Basically, I did away with the original Part 1b and strengthened Part 1a. I was willing to give up the following:
The assignment as it stands now is a “free-write.” Students will be expected to write down their thoughts as directed, and turn in their work on the day of each exam. Some points will be set aside for this activity. I might use some of these questions for an in-class writing exercise. I will use John Bean’s* -/check/+ system of grading. *John C. Bean. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass, 2001. JOYCE FERNANDES Writing assignments will be an important part of your grade. Please put together all your writing (in-class exercises as well as papers) into a folder and turn it in at the end of the semester. The writing portfolio will account for 20% of your final grade.
Assignment #1: Why do I care about the topic _________This is a reflective assignment and requires you to have completed the necessary readings for each chapter. The following course goals will be met as you engage yourself in carrying out the assignment:
The learning objective:You will learn to identify major concepts in cell biology, to appreciate their significance for cellular function, and to articulate this information. The assignment:According to your syllabus, each topic will be covered over the course of one week (3 lectures). The assignment will be relevant to each topic and will be done in two parts: the first will be turned in on the day we begin our discussion of the topic in class; the second will be turned in after we have completed the topic (and before the next one begins) Assignment #1a: Before you read the chapter, write down your previous knowledge of this topic. You may have come across it during your BMZ course, or when you studied High School Biology. If you have not come across this topic before, what do you think it is about? In your opinion, how does this topic relate to the previous one? After you read the chapter, make a list of terms that are new to you. Assignment #1b: After each topic has been completed, you will write a two-page report (double spaced) that should contain the following:
Criteria for grading:
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