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John C. Bean. Engaging Ideas
Table of Contents
List of Tables
Guide
Pages
ENGAGING IDEAS. The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom
Preface
John's Introduction of Coauthor Dan Melzer
Dan's Perspective on the Third Edition of Engaging Ideas
Recent Developments Influencing the Third Edition
Field‐Specific Scholarship in Writing and Pedagogy
The “Writing about Writing/Transfer of Knowledge” Movement in Writing Studies
Use of Metacognition and Reflection for Self‐Assessment and Improved Peer Review
Emergence of a Translingualist Approach to Diversity in Language Practices, Media, and Genres
Growing Interest in Alternatives to Traditional Grading
Expanding Affordances of Classroom Technology and Social Media
What's New in the Third Edition?
What Hasn't Changed?
Signature Features of Engaging Ideas
Intended Audience
Structure of the Book
Thanks and Acknowledgments
From John
From Dan
From Both of Us
About the Authors
1 Using Writing to Promote Thinking : A Busy Professor's Guide to the Whole Book
Steps for Integrating Writing and Critical Thinking Activities into a Course
Step 1: Become Familiar with Some of the General Principles Linking Writing to Learning and Critical Thinking
Critical Thinking Rooted in Problems
Disciplinary versus Generic Domains for Critical Thinking
The Link between Writing and Critical Thinking
Step 2: Design Your Course with Critical Thinking Objectives in Mind
Step 3: Design Critical Thinking Tasks for Students to Address
Step 4: Develop a Repertoire of Ways to Give Critical Thinking Tasks to Students and to Coach Critical Thinking
Step 5: Develop Strategies to Include Exploratory Writing, Talking, and Reflection in Your Courses
Step 6: Develop Strategies for Teaching the Genres of Your Discipline and the Ways That These Genres Use Evidence to Support Claims
Step 7: When Assigning Formal Writing, Treat Writing as a Process
Four Discouraging Beliefs and Some Encouraging Responses
Misconception 1: Emphasizing Writing and Critical Thinking in My Courses Will Take Time Away from Content
Misconception 2: Writing Assignments Are Unsuitable in My Course
Misconception 3: Adding More Writing to My Course Will Bury Me in Paper Grading
Misconception 4: I Am Not Knowledgeable Enough about Writing and Grammar to Help Students with Their Own Writing
Conclusion: Engaging Your Students with the Ideas of Your Course
2 How Writing Is Related to Critical Thinking
Overview of the Writing Across the Curriculum and Critical Thinking Movements
Writing, Thinking, and a Dialogic View of Knowledge
The View of Knowledge Underlying Academic Writing
Teaching Multiple Drafts as a Thinking Process
Avoiding a Thesis: Three Cognitively Immature Essay Structures
“And Then” Writing, or Chronological Structure
“All About” Writing, or Encyclopedic Order
Data Dump Writing, or Random Organization
What Causes These Organizational Problems?
Pedagogical Strategies for Promoting Critical Thinking
Create Cognitive Dissonance for Students
Present Knowledge as Dialogic Rather Than Informational
Teach the Academic “Moves” and Genres That Are Important in Your Discipline
Give Students Frequent Problem‐Solving Tasks Requiring Writing or Discussion
Teaching Thinking through Teaching Revision
A Positivist Model of the Writing Process
Why Don't Students Revise?
