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I}OPM___PPT10.+[W_DN' "= @B D ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*J%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*Jh%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*h%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*'%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*'U%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*U%(+8+0+0 +"0 (     p&0e0e?Title 1 `}   Credits:   (0e0e?,Content Placeholder 2 `   John Bean, Engaging Ideas: The Professor s Guide to Integrating Writing, Critical Thinking, and Active learning in the Classroom. Jossey Bass, 1996. Susan Peck McDonald, Professional Academic Writing in the Humanities and Social Sciences. Southern Illinois Press, 1994 H xC"H  0޽h ? I}OPM___PPT10i.+D=' "= @B +" 0 P(  r  S l" `}  "   S ~" `<$0 " H  0޽h ? I}OPM  ___PPT10 .+M+[W_Ds ' "= @B D. 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At the final stage, our role changes to judge as we make decisions about what works and what doesn t. Coaching is more fun than judging.6 \H  0޽h ? I}OPMme___PPT10E.(+[W_D' "= @B D' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<* %(+8+0+0 +" 0  0 (      pH0e0e?Title 1 `}   -Intervene Early and Oftens   00e0e?,Content Placeholder 2 `  Ihttp://www.hope.edu/academic/english/intervene%20early%20and%20often.pdf 0HH  0޽h ? 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Writing increases study time. Writing helps students acquire thinking skills. Writing helps students grapple with complexity. Writing can invite students to apply new knowledge to problems and audiences beyond the classroom. Writing clarifies values, knowledge of self, sense of purpose.GPGH $ 0޽h ? 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Our writers disagreed on this fundamental question: Is the human being inherently evil or innately good? Study these two brief excerpts from J. Edwards  Sinners in the Hands of an Angry God and from R.W. Emerson s  Self Reliance. Write a page or two for tomorrow s class, first explaining the view of human nature each passage supports and then providing examples of the ways each view can still be found in contemporary American thinking. 0" ZZH 0 0޽h ? 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Result: Students write for 1 or 2 hours, you spend about that much time responding, and everyone gets useful information about core questions and habits of mind in the course, about your grading standards, and you get an early indication of general class ability.PH 4 0޽h ? 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Format length, mss form, documentation style, organization, etc 6. Expectations about process to be followed proposal, research dates, first draft, peer review, conferences, revisions, etc. 7. Criteria for evaluation tell students right from the start how their paper will eventually be judged. Refer to criteria repeatedly during the writing process to guide success.x" Zxp`PpH D 0޽h ? 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Give students a problem or question that demands a thesis answer Assign a structure that requires a problem-thesis pattern (examples on handout)H H 0޽h ? 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I}OPM80___PPT10.0Prp`& 01 +3P+$cJL1Oh+'0l `h    ,Assignments that Help Students Write WellownerDavid Klooster46Microsoft Office PowerPoint@N@\@`v5GDg   &WMFCWlx EMFI@F(GDICx!b $$=='% % V0xx x % % $$AA" FGDICF(GDIC $@FGDICRp@"CalibriO0Calibr pRy(R@"Calibr 0 0XZ3xO0SA0U0%0(08[33|00H0\0P00dv%    T+%v1AA+/LpSome Thoughts on  % ( Rp@"CalibriU0Calibr pRy(R@"Calibr 0 0`Z3xO0SA0U0%0(08[33|00H0\0P00dv%    T'1x=AA';LtWriting Assignments  % ( F(GDICCdFGDICRp@"Calibri20Calibr`-(R@"Calibr 0 0`Z3xO0SA0U0%0(08[33|00H0\0P00dv%    T9DgKAA9JLtThe Writing Corner  % ( Rp@"Calibri.0Calibr`-(R@"Calibr 0 0TZ3xO0SA0U0%0(08[33|00H0\0P00dv%    T;KeRAA;QLlFaculty Workshop % ( Rp@"Calibri%0Calibr`-(R@"Calibr 0 0LZ3xO0SA0U0%0(08[33|00H0\0P00dv%    T?R`YAA?XLhDavid Klooster % ( Rp@"Calibri.0Calibr`-(R@"Calibr 0 0XZ3xO0SA0U0%0(08[33|00H0\0P00dv%    T:Ye`AA:_LpFebruary 10, 2011 % (   x--$xx--'@"CalibriO?I-. !2 /+Some Thoughts on r."System-@"CalibriU?I-. $2 ;'Writing Assignments .-@"Calibri2?I-. $2 J9The Writing Corner .-@"Calibri.?I-. 2 Q;Faculty Workshop.-@"Calibri%?I-. 2 X?David Klooster.-@"Calibri.?I-. !2 _:February 10, 2011r.-՜.+,D՜.+,p   On-screen Show+]r' CalibriArial Office Theme&Some Thoughts on Writing AssignmentsFirst,Our Plan for Today Credits:How writers writeA Model of the Writing Process%Teacher as coach vs teacher as judgeIntervene Early and Often)How writing assignments fit into courses*Course Design and Stage-Three Assignments5An assignment to introduce core questions --Week One Respond by?An assignment to apply disciplinary methods to solve a problemA Guided Practice Assignment"Elements of Effective Assignments"Elements of effective assignments%Assignments for thesis-driven essays(Writing Assignments and Grade Inflation-Responding to Student Writing short version-Responding to Student Writing --long version  Fonts UsedDesign Template Slide Titles 8@ _PID_HLINKSAChttp://www.hope.edu/academic/english/intervene early and often.pdf&_MDavid KloosterDavid Klooster  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-.0123456789:<=>?@ABDEFGHIJORoot EntrydO)PicturesCurrent UserCSummaryInformation(/PowerPoint Document(+MDocumentSummaryInformation8;Root EntrydO)0VxS@PicturesCurrent User>SummaryInformation(/      !"#$%&'()*+,-.0123456789:<=>?@ABO"_M a Libtech04 Libtech04