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Assessing and improving student writing in college : a guide for institutions, general education, departments, and classrooms /
"Step-by-step guidance for shaping better writers while keeping faculty workloads manageableEffective communication is a critical skill for many academic disciplines and careers, and so colleges and universities and their faculty members are rightfully committed to improving student writing acr...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
San Francisco, CA :
Jossey-Bass/A Wiley Brand [2014],
2014.
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| Edición: | First edition. |
| Colección: | Jossey-Bass higher and adult education series.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms; Copyright; Contents; Preface; Acknowledgments; About the Author; Chapter 1: For Everyone; What Do We Mean by "writing"?; WAC and WID; Why Work on Writing?; What Is "Good" Writing?; Grammar and Punctuation; How Do Students Learn to Write?; How Do Students Learn to Transfer Writing Skills?; What about Speakers of Other Languages?; How to Improve Student Writing; The Bottom Line; How to Assess Writing; Definition of "Assessment"; Purposes for Assessment.
- Methods of Gathering Information about Student WritingApproaches to Assessment; Portfolios; Rubrics; Using Assessment Data to "Close the Loop"; Reporting to Accreditors; Chapter Summary; Chapter 2: For Institution-Wide and General-Education Leaders; Study Successful Programs; Create a Sense of Urgency; Use the Data Strategically; Consider "Value-Added" Assessment; Purposes of Value-Added Data; Understand Your Students and Programs; Assess Student Writing; Pathway 3: Using a Common Rubric for Institution-Wide Samples of Student Work; Pathway 1: Faculty Groups Discuss Their Own Student Work.
- Pathway 2: Individual Faculty Report Rubric ScoresPortfolios; Pathway 4: Standardized Tests; Institute Structures for Assessment and Action; Faculty Development; Writing-Intensive Courses; Departmental Responsibility; Staff to Help in Discipline-Based Courses; Linked Courses; Required Demonstration of Writing Skills; High Quality in First-Year Composition Courses; Support for Students, Including a Writing Center, ESOL Program, and Tutoring; Provide Leadership; Assess your WAC Programs; Report Your Assessment and Actions; Chapter Summary; Chapter 3: For Departments and Programs.
- Establish Learning Goals for WritingGoals for Grammar, Punctuation, and Sentence Clarity; Goals for Writing Processes; Goals for General Education Courses; Goals for Graduate Programs; Gather Information about Student Writing; Gather Information about your Program; Take Action; What If Some Faculty Resist?; Report Your Actions and Results; Pitfalls in Reporting Assessment Actions and Results; Chapter Summary; Chapter 4: For Classroom Instructors; Observe Your Class; Improve Student Writing on One of Your Assignments; Analyze the Problems with Students' Writing.
- Guide the Learning and Writing ProcessAdd More Writing without More Paper Load; How to Find Time for Writing; The Hamlet Case; Make Grading and Responding Time-Efficient and Effective; Paper Grading Case; Address Grammar, Punctuation, and ESOL; Help Students Understand Basic Facts about Language; Plan a Course with Significant Writing; Chapter Summary; Appendix A: A Taxonomy of WAC/WID Programs; Appendix B: Outline for Faculty Workshops; Appendix C: Student Survey on Teaching Methods; Section A: Tools and Techniques; 1. Project Outline; 2. Initial Intensive Guidance.