CGCC SUMMER INSTITUTE FOR FACULTY

May 24, 2004

Fifty Ways to Lose Your Lover

Fifty+ Ways to Use

Writing in Your Classroom

Compiled by

Sharon Fagan

With a little help from

Bean, John C. (1996). Engaging Ideas:

A Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom.

San Francisco: Jossey-Bass.

FOR LECTURES, PRESENTATIONS, VIEWINGS, PRE- and POST READING

Prior Knowledge Exploration.

Before beginning a lesson, unit, etc. draw of what students already know or think they know. Ask them: Freewrite all you know about ___ . This is a useful tool (pre-assessment) for determining what they genuinely know and therefore, does not need to be re-taught, or what they mis-know or don’t know at all.

K-W-L Chart.

Don’t laugh – this one comes from elementary ed. Information is recorded in three columns: What students already Know about

__ . What they Want to know. What they Learned as a result of reading, listening, etc.

Prime the Pump.

This is a “question generator” activity. Prior to direct instruction, have students generate a list of questions of what they want to know. Don’t worry…this usually does not endanger an instructor’s objectives. Typically, students desire more and higher level learning than instructors offer!

OR,

Begin a lesson with a five minute freewrite in response to a question addressed in the lecture or discussion.

Focused Freewrite or Reflective Stems.

This freewrite follows all the free rules (free flow of thought without worry of mechanical accuracy), but it is focused by a specific prompt from the instructor. Examples: I discovered ….. I relearned …. I am surprised …. I am still uncertain ….

Framed Note Pages or Framed Outline.

Face it: Unless students have been taught study skills, they do not know how to take notes efficiently. Heck, they don’t even know how to discern or organize what they hear in a lecture in the first place. So, help ‘em out – provide a framed note-taking page that gives key words or phrases to prompt their attention.

Graphic Organizers.

A graphic organizer is very visual – like a framed note-page, only arranged for visual stimulus on a page. For visual learners who remember the layout of the page, memory is often prompted as a result.

Dictionary/Glossary.

One way to help students come to grips with key terms and concepts is to have them create a dictionary or glossary. Big requirement here, though: Definitions MUST BE written in their own words!

Abstract.

Technical writers use a formulaic standard for executive abstracts that focus on main points and key terms. These are one page, single spaced summaries of main concepts. Key terms are used, bolded and defined in the con text of the summary. One effective use is routine use of abstract for chapter readings.

Annotated Bibliography.

Creating an annotated bibliography is one efficient way to hold students accountable for a series of readings on a topic. Annotations can be formulated by the instructor in any number of ways. Example: Citation + one paragraph abstract + one paragraph analysis of application or implication of information.

FOR UNDERSTANDING CONCEPTS

Metaphors/Extended Analogy.

Metaphors make the familiar strange or the strange familiar. Constructing metaphors is an aspect of critical thinking.

Example____ is like ______ or _____ is to the ______ as ____ is to _____ . The key, of course, is in the extended thinking to make a complete comparison clear.

Varying Perspectives.

Ask students to explore a concept from multiple perspectives. Example: a sociological concept such as marriage from the points of view of politicians, spouses, religious factions, sworn singles, etc.

Cubing.

A specific graphic organizer: Describe it (observe it and make someone else see it.) Associate it (explain what it makes you think of). Apply it (describe the subject’s uses). Compare it (discuss what it is similar to or different from). Analyze it (break it into parts and tell how it is made or what comprises). Argue for or against (use any kind of reasoning, silly or rational to take a stand. Write a paragraph compiling all.

Point/Counterpoint.

An SNL favorite from the ‘70s – have students consider an issue or controversy or alternative theory from both pro and con points of view.

Dialogue.

Have students write imaginary “meeting of the minds” conversations between people with opposing views. Writing an interview – real or imaginary – in a Q and A format is a fun twist on this one

ABC Brainstorming.

Assign a subject and a portion of the alphabet, then instruct students to brainstorm a word or thought related to the topic that begins with each assigned letter. They should then write 2-3 sentences on chart paper or transparency explaining the connection. Breaking down the alphabet among the whole class and following up with whole group sharing makes this a good review activity.

Open Letter.

Encourage students to imagine themselves as the subject while assuming first person point of view to write an open letter to some appropriate audience explaining themselves. The entire class may have the same topic or spread a variety of topics around the room as review.

Mneumonic/Acronym.

Have students develop an acronym to define or explain a concept.

Mind Map.

Encourages free flow of ideas and forces connections among them. Unlike traditional outlining (linear thinking) a mindmap starts with the key concept in the center and moves outward on the page.

Draw-Write.

Students sketch an idea or concept then write (label, explain, define, identify, etc.) as a caption.

FOR QUICKWRITING

Jots, Thinkpieces, Inskshedding.

Encouraging free flow of thought, stream of consciousness writing. Rules: students must write constantly. These are used almost daily. Often the results are free flowing and wide ranging.

FOR CLASSROOM MANAGEMENT

Probing.

Can be used either as accountability for homework or as prediction or motivation for the next homework. Pose a question that reviews previous material or stimulates interest in what’s too come.

Question Generator.

