Similarity Reports can be generated for the following file types: Submitting a paper as an instructor 1 If you want to submit papers on behalf of your students, select the View link to the right of the paper assignment to open the assignment inbox and then select the Submit Paper button. Accessing the submission inbox After you submit a paper, our system will begin processing the paper and will generate a similarity report within minutes for supported file types.
Consider the following general suggestions for planning and creating writing assignments that work well: Writing assignments can be developed for different purposes: Writing to Learn Whether considering writing in the classroom for a writing course, a First Year Seminar, or a content-area course, it is important to understand how course content can actually be understood and secured through writing to learn.
In instructor writing assignment mode, students write in order to discover, examine, and test their ideas about reading assignments, class discussions, lectures, and essay topics. Such writing is usually informal, can take a variety of forms, and represents the kind of active thinking and critical engagement with course material that helps students prepare for more formal writing tasks.
Writing to learn becomes a vehicle for figuring out and refining what we think before we communicate publicly to others.
Ideas for using writing to learn in the classroom: List as many facts as you can think of about the writer based on what is found in the reading: Such a commonplace book will help improve memory of course topics and serve as a helpful resource for review.
Short, quick summaries of assigned readings could be asked for first, then short syntheses of ideas in several connected readings, and finally analyses of the quality of an argument or string of related ideas.
As micro themes grow in number and difficulty, topics for more formal assignments like critical analysis might emerge and signal productive directions for both teacher and student.
These short freewrites can then be discussed or the class can move ahead. Either way, freewriting will allow students to focus closely on a topic.
Share these ideas in class discussion, analyzing the strengths and weaknesses and relevance in terms of the assignment.
Start freewriting on a possible direction for the assignment and stop after three minutes, then: Each time the student freewrites, in other words, the original idea becomes more and more focused - the students draws closer to the "center of gravity" for the actual writing assignment and have something to start with for a draft.
Such a discovery draft will then allow the student to build on early ideas as a more complete draft is written. Writing to Communicate When writing to communicate, students move from their informal and more discovery-based writing to more formal, demanding and public expectations of particular discourse and rhetorical conventions.
Learning the conventions for specific fields of study, developing different methods for analysis and argument, as well as fine tuning the details of grammar, documentation and mechanics are central to the mode of writing as communication.
At their most effective, assignments in writing to communicate can be built directly off the scaffolding that has been provided through writing to learn. The two modes of writing are connected in terms of developing content, but writing to communicate will call for more coherent development and structure.
Students can be asked to review everything they have written informally through writing to learn in order to determine a focus or direction for their more formal assignments in public communication. They may find an initial thesis for a specific topic emerging through their ideas for using writing to communicate in the classroom.
Do you want students to develop analytical, informational, argumentative, reflective, or expressive skills, or a combination of several skills?
The essay instructions should make clear to students what set of skills will be most valued when completing the assignment. Analysis is the skill underpinning all others. To write well from an informational, argumentative, or expressive perspective, in other words, students need to use their analytical ability to focus their writing.
A sense of purpose will connect to developing a central idea or thesis. Knowing what kind of writing is expected of them informational? After reading, class discussion, and writing to learn, students will be more able to decide what they want to say and thus have a starting point.
A set of essay instructions can ask students to follow through on these kinds of review and explorations to arrive at a working central idea.
Students can be encouraged to begin with a working central idea in order to develop a preliminary draft. Ideas might be roughly sketched out to begin with using the following seed sentences as frames: Seed sentences can help students get started writing and can then be further refined later in the process of writing.Sep 23, · College essay writing service This assignment is an analysis of the neuropsychological disorder that supports your Final Project.
You will create an outline of the main points of your Final Project, using your selected neuropsychological disorder as approved by the instructor in Week One.
The Final Project Outline should be organized into three sections, each [ ]. Using Classroom Assessment Techniques. Classroom Assessment Techniques (CATs) are a set of specific activities that instructors can use to quickly gauge students’ comprehension.
In Writing with Ease, Susan Wise Bauer (author of The Well-Trained Mind) lays out an alternative plan for teaching writing, one that combines the best elements of old-fashioned writing instruction with innovative new educational methods..
Young students who learn to write well need one-on-one instruction―something which your child's classroom may not offer. Official site for California State University, Fresno. Home of the Fresno State Bulldogs. Lone Star College System Research Forest Drive, The Woodlands, TX - MAPS | HELP | JOBS | ACHIEVING THE DREAM | EMPLOYEE INTRANET.
Submit your draft to the instructor The main components of the page are the status bar, tabs, editor, and tools. Status bar: Displays the writing assignment's due date(s), tracks your progress, and notifies you of any alerts such as changes to the assignment or problems submitting a document for a similarity check.