Difference between revisions of "FASW C1"
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| − | 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.<br> | + | = W Criterion #1: = |
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| + | 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.<br> | ||
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| + | == How can I meet this criterion? == | ||
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| + | === To help students "use writing as a way of learning the content of the course": === | ||
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| + | *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: | ||
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| + | === To help students "write in the forms and for the purposes that are typical of the disciplines and/or professions": === | ||
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| + | *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. | ||
Latest revision as of 21:25, 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.