Fifteen Suggestions for Encouraging Revision
Conclusion: The Implications of Writing as a Means of Thinking in the Undergraduate Curriculum
Note
3 Helping Writers Think Rhetorically
Helping Students Think about Audience and Purpose
Helping Students Think about Genre
EXHIBIT 3.1 Examples of Genres
Genre Awareness and Student Learning
Genre Awareness Promotes Transfer
Different Genres Tap Different Kinds of Strengths, Allowing More Students to Succeed
The Value of Writing in Different Genres Seems to Be Supported by Brain Research
EXHIBIT 3.2 Assignments throughout the Learning Cycle
Teaching Genre in the Context of Discourse Communities
Conclusion: Thinking Rhetorically as a Transferable Skill
4 Formal Writing Assignments Situated in Rhetorical Contexts
Thinking Rhetorically: Five Variations on the Same Assignment
EXHIBIT 4.1 Considering the Effects of Variations in Assignment Design Using the Framework of Rhetorical Situation, Genre, and Discourse Community
Assignment Option 1
Assignment Option 2
Assignment Option 3
Assignment Option 4
Assignment Option 5
Discussion Questions
Articulation of Learning Goals as Preparation for Designing Assignments
Planning Your Course Backward by Designing the Last Assignment First
Best Practices in Assignment Design
The NSSE/WPA Research on Writing and Deep Learning
The Meaningful Writing Project
“Meaning‐ Constructing” Tasks and the Problem of Student Freedom
Designing an Effective Assignment Prompt
Meaning‐Constructing Task
Disciplinary Problem
Role or Purpose
Audience
Genre and Implied Discourse Community
Interactive Components
Evaluation Criteria
Example of an Effective Assignment Handout
EXHIBIT 4.2 McLeod's Assignment Handout for First‐Year Seminar
Problem‐Focused Versus Topic‐Focused Task
Task‐Only versus Task‐with‐Rhetorical‐Context
Disciplinary versus MLA Documentation Style (for a General Education Course)
Same Task for All Students versus Freedom of Choice
A Common Problem: Asking Too Many Questions
Confusing Task Statement
Improved Task Statement
Asking a Colleague to “Peer‐Review” Your Assignment Handout
EXHIBIT 4.3 Questions for Collegial Peer Review of an Assignment Handout
Giving the Assignment in Class
Assignments Leading to Closed‐Form Thesis‐Governed Writing
Present a Proposition (Thesis) for Students to Support, Refute, or Modify
Give Students a Problem or Question That Demands the Student's “Best Solution” Answer
Assign a Thesis‐Governed Paper Requiring Analysis of Raw Data
Create “Strong Response” Assignments Based on One or More Scholarly Articles or Other Readings
Let Students Develop Their Own Questions
Microtheme Assignments for Writing‐to‐Learn
Examples of Microtheme Assignments
Using Microthemes for Formative Assessment
High‐Scoring Microtheme
Student A's Microtheme
Student B's Microtheme
More Open Forms: Alternatives to the Thesis‐Governed Paper
Formal Exploratory Essays
Reflections
A Potpourri of Other Kinds of Alternative Formal Assignments
Multimodal Alternatives to Formal Assignments
Conclusion: Writing Assignments in the Context of the Whole Course
5 Informal, Exploratory Writing Activities
Why We Find Exploratory Writing Valuable
Common Objections to Exploratory Writing
Requiring Exploratory Writing Will Take Too Much of My Time
Students Regard Exploratory Writing as Busywork
Exploratory Writing Is Junk Writing That Promotes Bad Writing Habits
Logistics, Media, and Methods for Assigning Exploratory Writing
Explaining Exploratory Writing to Students
EXHIBIT 5.1 Explanation of Exploratory Writing for Students
Some Examples of Psychology Journal Tasks
EXHIBIT 5.2 John's Method of Explaining and Assigning Exploratory Writing. Explanation of “Thinking Pieces” from Syllabus for a Shakespeare Course
Excerpts from Daily Schedule
Using Blogs or Online Discussion Forums with Threaded Responses
Twenty Ideas for Incorporating Exploratory Writing into a Course
In‐Class Writing
Out‐of‐Class Journals, Thinking Pieces, Blogs, or Electronic Discussion Forum Postings
Tasks to Deepen Students' Responses to Course Readings
Change‐of‐Pace Creativity Exercises
Invention Tasks for Formal Assignments
Low‐Stakes “Shaped Exercises” to Practice Structured Academic Writing
Evaluating Exploratory Writing
Using a Check/Plus/Minus System or Simple Numeric Scale
Check/Plus/Minus Scale
Five‐Point Scale
