Difference between revisions of "FASW C1"
From SFU_Public
| Line 5: | Line 5: | ||
| − | == How can I meet this criterion? == | + | == How can I meet this criterion? == |
=== To help students "use writing as a way of learning the content of the course": === | === To help students "use writing as a way of learning the content of the course": === | ||
| − | *Consider using low-stakes writing activities. These activities are worth 0% to 5% of the course grade, can be completed quickly, and require little instructor or TA feedback. | + | *Consider using low-stakes writing activities. These activities are worth 0% to 5% of the course grade, can be completed quickly, and require little instructor or TA feedback. |
*Resources: | *Resources: | ||
| + | |||
| + | |||
| + | |||
| + | |||
| + | |||
| + | === To help students "write in the forms and for the purposes that are typical of the disciplines and/or professions":\ === | ||
| + | |||
| + | *Identify the forms and purposes of your disciplines. What are the components? E.g. purpose, audience, form, voice. | ||
| + | *Resources: | ||
| + | *Create high-stakes writing activities in which students' products are discipline-specific. | ||
Revision as of 21:24, 30 October 2008
Contents
W Criterion #1:
Students have opportunities to use writing as a way of learning the content of the course and are taught to write in the forms and for the purposes that are typical of the disciplines and/or professions, in ways that are clearly distinguished from remedial and foundational skills courses.
How can I meet this criterion?
To help students "use writing as a way of learning the content of the course":
- Consider using low-stakes writing activities. These activities are worth 0% to 5% of the course grade, can be completed quickly, and require little instructor or TA feedback.
- Resources:
To help students "write in the forms and for the purposes that are typical of the disciplines and/or professions":\
- Identify the forms and purposes of your disciplines. What are the components? E.g. purpose, audience, form, voice.
- Resources:
- Create high-stakes writing activities in which students' products are discipline-specific.
