supporting scholarly exchange about communication across the curriculum
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What kinds of writing can I include? What is writing in the disciplines? Do I have to be an expert in grammar? Do writing and peer review take up too much class time? How can I avoid getting lousy student papers? What makes a good writing assignment? How can I get the most out of peer-review? Why consider collaborative writing assignments? What writing resources are available for my students? What teaching resources are available?
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An Introduction to WAC Consider sequencing the peer-review tasks in multiple workshopsIf you want students to look for particular features of a paper, students often feel most comfortable moving through a sequence from simply identifying a feature to evaluating it to suggesting revisions. Particularly if you give students multiple peer-review opportunities, keep this sequence in mind for workshop sheets that build on the prior one. And as you design these worksheets, label each level of task clearly so that students know if they are to identify or suggest revisions as part of a given peer-review session. |