Weighing Exploratory Writing into the Course Grade
Managing the Workload
Conclusion: Engaging Ideas through Exploratory Writing
Note
6 Designing Tasks to Promote Active Thinking and Learning
Ten Strategies for Designing Critical Thinking Tasks
1. Tasks Linking Course Concepts to Students' Personal Experience or Previously Existing Knowledge
2. Explanation of Course Concepts to New Learners
3. Thesis Support Assignments
4. Problem‐Posing Assignments
5. Data‐Provided Assignments
6. Template Assignments
7. Assignments Requiring Role‐Playing of Unfamiliar Perspectives or Imagining “What If” Situations
8. Summaries or Abstracts of Articles or Course Lectures
9. Dialogues or Argumentative Scripts
10. Cases and Simulations
Conclusion: Strategies for Designing Critical Thinking Tasks
7 Helping Students Read Mindfully across the Disciplines
Research on Reading Practices across the Disciplines
Cultural Obstacles to Mindful Reading
Decline in Print Reading
A School Culture That Rewards Surface Reading
Teachers' Willingness to Lecture over Reading Material
Students' Resistance to the Time on Task Required for Mindful Reading
The Rhetorical Component of Reading Mindfully
The Metacognitive Component of Reading Mindfully
Being Aware of One's Own Purposes for Reading
Understanding Need to Vary Speed and Reading Strategies According to One's Own Purposes
Appreciating Reading Difficulties Caused by Being an “Outsider” to the Text
Lack of Assumed Cultural Knowledge
Unfamiliar Vocabulary
Unfamiliar Genre
Understanding How Visualization of a Text's Structure Improves Comprehension of Meaning
Suggested Strategies for Helping Students Become More Mindful Readers
Develop a Course Design, Assignments, and Grading Methods That Reward Mindful Reading
Assignment
Not Using Quizzes to Motivate Reading
Not Lecturing over Readings
Making Students Responsible for Texts Not Covered in Class
Empower Students by Helping Them See Why Texts Are Difficult
Consider Some Variation of Monte Carlo Quizzes Rather Than Traditional Quizzes to Motivate Mindful Reading
Consider the QDAFI Method of Teaching Students to Read Experimental Reports
Have Students Reverse Engineer a Secondary Source to Uncover Original Primary Data
Explain to Students How Your Own Reading Process Varies
Show Students Your Own Note‐Taking and Responding Process
Help Students Get the Dictionary Habit
Help Students Discern the Structure of a Text by Writing “What It Does” and “What It Says” Statements about Each Paragraph
EXHIBIT 7.1 Writing Does/Says Statements
Awaken Students' Curiosity about Upcoming Readings
Show That All Texts Reflect the Author's Frame of Reference
Show Students the Importance of Knowing Cultural Codes
Help Students See That All Texts Are Trying to Change Their View of Something
Create “Reading Guides”
EXHIBIT 7.2 Reading Guide for a Scientific Article for a First‐Year Seminar on Nature/Nurture Controversy in Gender Identity
Teach Students to Play the “Believing and Doubting Game”
Developing Assignments That Require Students to Interact with Texts
Marginal Notes Approach
Open‐Ended Reading Logs
Guided Reading Logs, Journals, or Thinking Pieces Prompted by Teacher‐Posed Questions
Summary Writing Approach
Summary/Response or Double‐Entry Notebooks
Imagined Interviews with the Author
Graphic Organizers
EXHIBIT 7.3 Student's Graphic Organizer for “Revision Strategies of Student Writers and Experienced Adult Writers”
Writing “Translations”
Conclusion: Promoting Mindful Reading
8 Using Small Groups to Coach Thinking and Teach Disciplinary Argument
The Advantages of a Goal‐Oriented Use of Small Groups
Sequence of Activities for Using Small Groups During a Class Period
Designing the Task
Forming Groups
Assigning the Task
Less Effective
More Effective
Completing the Task
Group Reporting
Plenary Discussion and Critiquing of Group Reports
Relating the Task to the Learning Sequence
Suggestions for Designing Productive Small‐Group Tasks
The Thesis‐Proposing Strategy
The Template Strategy
The Question‐Generating Strategy
The Believing and Doubting Strategy
The Evidence‐Finding Strategy
The Case Strategy
The Norming Session Strategy
The Peer Review Workshop Strategy
The Metacognitive Reflection Strategy
The Group Paper Strategy
EXHIBIT 8.1 Instructions for Group Project
Making Small Groups Work
What Is the Best Size for Groups?
