Matt Whelihan Chair of English Kate Cottle Chair

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Matt Whelihan, Chair of English Kate Cottle, Chair of Literature and Humanities Liz Slater,

Matt Whelihan, Chair of English Kate Cottle, Chair of Literature and Humanities Liz Slater, English Instructor

WU’S GRADUATION COMPETENCIES It is intended that students earning an undergraduate degree will demonstrate

WU’S GRADUATION COMPETENCIES It is intended that students earning an undergraduate degree will demonstrate university level proficiency in the following areas: Written Communication § Write with clarity and precision using correct English grammar: mechanics (punctuation) and usage (sentence structure and vocabulary). § Correctly and ethically present scholarly writings utilizing the Publication Manual of the American Psychological Association (APA).

§ All students must have these competencies as they complete their college careers. §

§ All students must have these competencies as they complete their college careers. § It is the collective responsibility of all instructors to ensure that students have these competencies (Writing Across the Curriculum[WAC]). § Yet sometimes it is easy to be overwhelmed by essay grading: what to do? http: //wac. colostate. edu/atd/articles/haswell 2. jpg

§How can we better help our students eliminate the errors in their writing? §The

§How can we better help our students eliminate the errors in their writing? §The answer is simple: put the responsibility of editing on the students. http: //stopgrammartime. files. wordpress. com/2012/08/5. jpg

Students can catch more than 60% of their own writing errors if they are:

Students can catch more than 60% of their own writing errors if they are: § Taught to proofread üself-edit üread work aloud üpeer edit Peer-Review (Editing Buddy) before final paper is due Stanford University: “Save Time – Use Student Readers” (p. 3) Virginia Tech, Carnegie Mellon, University of Maryland

§ Here is Duke’s handout § University of Kansas proofreading suggestions to students: §

§ Here is Duke’s handout § University of Kansas proofreading suggestions to students: § “Read your writing out loud, slowly and carefully. Doing so will help you catch errors that you might otherwise not see. Watch for places where you pause, stumble or re-read because those might be trouble spots. If something sounds strange as you read it, there is probably a reason why. ” (2011) § It can also be helpful to read your writing out loud, sentence by sentence, from the end of your paper backwards to the beginning. § Also recommended by North Carolina University, Harvard, University of Massachusetts, SUNY.

§ Have students fill out a checklist as they self-edit. § This strategy is

§ Have students fill out a checklist as they self-edit. § This strategy is recommended by Duke, SUNY, Colorado State University, University of New Hampshire, University of Portland § Here are three of the best: § University of Victoria § New Hampshire University § Santa Barbara City College § Walden University – APA

§ Southern Nazarene University writes: § Develop a buddy system in which someone else

§ Southern Nazarene University writes: § Develop a buddy system in which someone else proofreads everything you write. § You know what you meant to say. Thus, although your eye sees an error, it may not register in your mind. Having another person proof your papers makes it more likely that errors will be seen. § Other universities who follow this practice § Stanford § University of Maryland

§ Given the rubric and a model paper when the assignment is Yellow bordered

§ Given the rubric and a model paper when the assignment is Yellow bordered paper made § Yale – Social Science, Bioethics, History, and more § Yale – Additional Sample Papers: Photography, Natural Science, Philosophy, Literature § Bedford St. Martin’s – Sociology, Nursing, Psychology, Reflection § University of Memphis – Psychology, Sociology, Religion § Purdue OWL – Sample APA Paper with annotations § University of Illinois – Sample Business Paper § Harvard Business School – Several Sample Papers

§ Require revision: The essay is marked by a flow and rhythm appropriate for

§ Require revision: The essay is marked by a flow and rhythm appropriate for academic writing. § Readability – sentences sound natural and fluid when read aloud. § The essay adheres to the standard conventions of mechanics, usage, and grammar (MUGs). § Then, ensure students show evidence of revision § Look at first and revised drafts side by side § Put in a grade cap for those who don’t revise Final Note: Instructional Comments Ready to Cut and Paste

§ Every time an essay is assigned, have students write two drafts. § In

§ Every time an essay is assigned, have students write two drafts. § In between the first draft and the revised draft (and before you read anything), have the students make use of three resources: § Safe. Assign § Student Success Center § Smar. Thinking § Grammar & Documentation Review § Essay Center – 1 Hour Review § Safe. Assign (also can be enabled in your class) § Blackboard Organizations: APA Wizards and Big MUGs Club

§ Look over a set of papers quickly and return error-laden essays for proofreading

§ Look over a set of papers quickly and return error-laden essays for proofreading and correction. (Virginia Tech) § “Papers that have not been proofread are not worth your time to read. Anyone can miss a couple of misplaced commas or a spelling error or two per page, but you should not waste your time trying to read a paper riddled with errors the students was too careless to correct. Handle such situations with care: giving a paper back with nothing but a dismissive comment can do more harm than good. It is your job to help students understand how important it is to produce work appropriate for the audience – and that includes presenting good, clean, easily read text. ” (University of Maryland)

§ Set time aside in class to conference with students § Some conferences will

§ Set time aside in class to conference with students § Some conferences will be quick: answering 1 -2 specific questions § If a full conference, there are some guidelines to follow § Look at two structural elements and one grammatical § Grade in trends § Keep the tone conversational § Employ the compliment sandwich § Use Kaltura to give oral feedback http: //2. bp. blogspot. com/-oy. TFFhn 08 x 8/Tz. Fb. Zy. Pn. Nq. I/AAAAA 2 A/XZOya. ZV_z. Do/s 1600/compliment+sandwich. jpg

§ Track Changes § Grammatical feedback in text § Structural feedback in Comments §

§ Track Changes § Grammatical feedback in text § Structural feedback in Comments § Auto Correct § List of suggested Comments § Save as PDF to save formatting http: //novelinspirations. com/yahoo_site_admin/assets/images/word 1. 224135751_std. png

Make students accountable: § Read work aloud § Use Student Readers § Self-edit –

Make students accountable: § Read work aloud § Use Student Readers § Self-edit – checklists § Rewrite Error-laden Essays § Use Smar. Thinking, the Student Success Center, and Safe. Assign § Revise work based on instructor comments § Conferencing § Track Changes

§ How can the College of Arts and Science help you? § Are there

§ How can the College of Arts and Science help you? § Are there any writing topics that you would like offered in upcoming workshops?