2015 CTL Presentation
- Who’s Afraid of the Big Bad Research Paper? Improving Student Writing through Assignment Sequencing (pdf)
- 2015 CTL conference handout (pdf)
References from 2015 CTL Conference Presentation
Bean, J.C. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the Classroom, 2nd ed [Kindle version]. Retrieved from http://www.amazon.ca/Engaging-Ideas-Professors-Integrating-Classroom-ebook/dp/B005UQCYGC/ref=tmm_kin_swatch_0?_encoding=UTF8&sr=1-1&qid=1431022957.
Brand, A. (1991). “Social cognition, emotions, and the psychology of writing.” Journal of Advanced Composition, 11(2), 395 – 407. Retrieved from http://www.jaconlinejournal.com/archives/vol11.2/brand-social.pdf
Burns, S. (2010). Sophisticated chaos: The influence of academic discourse on student success in first-year english composition. (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/
DePaul Teaching Commons (n.d.). Retrieved from http://teachingcommons.depaul.edu/Feedback_Grading/low-stakes-assignments.html
Chandler, S. (2007). “Fear, teaching composition, and student’s discursive choices: Rethinking connections between emotions and college student writing.” Composition Studies, 35(2), 53 – 70.
Locke, T. (2015). Developing writing teachers: Practical ways for teacher-writers to transform their classroom practice. New York, NY: Routledge.
LaSere Erickson, B. & Weltner-Strommer, D. (1991). “Knowing, understanding and thinking: The goals of freshman instruction.” In Teaching College Freshmen. (65-80). San Francisco: Jossey-Bass. Retrieved from https://wiki.usask.ca/download/attachments/44564505/Erickson.pdf
Lindemann, E. (1995). A Rhetoric for Writing Teachers, 3rd ed. New York, NY: Oxford UP, 1995.
Lutzker, M. (1988). Research Projects for College Students: What to write across the curriculum. Westport, Conn.: Greenwood Press.
Schimel. J. (2012). Writing science: How to write papers that get cited and proposals that get funded. New York, NY: Oxford University Press.
Skene, A & Fedko, S. (n.d.) “Assignment Scaffolding.” University of Toronto Centre for Teaching and Learning. Retrieved from http://ctl.utsc.utoronto.ca/technology/sites/default/files/scaffolding.pdf
- How Do I Create Meaningful and Effective Assignments? (Texas Tech U)
- Effective Assignment Sequencing for Scaffolding Learning (U of Michigan)
- Designing Effective Writing Assignments (U of Minnesota)
- Designing Writing Assignments (Standford)
- Ten Tips for Designing Writing Assignments (Tengrrl)
- Designing Research Assignments (SMU)
- Assignment Design and Sequencing (UC Berkeley)
- Models for Sequencing (IWU)
- Assignment Design: Sequencing ( U of Waterloo)
- Examples of Sequence Assignments (UW-Madison)
Sequencing to Deter Plagiarism
- Deterring Plagiarism (U of Toronto)
Low-Stakes Writing: Part of a Sequencing Strategy
- Integrating Low-stakes Writing into Large Classes (U of Michigan)
- Low-stakes assignments (DePaul U Teaching Commons)
- Frequent, Low-Stakes Grading: Assessment for Communication, Confidence (Faculty Focus)
Effective Use of Peer Review
- Do writing and peer review take up too much class time? (The WAC Clearinghouse)
- Peer editing guide (U of Richmond Writing Center)
- Peer review (U of Illinois)