Should You Form Groups at Random or According to Some Distributive Scheme?
How Do You Teach Groups to Work Well Together?
What Are Best Practices for Groups in Online and Hybrid Courses?
EXHIBIT 8.2 Example of a Netiquette Statement. Community Standards for Online Communication in First-Year Composition Classes
The Controversy over Using Small Groups: Objections and Responses
Using Small Groups Takes Minimal Teacher Preparation or Skill
Small‐Group Work Reduces the Amount of Productive Class Time Spent with the Teacher
Small‐Group Work Devalues Eccentricity and Teaches Social Conformity
Conclusion: Some Additional Advantages of Small Groups
9 Bringing More Critical Thinking into Lectures and Discussions
Increasing Active Learning in Lecture Classes
Using Classroom Response Systems (CRS) to Awaken Interest and Activate Prior Learning
Exhibit 9.1 Examples of Clicker Questions
Develop Exploratory Writing Tasks Keyed to Your Lectures
Break the Pace of a Lecture Using “Minute Papers”
Ask Students to Write Summaries of One or More of Your Lectures
Ask Students to Question Your Lectures
Design a Formal Writing Assignment Requiring Students to Integrate Lecture Material
Deliver Narrative Lectures That Model the Thinking Process
Increasing Active Learning in Discussion Classes
Increase Wait Time by Using Freewriting
Use Out‐of‐Class Exploratory Writing to Prime the Pump
During Heated Discussions, Consider Time‐Outs to Let Students Freewrite Their Ideas
Have Students Generate the Questions to Be Discussed
Stagger Due Dates for Short Formal Papers to Allow Daily Paper Presentations
Have Students Complete a Weekly Critical Incident Questionnaire
Early in the Course, Hold a Discussion about Discussions
Extend the Classroom by Initiating Online Discussion Forums
Conclusion: Engaging Ideas through Active Learning
10 Designing and Sequencing Assignments to Teach Undergraduate Research
From Research Paper to Research Project: A Metacognitive Overview of Academic Research across the Disciplines
Students' Misperceptions about Research
Replacing Student Misperceptions with an Authentic View of Research
A Snapshot Overview of Research across the Disciplines: Carter's Metadisciplines and Metagenres
EXHIBIT 10.1 Metadisciplines, Metagenres, and Examples
A Functional Overview of Research Sources: Bizup's BEAM
EXHIBIT 10.2 Bizup's BEAM
Asking Students to Write to Wider Audiences
Journals That Publish Undergraduate Student Writing in Any Discipline
Information Literacy Skills Needed to Do Undergraduate Research
Developing Information Literacy
Information Literacy Skills Needed for Research Writing
1. How to Ask Discipline‐Appropriate Research Questions
2. How to Establish a Rhetorical Context (Audience, Purpose, Genre, Discourse Community)
3. How to Find Sources
4. Why Find Sources
5. How to Incorporate Sources into the Paper
6. How to Take Thoughtful Notes
7. How to Cite and Document Sources
Pedagogical Strategies for Teaching Authentic Undergraduate Research
Help Students Learn to Ask Research Questions in Your Discipline
EXHIBIT 10.3 Asking Determinate Research Questions in Empirical Disciplines
EXHIBIT 10.4 Asking Questions about Literary Texts through Theoretical Lens. Political Criticism (Marxist, Feminist, Queer Theory)
Deconstruction
To Teach Searching Strategies, Consider Teaming with a Subject Matter Librarian
Give Students a Metacognitive Overview of Academic Research (Carter's Metadisciplines, Bizup's BEAM)
Consider Designing Short Assignments to Teach Analysis of Exhibit Sources
Example Assignments: Drawing Evidence from Exhibit Sources
