Motivating Your Students

Writing Portfolios in Biology: Balancing Process with Product

Author: 
Cindee Giffen, UW-Madison
Description: 
A course coordinator explains why the course evaluates biology students' drafts, reviews, and final products together in one portfolio.

In Introductory Biology 152, all students engage in an Independent Project (IP), a semester-long staged writing assignment. Students write a project proposal, a first draft, and a final paper in scientific journal article-style, and present their results to an audience of their peers and instructors.

Why Learning to Write Well in College Is Difficult

Author: 
Bill Cerbin, Assistant to the Provost, UW-La Crosse, and Terry Beck, Department of English, UW-La Crosse
Description: 
In this list, Cerbin and Beck offer insightful explanations for why students struggle when they move from high school to college writing and when they write in different disciplines. Cerbin and Beck offer instructors explicit issues to consider when designing writing assignments, working with students on writing, and evaluating written work.

The following list is not, of course, meant to rationalize sub-par writing by college students. Nor can one course instructor address all the challenges listed below.

Student-Generated Evaluation Criteria

Author: 
Beth Godbee, WAC Program, UW-Madison
Description: 
Some instructors are very successful having students work collaboratively to develop evaluation criteria for papers--an alternative to instructos giving students rubrics or criteria.  Beth Godbee offers a persuasive argument about how much students learn from developing evaluation criteria and offers detailed advice about how to do this.

Student-Generated Evaluation Criteria

 

Peer Assessment of Research and Review Teams

Author: 
Brian Manske, Biology 152, UW-Madison
Description: 
When students work regularly in groups, some instructors find it helpful to have students assess each group member's contributions.  Here's an example of that kind of assessment, from Biology/Botany/Zoology 152 at UW-Madison.

Biology 152: Research and Review Team Peer Assessment Rubric

 

Bio152 Learning Goal - Develop and apply collegial etiquette and project management skills

Motivating Students to Grow as Writers

Author: 
Sara Lindberg, Psychology Department, UW-Madison
Description: 
How do you increase student motivation to write and give tough critical feedback on writing? Instructor Sara Lindberg gives concrete tips based on her experience teaching in Psychology 225.

There are several things you can do to help your students cope with critical feedback—a necessary evil in the writing process.

Helping Your Students Improve Their Writing and Their Learning

Author: 
Brad Hughes, UW-Madison WAC Program
Description: 
Here are some suggestions, based on research and experience, for improving your students' writing--and for improving the experience you have assigning, reading, and responding to it.

While many of these principles and techniques take time to implement, and some may be logistically impossible in large classes, they have proven successful here and at many other schools in courses

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