·Assigning and responding effectively to informal or short (minimally graded) pieces of writing that help students do the formal, revised, major writing projects
·Assigning and responding effectively to informal or short (minimally) graded) pieces of writing that help students learn course content
·Giving well-designed directions for writing assignments
·Giving students clear explanations of learning goals for writing assignments
·Developing and giving evaluation criteria for writing assignments
·Giving effective written and/or oral feedback on drafts of writing projects
·Encouraging students to seek appropriate assistance outside the classroom
·Assessing one's practices and making adjustments accordingly
Integrating Writing into Any Course: Starting Points by Kiefer
Need help writing? Not sure about something? The Purdue OWL can help you with:
Grammar, Punctuation, Spelling,
The Writing Initiative was created with the goal to improve student writing across disciplines, and as a part of this initiative, the Writing Connections program was started. The Writing Connection involves collaborating with BHS teachers to share the best practices in teaching writing across disciplines.
The topics we will focus on include:
1. creating sustainable partnerships between all teachers and writing center programs
2. fostering faculty support and collaboration
3. improving information literacy skills across the curriculum
The goals of this meeting are to establish a connection among BHS teachers.
Reflections on Readings
Each Monday you will hand in a 1-2 page reflection about your responses to at least one piece of writing from your readings in the New York Times. You should be reflecting specifically on how the piece dealt with issues we have addressed in class or our other readings.
Qualitative Analysis
Develop a series of interview questions, and interview at least 5 people about their schooling and educational experiences, specifically related to diversity. The interviewees should represent people born in the 1960s (or earlier), 1970s, 1980s, 1990s, and 2000s. Some potential interview questions are:
• What was the racial/gender composition of the students in your school? What was the racial/gender composition of the teachers?
• In what ways did teachers make use of diversity in the classroom? In what ways did they shy away from it?
• What materials did you use to learn in school? How did those materials represent different cultures and backgrounds?
• In what ways did students from different backgrounds mix in and out of the classroom? In what ways did students from different backgrounds stay apart? How did the school foster acceptance and working together?
• Did diversity play a part in bullying—did some students pick on others because they were different? What did the school do to combat this?
Now use your interview data, class readings, lectures, personal experiences, and research sources to either write a 10-12 page paper (including references) that synthesizes what you learned in light of the social contexts of education. What themes and trends emerged in the interviews related to diversity? How has diversity in schooling changed over the decades, and how has it remained the same? What supports the arguments that we’ve made in class related to diversity, and what seems to contradict those arguments? How will diversity impact the future of American education, based on what you’ve seen and learned so far?
Use one of these Thesis Generators to create a rough draft of yours:
Use these documents to guide your thesis development:
ThesisBuilders are tools to help students:
