My Students Can't Write: What Can I Do? - FAU

My Students Can't Write: What Can I Do? - FAU

My Students Cant Write: What Can I Do? Tom Pusateri Office of Institutional Effectiveness and Analysis Jeffrey R. Galin University Center for Excellence in Writing Tim Lenz Dorothy F. Schmidt College of Arts & Letters Special Assistant for Teaching Initiatives What Problems Do You Encounter with Student Writing? Problems Responsibilities Solutions Summative or Formative Assessment Formative Summative

Comments on what students have done well, what poorly, and assigning a grade comments that elicit revision from students Holistic or Analytical Assessment Analytical Holistic One grade is given for overall impression of paper

Separate scores are given for each criterion of evaluation FAU English Dept. Rubric FAUS English SUPERIOR Department voted to Addresses the question or prompt fully Demonstrates substantial comprehension of relevant material use this rubric to Shows substantial depth, complexity, and creativity of thought provide feedback to Demonstrates clear and coherent organization Develops arguments fully with ample supporting detail students in all of their Demonstrates superior control of diction, syntactic variety, and transitions 3000- and 4000-level STRONG Address the question or prompt substantively, yet not fully courses. Faculty Demonstrates comprehension of relevant material Shows depth, complexity, and creativity of thought provide this rubric in Demonstrates clear organization Develops arguments with supporting detail

their syllabi and direct Demonstrates control of diction, syntactic variety, and transition their feedback to COMPETENT Adequately addresses the question or prompt students using this Demonstrates adequate understanding of relevant material Shows clarity of thought but may treat the topic simplistically or repetitively rubric. Demonstrates adequate organization RUBRIC FOR HOLISTIC ASSESSMENT OF ESSAYS Demonstrates adequate organization Develops arguments adequately, with some detail Demonstrates adequate facility with syntax, mechanics, and usage but contains some errors INADEQUATE May distort or neglect parts of the question or prompt, and/or Fails to comprehend relevant material Lacks clarity of thought or demonstrates confused or simplistic thinking, and/or Lacks adequate organization, and/or Fails to provide adequate or appropriate details to support generalizations, or may provide details without generalization, and/or Demonstrates significant patterns of errors in language, syntax, or mechanics USC Aiken requires all junior-level students

to submit a portfolio of their writing from several courses. Faculty use this analytical rubric to evaluate the quality of writing in each students portfolio. USC Aiken provides departments with summary data that describes the quality of writing submitted by their majors. Loras College Portfolio Rubric 1998 PORTFOLIO ASSESSMENT SCORING RUBRIC For each area of competence assessment listed below, please score the writings in the portfolio as a whole on the following scale: 1 Deficiency(ies) on this criterion are so serious as to obstruct the authors intended meaning and require remediation. 2 Deficiency(ies) on this criterion distract from meaning or the writers purpose. 3 Generally competent on this criterion, with some deficiencies that need revision.

4 Beyond competence and worthy of congratulation. Performance on this criterion positively contributes to the authors intended purpose. The author shows sophistication in employing this criterion to achieve his or her purpose. AREA OF COMPETENCE ASSESSMENT Portfolio #_______ A. The student supports ideas with evidence: evidence: 1 2 3 4 Loras College developed this analytical rubric to B. The student displays creativity, voice, and/or a sense 1 2 3 4 of audience: audience: assess the quality of by taking a fresh, novel, or original approach to the subject; by conveying the students individuality through tone and style; writing in portfolios by directing the writing to a specific and appropriate audience. C. The student organizes the writing in ways that: 1 2 3 4 submitted by its are consistent with the purpose of the assignment; articulate the purpose and structure of the paper, usually near the start of the paper; sophomore students. link paragraphs and sentences within paragraphs (which are of reasonable length). the similarity of

D. The student demonstrates critical thinking in one or more 1 2 3 Note 4 of the following ways: criteria for writing by considering and articulating varying perspectives; by analyzing arguments, relating evidence to claims, and defending a position; that were developed by developing a consistent theme. E. The student uses standard English and effective prose: 1 2 3 independently 4 prose: by by spelling words correctly and punctuating appropriately; by using correct grammar (e.g., no inappropriate run-on sentences or fragments); faculty at Loras by writing clear, concise, and varied prose. College and at USC OVERALL RATING 1 2 3 4 (1 = well below criteria, 2 = below criteria, 3 = meets criteria, 4 = exceeds criteria) Aiken (previous slide). from personal experience and/or research that is appropriate for the assignment; in a format (e.g., citations, references) appropriate for the discipline and level of assignment; that the student interprets and/or integrates in the paper.

REQUI REMENTS FOR WAC DESI GNATI ON Catalog Description of 2000-4000 Level WAC Courses Preamble to WAC Guidelines Overview Requirements for WAC Designation Guidelines and Recommendations Outcome Goals for Student Work/Guidelines for Students Syllabus Templates Syllabus Rubric / Feedback Form for WAC Syllabus Proposals Sample Syllabi To receive a WAC designation, a course will: 1. Provide a syllabus that informs students of the writing-intensive nature of the course and explains how the course fulfills the WAC requirements below. 2. Include writing assignments that engage students in intellectual activities central to the course objectives. 3. Include at least two graded writing assignments completed out of class. 4. Count writing assignments for at least 50% of the course grade. 5. Provide a clear, written description of each writing assignment and its evaluation criteria. 6. Allocate class time for discussing strategies to improve student writing. 7. Require students to make substantial revision of at least one graded assignment. 8. Include substantive feedback on all writing that leads to a grade. 9. Require each student to write 3,000 or 6,000 words. [The words in ungraded writing assignments may count toward this total, as do words in a draft students must revidse as part of a graded assignment.] For further information on these criteria and suggestions for teaching WAC courses, please refer to the WAC Guidelines and Recommendations.. This Document and additional helpful information and links will be posted on the WAC web site: http://www.fau.edu/

Feedback Form for Writing Across the Curriculum (WAC) Syllabus Proposals INSTRUCTIONS: Please e-mail back completed form and any supplementary comments to [email protected] with copies to [email protected] and [email protected] Thank you; we appreciate your time and expertise. Course #: Course Title: Reviewer: Review Date: Author: MINIMUM REQUIREMENTS FOR THE SYLLABUS OF A WACOK Not yet Comments DESIGNATED COURSE: 1. The syllabus informs students of the writing intensive nature of the course and explains how the course fulfills the WAC requirements and Gordon Rule credit. 2. The writing assignments are integral to the course and are designed to engage students in intellectual activities central to the course objectives. 3. The syllabus specifies that writing assignments will constitute at least 50% of the final grade. 4. There are at least two discreet out-of-class writing assignments. 5. At least one out-of-class writing assignment requires global

revision. 6. Each student is required to write 3,000 (or 6,000) words. (The words in ungraded assignments may count toward this total, as do words in a draft students must revise as part of a graded assignment.) 7. Written instructions explain each writing assignment, including an explanation of the goals and specific evaluation criteria for that assignment. 8. The syllabus describes how substantive feedback will be provided on all writing that leads to a grade. 9. Time is allocated in the schedule for discussing strategies to improve student writing. Other comments: Allocating your time Assign and Guide Assign Grade Many faculty members devote less time to discussing writing assignments and more time providing comments and feedback as they grade those assignments. (NOTE: This often occurs the first time you develop an assignment, when you arent yet certain what criteria you will use to evaluate student Paul Anderson The Future papers.)

of Writing Across the Curriculum at Florida Atlantic University: Possibilities and Allocating your time Assign Assign and Guide By devoting more time to providing students guidance and suggestions prior to writing, you can often reduce the amount of time you need to spend grading papers. Grade Grade Paul Anderson The Future of Writing Across the Curriculum at Florida Atlantic University: Possibilities and

Resources Websites: IEA Home page: http://iea.fau.edu/ (To get to Scoring Rubrics, click on the link to Assessment Resources and then the link to Recommended Teaching Pedagogies) Direct link to Scoring Rubrics: http://iea.fau.edu/pusateri/assess/pedagogy.htm#S coring%20Rubrics (This site provides links to several online resources for scoring rubrics.) Recommended Book: Scoring Rubrics in the Classroom (Arter & McTighe): http:// www.corwinpress.com/book.aspx?pid=3950

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