Consider Designing Short Assignments to Teach Engagement with the Scholarly Literature (Bizup's “Argument” Sources)
“Establishing a Controversy” (Common in Humanities)
Humanities Assignments: “Establishing a Controversy” Literature Review
“State of the Art” Literature Review (Common in Problem‐Solving Disciplines)
Problem‐Solving Discipline Assignments: “State of the Art” Literature Review
“Gap in Knowledge” Literature Review (Common in Empirical Disciplines)
Empirical Discipline Assignments: “Gap in Knowledge” Literature Review
Consider Designing a Guided Mini‐Research Project
Consider Adding an Exploratory Paper as Scaffolding
For Major Projects Ask for a Research Prospectus
Academic Research Article Project Proposal
Help Students Understand the Rhetorical Function of Academic Titles and Introductions
Explaining the “Moves” in an Academic Introduction
Money and Growth: An Alternative Approach
Explaining the Function of Academic Titles
Provide Models of Effective Research Work from Previous Students
Backward Design Your Course by Creating the Last Assignment First and Then Build in Scaffolding
Souza's Final Project (Designed First)
Final Project
Souza's Use of Backward Design: Skill‐Building Scaffolding Assignments
Short Paper I
Short Paper II
Souza's Further Scaffolding for the Final Project
Research Prospectus
Adapting Souza's Method to Other Disciplines
Departmental Collaboration to Teach Undergraduate Research in the Major
MacDonald's Four‐Stage Schema of Students' Development as Writers
Skills and Knowledge Needed for Expert Insider Prose
EXHIBIT 10.5 Skills/Knowledge Needed to Produce Expert Insider Prose in a Discipline
Teaching the Genres of Your Discipline
EXHIBIT 10.6 Structural Template for Practical Proposal
EXHIBIT 10.7 Structural Template for Empirical Research Report (APA Style)
EXHIBIT 10.8 Structural Template for an Interpretive Paper (Humanities) Title
EXHIBIT 10.9 Structural Template for Performance Reflection or Critique
Designing the Curriculum Backward
Conclusion: Engaging Students in Research
11 Helping Students Use Self‐Assessment and Peer Review to Promote Revision and Reflection
The Benefits of Student Self‐Assessment
Using Reflective Writing to Foster Metacognition
Typical Metacognitive Moves
Areas of Student Learning Amenable to Metacognitive Reflection
Self
Subject Matter
Writing Process
Rhetorical Knowledge
Self‐Assessment and Evaluation
Easy‐to‐Implement Ways of Integrating Reflection Assignments into a Course
Learning Inventories
Learning Style Questionnaires/Inventories
Process Memos Accompanying a Draft
Revision Plans
Summative Reflection Essays
Excerpt from Dan's Portfolio Reflection Essay Assignment. Purpose
Genre
Format
Making Self‐Assessment a Part of the Classroom Culture
Essay Assignment
The Research on Why Peer Review Can Be as Useful as Instructor Response
Positive Findings on Peer Review
Problem Areas for Peer Review
Ways to Conduct Peer Review
In‐Class Peer Review Workshops
Response‐Centered Reviews (Face‐to‐Face)
EXHIBIT 11.1 Classroom Procedure for Response‐Centered Reviews
Response‐Centered Reviews (Guided by Teacher‐Prepared Peer Review Sheets)
EXHIBIT 11.2 Judgment versus Descriptive Questions for Peer Reviews
Advice‐Centered Reviews
EXHIBIT 11.3 Classroom Procedure for Advice‐Centered Reviews
Out‐of‐Class Electronic Peer Review
Exchanges on Course Discussion Boards
Calibrated Peer Review
Multiple Peer Reviews through Peerceptiv
Eli Review
Conclusion: Shifting the Focus of Response from Teachers to Students
12 Using Rubrics to Develop and Apply Grading Criteria
Controversies about Evaluation Criteria
An Overview of Different Kinds of Rubrics
