A teacher uses self-assessment as a formative practice within the classroom. Students self-assess their writing with a stop light system: green (confident with first draft), yellow (unsure and wants clarification), or red (needs support) based on a writing exemplar. Next, they partner with a student with an opposite color to provide feedback or obtain feedback. Finally students use the feedback to revise their writing.

This activity is a field investigation where students will make stream observations to determine its geologic processes and influence to our local topography.

This student-friendly writing rubric was created to use with students to help them understand and evaluate their own writing, fostering growth and improvement in their composition skills. It also includes a note for families and could be used to help caregivers understand more about their student's strengths and areas of growth in writing.

This student-friendly writing rubric was created to use with students to help them understand and evaluate their own writing, fostering growth and improvement in their composition skills. It also includes a note for families and could be used to help caregivers understand more about their student's strengths and areas of growth in writing.

This style manual will quickly becomes a favorite resource. Whether planning a paper, running a grammar check, completing a report, composing an email, puzzling over a usage or grammar issue, or writing a resume or online portfolio, you are bound to find the material and examples you need in Style for Students Online. Drawing from his breadth of experience as a tutor, teacher, editor, and creative writer, Joe Schall provides technical writing advice that spans from the conceptual to the niggling. Thoughtful, practical, up-to-date, and rich in pith, Style for Students Online should be bookmarked as one of your oft-visited websites.

This source consists of an open textbook organized around making students successful writers. Topics include higher order concerns, such as the writing process and lower order concerns, such as advice on grammar and word choice.

Teaching Autoethnography: Personal Writing in the Classroom is dedicated to the practice of immersive ethnographic and autoethnographic writing that encourages authors to participate in the communities about which they write. This book draws not only on critical qualitative inquiry methods such as interview and observation, but also on theories and sensibilities from creative writing and performance studies, which encourage self-reflection and narrative composition. Concepts from qualitative inquiry studies, which examine everyday life, are combined with approaches to the creation of character and scene to help writers develop engaging narratives that examine chosen subcultures and the author’s position in relation to her research subjects. The book brings together a brief history of first-person qualitative research and writing from the past forty years, examining the evolution of nonfiction and qualitative approaches in relation to the personal essay. A selection of recent student writing in the genre as well as reflective student essays on the experience of conducting research in the classroom is presented in the context of exercises for coursework and beyond. Also explored in detail are guidelines for interviewing and identifying subjects and techniques for creating informed sketches and images that engage the reader. This book provides approaches anyone can use to explore their communities and write about them first-hand. The methods presented can be used for a single assignment in a larger course or to guide an entire semester through many levels and varieties of informed personal writing.

This OER textbook includes 5 chapters from Bay College’s Eng 145 Technical and Report Writing (originally numbered 1, 2, 4, 5, and 6), 3 sections from Workplace Writing: A Handbook for Common Workplace Genres and Professional Writing (pages 56-78), and 2 units of Professional and Technical Writing (originally numbered 7 and 8). It covers an introduction to technical and report writing, document design, ethical and legal obligations, writing definitions, collaboration, proposals, formal reports, oral reports, research, and basic punctuation, gramma, and conventions of English.

Requiring students to preview a topic prior to discussing a difficult text or challenging topic aids student comprehension and allows for deeper discussion. In this activity, 8th grade students respond in writing to quotes from a book independently and then rotate from one quote to another responding to additional quotes or student responses.Students share their thoughts and predictions during a whole class discussion using quotes to support their thinking. Individual reflection closes the lesson and prepares students for the next days reading by asking students to predict the theme or storyline based on the quotes and class discussion.

" This seminar is open to graduate students, and is intended to offer a synoptic view of selected methodologies and thinkers in art history (with some implications for architecture). It is a writing-intensive class based on the premise that writing and editing are forms of critical thinking. The syllabus outlines the structure of the course and the readings and Assignments and Labs for each week. The discipline of art history periodically surges into "crisis." The demise of formalism as a guiding tenet, or connoisseurial appreciation as a general guide, plunged the field into confusion during the 1970s when the battle raged over "social histories of art" or "revisionism;" in the late 1990s the debate was staged between "visual studies" versus "normative art history." The course takes this confusion as itself worthy of study, and seeks to make available some of the new methodologies that have emerged over the past two decades. The ultimate goal is to bring students closer to discovering their own individual methods and voices as writers of art historical prose. In broader terms, we will attempt to understand the historiography of visual art and images more broadly. Our efforts will be predicated on the conviction that art history can serve as a generative discipline for all humanistic disciplines, and even those that style themselves as "Bildwissenschaft" (or "image-science")."

This lesson uses the book Thunder Rose by Jerdine Nolen to reinforce the common elements, or text structure, of tall tales. As the text is read aloud, students examine the elements of the book that are characteristic of tall tales. Then using what they've learned over the course of the unit and lesson, they write tall tales of their own.

Our goal is for our students to become proficient readers and writers who display agency and independence. This interactive hyperdoc training module, about UDL and Reading Workshop, is designed to help educators develop an ever-growing toolkit of strategies that will remove barriers to learning and create options for how instruction is presented, how students express their ideas, and how we can engage students in their learning.

This course is taken by mechanical engineering majors during their senior year to prepare a detailed thesis proposal under the guidance of staff from the Writing Program. The thesis proposal must bear the endorsement of the thesis supervisor and indicate the number of units planned.

In the fall and spring of each school year, students in the Baraboo School District are assessed on their academic writing skills. We pre-assess to determine skill-level as students come into the year, and we post-assess to determine growth. See the attached presentation to see our process along with examples of the writing assessments, rubrics, and student writing samples from K-8.

This is a ready to use presentation focusing on writing in the 4K classroom. This resource supports teachers in implementing and encouraging writing throughout the day, as well as increasing opportunities for authorship writing.

This video created by the UWM Libraries describes the author, audience, and purpose of scholarly souces, and why/how undergraduates engage with them.Learning outcome: Students will be able to describe the author, article, and purpose of scholarly sources in the context of undergraduate research and writing.ACRL Frame Alignment: Scholarship as a conversation

This is a Monday assignment in my Native American Lit. Class. Students read articles on current topics in Indian Country and write about or present their findings to the class on Tuesdays to spark discussion. At the beginning of the year, I usually show a video or clip about a current hot topic to gain their interest. This year I showed the documentary AWAKE about the Dakota Access Pipeline and the protests there, which prompted debate and discussion, and ignited their interest in topics related to Native Americans.

Students will watch a video of a storyteller coming up with a rap that tells a story. They will identify story elements (who, what, and where), and record significant details. The next lesson plan ,Using Story Elements to Write a Rap, has students creating their own rap with the story elements.

Written by five college reading and writing instructors, this interactive, multimedia text draws from decades of experience teaching students who are entering the college reading and writing environment for the very first time. It includes examples, exercises, and definitions for just about every reading- and writing-related topic students will encounter in their college courses.