WAC
WITHOUT STRESS: SOME EASY-TO-USE TECHNIQUES
Brief (1-3
minutes) in-class writes (use at end of class)
Procedure:
-
Students write (1) one thing
I learned; (2) one question I have
-
Collect and read; begin next
class by summarizing and responding to common concerns (can also use in
middle of class or during a difficult part of lesson)
Benefits:
-
Students articulate their learning
-
Instructor can identify and
address problems as they arise
-
Minimal time ? no grading/evaluation
needed!
Journals or
Learning Logs (in or out of class)
Procedure:
-
Students write about what they
learned and how (e.g., how they solved a problem), questions and difficulties
with subject.
-
Topics may be assigned or open
-
Periodically collect, write
responses to content of some entries (not corrections ? this is writing
as a thinking process)
Benefits:
-
Writing makes students think
about the subject and how they learn
-
Promotes student-instructor
dialogue, communication
-
Not necessary to grade; not
necessary to read every entry (some can just be checked off)
Model/sample
papers (for research papers, book reviews, lab reports, etc.)
Procedure:
-
Get permission from writers
to make archive copies of their excellent papers
-
Put copies on file in Learning
Resource Center (students read in LRC only, no check-out) OR
-
Put paper on overhead and discuss
its strengths in class
Benefits:
-
Students get clear idea of
writing conventions and expectations
-
Seeing models improves student
papers (this has been validated by research)
Beth Kupper-Herr
Beth Kupper-Herr