Analytic versus Holistic
Generic versus Task‐Specific
Different Methods of Describing Performance Levels
EXHIBIT 12.1 Generic Writing Rubric Using Analytic Method
EXHIBIT 12.2 Generic Rubric for Summary Writing Using Holistic Method
Rubric
EXHIBIT 12.3 Task‐Specific Rubric for a Genre: Practical Proposal
EXHIBIT 12.4 Task‐Specific Rubric for an Assignment Requiring Graphics
Grids versus No Grids
Controversies about Rubrics
The Problem of the Universal Reader
EXHIBIT 12.5 Analytic Rubric with Non‐Grid Design: Argument Assignment
The Problem of the Generic Rubric
The Problem of Implied Precision
John's Approach to Using Rubrics
Dan's Approach to Using Rubrics
EXHIBIT 12.6 Dan's Negotiated Rubric for an Academic Research Article Portfolio Project
Deciding on an Approach to Grading That Works for You
Finding What Works for You—From Simple to Elaborate Rubrics
EXHIBIT 12.7 Simple Rubric for an Introductory Literature Course Assignment on The Secret Sharer
EXHIBIT 12.8 Holistic Scale for Grading Physics Microthemes
EXHIBIT 12.9 Elaborate Rubric for a Scientific Paper in Chemistry. Introduction
Conducting a Group Norming Session
Determining Grades
Conclusion: The Role of Rubrics in Coaching the Writing Process
13 Coaching the Writing Process and Handling the Paper Load
1. Design Good Assignments
2. Clarify Your Grading Criteria
Develop Task‐Specific Rubrics
Hold an In‐Class Norming Session
3. Build in Exploratory Writing or Class Discussion to Help Students Generate Ideas
Collaborative Small‐Group Tasks
EXHIBIT 13.1 Paired Interview Questions
Paired Interviews
4. Have Students Submit Something Early in the Writing Process
A Prospectus
Two Sentences: Question and Thesis
Abstracts
Rough Drafts
5. Have Students Conduct Peer Reviews of Drafts
6. Refer Students to Your Institution's Writing Center
7. Make One‐on‐One Writing Conferences as Efficient as Possible
Distinguish between Early, Higher‐Order Concerns and Later, Lower‐Order Concerns
Try to Make the Conference Interactive with the Student Doing Most of the Talking
Start the Conference by Establishing Rapport, Reading the Draft, and Setting a Mutual Agenda
Starting the Conference
Reading the Draft while Student Makes Notes on Draft's Argument and Problem Areas
Setting an Agenda and Beginning the Discussion
Develop a Repertoire of Conferencing Strategies
If You Can Understand the Sentences but Cannot See the Point
Use an Idea Map for Brainstorming
Use a Tree Diagram to Help with Structure
EXHIBIT 13.2 An Idea Map
EXHIBIT 13.3 A Tree Diagram
EXHIBIT 13.4 Use of Placeholders to Stimulate Invention
When Working on Sentence Concerns, Focus on One or Two Paragraphs
8. Hold Occasional Group Brainstorming Conferences Early On
9. Use Efficient Methods for Giving Written Feedback
Comment on Drafts Rather Than Final Products, or Allow Rewrites
Make Limited, Focused Comments and Avoid Marking Errors
Use Models Feedback on Short Assignments
Use a Rubric
10. Put Minimal Comments on Finished Products
Conclusion: A Review of Time‐Saving Strategies
14 Providing Effective and Efficient Feedback
Students' Responses to Teachers' Comments
The Purpose of Commenting: To Coach Revision
General Strategy for Commenting on Drafts: A Hierarchy of Questions
Does the Draft Follow the Assignment?
Does the Draft Address a Problem/Question? Does It Have a Thesis?
What Is the Overall Quality of the Writer's Ideas/Argument?
Is the Draft Effectively Organized?
Use Marginal Comments to Note Where You Get Lost or Confused
Comment on the Title and Introduction
Comment on Paragraph Topic Sentences and Transitions
Does the Draft Effectively Manage Old and New Information?
