Sometimes the talk is just as important as the response to it - students can even benefit from talking to their dog if it forces them to hear how clearly they can say out loud what they think they're thinking. Outline milestones that will force students to practice the kinds of processes outlined in "Research and Writing." You especially help your students. inexperienced people, if you both take the time to encourage. students to record bibliographic data systematically and early and show them strategies for doing so.
Researchers collect data not for themselves, but to ask a question whose answer solves a problem. Students can get a quick overview of the entire process if you have them read through this book, but then do not leaf through the book in class, regardless of what they are working on. Students rarely manage their time well on long projects, partly because they don't understand their importance, but also because they don't know how.
Students rarely manage their time well on long projects, partly because they don't recognize the importance of doing so, but also because they don't know how. Students rarely manage their time well on long projects, partly because they don't. recognize the importance of doing so, but also because they do not know how. Even if you don't have time to review the products from these intermediate steps, have the student share them with you.
Discuss with the student the features you particularly want to see in her work (as well as the features you don't want to see), tailored to the pages in 'Research and Writing' where they are discussed.
A Quick Guide to Marking Students’ Papers
Distinguish marking papers (a learning outcome) from grading papers (an evaluation outcome)
When you don’t respond, students can learn from their peers
Don’t mark as you read
If the article is coherent and reasonably well done, these elements provide the best overview. If the article is incoherent or poorly reasoned, you will see the problem right away. When the introduction and conclusion are inconsistent, it is usually the conclusion that represents the student's best thinking—or at least the thinking that did so.
It is generally better if anything more substantial than line editing comes to the student on a separate page, keyed on pages or numbers in the margins.
In marking, less is more
Have a learning agenda for your marks
Mark papers “top-down.”
Don’t penalize good papers by leaving them unmarked
The most effective marks focus on a reader’s response, not on the writer’s success or failure
The most effective marks about writing have three parts: they (1) point out the specific issue on the page, (2) articulate the relevant general principle, and (3)
The most effective writing reviews have three parts: (1) call attention to a specific problem on the page, (2) articulate a relevant general principle, and (3). Students learn best when you comment on their views (both positive and negative) in ways that share yours. For example, you are of course right when you say in the middle of page 3 that Catholicism made Alexander Pope an outsider.
But I have a problem with saying that is the only factor in his attitude to, as you say, "the rich and famous" (the Pope would have called it . "beau monde"). In light of these factors, there isn't an even stronger point to be made about Pope's feelings of being outside looking in.
Some Activities for Managing the Writing Process
It is useful to ask a student to copy what you put on the board so that you can reproduce it as notes for the whole class. The first time you try this exercise, choose three or four statements about aspects of the reading that you want to discuss. You will only have time for the full version of this activity in a class longer than fifty minutes.
Collect the questions and choose three or four as a basis for the next class. After collecting the group votes, assign the top four questions as study questions for the next class. Once they get a feel for the conversation, students should examine any posts that lead to productive disagreements -.
Have students share with the class what they found in general class discussion, short oral reports, or e-mail reports. Tell students to bring to class four copies of a page with (a) a one-paragraph statement of their problem, (b) a plausible solution/claim (two if they can), and (c) a. list/summary of relevant reasons for their claim. Divide the class into groups of three and ask students to share their one-page summaries.
As a whole class, help students choose at least six questions that are too big for papers or even just general topics related to the class theme. Do not have students read their papers aloud to the class; give them twenty minutes to share with the rest of the class what they have learned about their general topic. You can assign it as an exercise or as part of the review process for an assigned task.
After students have completed any of the question-generating activities for the paper topics, ask them to formulate their questions as conceptual problems. Assign students to write entries for some or all of the papers, if possible adding them to soft copies so they can print and mark the complete papers. These activities give students reader response and help make the classroom a community of readers.
Either collect the lists or, if you want to discuss them, get the class back together to make a master list of recognitions for each of the possible positions. Have them read other group members' drafts for homework; they should make a list of every point they disagree with or can imagine someone else disagreeing with.
