Literature and Language

Sequenced Graded And Ungraded Writing Assignments In A Writing-Intensive Literature Syllabus

Author: 
Lynn Keller, English, UW-Madison
Description: 
This sample syllabus shows how Professor Lynn Keller assigns ungraded, low-stakes journal writing in her writing-intensive literature course to let her students develop their ideas before they turn them into a high-stakes, graded essay.  

Modern American Literature Since 1914

 

Time and Place: 2:30‑3:45 110 Noland
Office hours: Tuesday 1:00‑3:00 and by appointment
7131 Helen C. White Hall, 263‑3794
e‑mail: rlkeller@facstaff.wisc.edu

 

Course Description:

Sample Student Self-Critique (Cover Sheet) for a Paper

Author: 
Professor Deborah Brandt, English Department, UW-Madison
Description: 
To encourage students to think critically about their writing and to encourage students to develop as writers over the semester, some instructors find it very effective to ask students to write a cover sheet (or memo or letter) for each paper, responding to questions like these.  You can, of course, adapt the questions you ask to reinforce the key elements of a particular assignment or genre.  You can use students' self-critiques as a starting point for personalizing your feedback on their work.

Self-Evaluation Cover Sheet

 

Sample Feedback (End Comment) on a Research Paper in an Introductory Writing Course

Author: 
Anne Clark, English Department, UW-Madison
Description: 
In this end comment on a student's revised draft of a research paper, notice how effectively the instructor addresses the student-writer personally, acknowledges improvement from the previous draft, reinforces important general principles about effective writing, poses questions to guide further revisions and to deepen thinking, and offers encouragement.  After the sample comment, the instructor explains her approach to commenting.

Jenny,

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

 

Sample Rubric for a Research Proposal: Intermediate Composition

Author: 
Matthew Pearson, English Department, UW-Madison
Description: 
This rubric reinforces the key components of an effective research proposal, starting with larger rhetorical concerns and moving to language, editing, and proofreading.

English 201—Section Eight

Instructor: Matthew Pearson

 

Final Paper Grading Rubric—Research Proposal in a Writing Course

 

Essentials

Peer Review Checklist

Author: 
Janelle Schwartz, English Department, UW-Madison
Description: 
TA Janelle Schwartz uses this worksheet to guide in-class peer review, pushing students to offer specific suggestions to their workshop group members.

This is to give you an idea of the type of things you should be looking for and accomplishing in both your own paper and that of your peer(s).

Putting Together Peer Review Groups

Author: 
Comm-A Instructors
Description: 
The following excerpt, originally intended for Comm-A instructors in the English department, offers some ideas about putting together peer review groups.
There’s little consensus among instructors as to what kind of student combinations make for the best peer workshop groups.

Using a Reverse Outline to Revise

Author: 
Rebecca Schoenike Nowacek, WAC Program, UW-Madison
Description: 
Rebecca Schoenike Nowacek describes a technique for helping students improve the organization of their papers by encouraging them to think about the paper more as readers and less as writers.
What is a reverse outline?
If a regular outline is something you write before you draft out your paper, a reverse outline is something you do after you write a

In-class Discussions of Student Writing: Maximizing the Effectiveness of Your Writing Lessons and Minimizing the Class Time You Use for Them

Author: 
Molly Peeney, Slavic Languages and Literature, UW-Madison
Description: 
Instructor Molly Peeney gives step-by-step instructions for leading in-class discussions of student writing. She has used the following format for Literature in Translation 204. 

Using student writing samples as the basis of your in-class discussions about writing is an effective method to teach writing and it saves you time. Why?

Creative Writing Assignments in African Languages and Literature

Author: 
Linda Hunter
Description: 
The following examples from Professor Linda Hunter's course illustrate how innovative writing assignments can be incorporated into a class.

There will be five exercises in writing, which together will count for 20% of the final grade.

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