EXHIBIT 14.1 Student Revision of a Draft in Response to Teacher Commentary
Student's Revised Paragraph
EXHIBIT 14.2 Thought Exercise on the Old/New Contract
Version 1
Version 2
EXHIBIT 14.3 Student Revision to Fix Problems with Old/New (O/N) Contract
Student's Revised Paragraph
Is the Draft Carefully Edited?
Is the Draft's Style Appropriate for Genre, Purpose, and Audience?
Suggestions for Writing End Comments That Encourage Revision
Alternatives to Written Response: Audio and Video Feedback
Conclusiown: A Review of General Principles
General Procedures
Marking for Ideas
Marking for Organization
Marking for Sentence Structure
Some Further Principles
15 Responding to Grammar and Other Sentence‐Level Concerns
The Difficulty of Teaching Editing
What Does It Mean to “Know Grammar”?
The Politics of Grammar and Language Difference
What Teachers across the Curriculum Need to Know about Recent Studies of Error
College Teachers Have Always Railed against Errors in Student Writing
Students' Prose Contains Fewer Mistakes Than Teachers Sometimes Perceive
Our Students Have More Linguistic Competence in Edited Academic English Than the Surface Features of Their Prose Sometimes Indicate
Errors in Student Writing Increase with Greater Cognitive Difficulty of the Assignment
Errors Often Disappear in Students' Prose as They Progress through Multiple Drafts
Teachers Can Expect to See Sentence Problems in First Drafts and on Essay Exams
Traditional Procedures for Grading and Commenting on Student Papers May Exacerbate the Problem
Responding to Error: Policies and Strategies for Teachers across the Disciplines
Help Students Appreciate That Unintentional Sentence‐Level Errors May Harm the Rhetorical Effectiveness of Their Writing
Shift from “Editing‐Oriented” Comments on Papers to “Revision‐Oriented” Comments
EXERCISE: COMMENTING ON STUDENT PAPERS
Hold Students Responsible for Finding and Fixing Their Own Errors
EXHIBIT 15.1 Editing‐Oriented Commenting Strategy
EXHIBIT 15.2 Revision‐Oriented Commenting Strategy
A Further Note about International Students
A Note about Spell‐Checkers and Grammar‐Checkers
Conclusion: Keeping an Eye on Our Goals
16 Alternatives to Traditional Grading: Portfolio Assessment and Contract Grading
Five Problems with Traditional Grading of Student Writing
Problem 1: Grades Undermine Learning
Problem 2: Students Pay More Attention to the Grade Than to Comments Connected to the Grade
Problem 3: Grades Often Fail to Factor in Process and Growth
Problem 4: Grades Discourage Risk‐Taking
Problem 5: Grades Often Reflect Unconscious Bias
Portfolio Assessment as an Alternative to Traditional Grading
EXHIBIT 16.1 Professor Emily Carruthers's Public Affairs Internship Portfolio Assignment
EXHIBIT 16.2 Professor Marissa Landrigan's Intro to Professional Writing Portfolio Assignment. Final Digital Portfolio
Choosing Your Writing Samples
Revising Your Samples
Reflective Cover Letter
Building the Website
Advice for Designing and Assessing Portfolios
Ask Student to Make Choices about What to Include in the Portfolio
Ask Students to Include Evidence of Their Writing Processes in their Portfolios
Ask Students to Reflect on Their Portfolio Artifacts and Their Writing Processes in a Portfolio Reflection Essay
Take Advantage of the Affordances of e‐Portfolios
Provide a Midterm Portfolio Progress Report
Use a Rubric to Manage the Portfolio Assessment Workload
Strategies for Contract Grading
Labor Contract with Instructor Gate
EXHIBIT 16.3 Sarah Faye's Portfolio‐Emphasis Grading Contract
Labor Contract without Instructor Gate
EXHIBIT 16.4 Dan's Labor‐Emphasis Grading Contract
Contract Grading as Critical Pedagogy
Conclusion: Harmonizing Assessment and Instruction
References
Index
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