After reading or direct instruction, ask students to pose questions.

This student-centered approach not only gets students engaged, but puts the lesson in “their hands,” so to speak.

Cool Down.

This one is great to “cool down” an argument or heated discussion on a “hot topic.” Rather than expend negative (and possibly, hostile) energy among students, use this stop-write strategy.

Admit Ticket.

Students enter class with summaries and/or questions prerequisite for today’s learning.

Email.

Ok, a risky one for clogging already overloaded inboxes.

Hold students accountable for pre- and post class meeting thinking by having them email you a quickie.

Enter/Exit Card.

An enter card is similar to admit ticket and the exit card is a summary of main points from the lesson. In large lecture classes, these can be used effectively and efficiently to process a little writing from many students. A box for e-e cards at the lecture hall door is a good way to manage this.

Memos.

Students listen to each other in discussion or debate. Write memos in response to points made.

Directions.

After oral instructions, have students write a set of written directions of an absent (real or imaginary) student.

FOR JOURNALING

Open-Ended.

Freewrite-style entries, but a required number of entries is expected per topic, per week, per semester, etc. Students choose to: summarize, disagree, raise questions, apply a concept, make connections to personal experience, etc.

Guided.

Students respond to content-specific questions but challenging ones. These are not summary, but require students to wrestle with important material. Examples: Identify a significant problems… Select one concept and discuss implications ….

Reflective (personal).

Not all instructors may be comfortable with a personal approach to journals – you must be ready for what you might get! But, it is one way to address learning and the “whole student.”

Learning Log.

A content-specific record of learning kept routinely and reinforced by accountability and teacher response. It’s a cognitive lab notebook, in a way, recording free and/or focused thinking about and reflection on learning. This is definitely a “writing for the discipline” activity.

Blog.

Originally a technology term, “blog” refers to a series of Brief logs to document sequence or development of thought or experience.

Project Log.

Very similar to other types of logs and journals, but specific to a complex and long term project in class. A project log may be kept individually or collectively among a group of students working on a single project. A project log may include learning and processing.

Double-Entry Notebook.

Based on the Cornell method of note-taking, notes are taken in two columns. The first records information the second records student processing (summarizing, questioning, explaining, etc.) the information point by point.

Lab Notebook.

In science courses, field experience, case studies, or problem-based learning activities, students can record scientific method or other scientific observation or thinking.

Reading Log.

This can be an informal or formal response to regular readings in he class. Generally, a reading log is used for supplemental or co-curricular readings. Richard Paul suggests having students respond by: Identifying the key question asked, assumptions, kinds of evidence presented, etc.

FOR CREATIVITY and “FUN”

Poetry (free verse, limericks, acrostic, ballads, etc.)

This one is not so funny … but lots of fun! After all, when was the last time you read a poem on photosynthesis? Ballads (four line stanzas with every other line rhyme) work well for study of key people such as historic or political figures, etc. The rhythm of a limerick can probably be tapped out by anyone in class (There was once an old lady from ___ ). Acrostic allow students to write the topic vertically on a page ad use the letter to begin a line.

FAQs

Frequently Asked Questions documents/brochures can be fun to create and present basic information. It offers a creative twist on the old “report” format.

Advertisement.

Take a concept, create catchy slogan or catch phrase and advertisement for it. A fun twist on persuasion.

Wanted Poster.

Topics can be people or concepts. “Wanted” doesn’t need to negative – could be positive. Definition, identification, explanation, and persuasion can all be part.

Fable.

The moral to the story . . . a short story that illustrates a moral, ethical, legal truth or concept.

News Article.

Flash! Hot off the presses! Students can write about an important topic as if they were reporting in the news. Headline and the five W’s ! (who, what, when, where, why) and more.

Advice Column.

Once students understand a concept, and have had an opportunity to consider implications, writing a Dear Abby…. Advice column about it gives a nice persuasive twist.

Recipe.

Especially useful for process analyses, what’s needed and what’s to be done with it to get what kid of result.

Speech.

Taking the on the persona of someone related to course content, students write a speech from that perspective and in that voice.

FOR ASSESSMENT

One Minute Paper.

Coined by Angelo and Cross, the “one-minute summary paper” can also be adapted to be a two-minute summary, or three minute,

or … Ask: What is the most significant learning from today? What question is uppermost in your mind? What point added by a student today was most interesting to you and why?

Microtheme.

These mini essays restricted by space – intended for an index card (4x6 or 5x8 inch) Microthemes leverage maximum thought in minimal space. This forces students to get to the point and be concise. Bean suggests four types: 1.Summary. 2. Thesis-supported (a statement that provides a clear choice between two opposing viewpoints, i.e,. ____ does/does not case ____ .) 3.Data-provided (analysis of given data). 4. Quandary-posing. A conceptual question is posed and students respond.

Chart Essay.

Divide an 8 1/2 x 11 page into quadrants and label each one with a thinking prompt (definition, advantages, disadvantages, cases, effects, implications, etc.) Students must write in quadrants (restricted by space). Great for an essay test.

FORMAL PROCESS-ORIENTED ASSIGNMENTS

Framed Paragraph.

Given an organizational pattern, students can be concise and precise in their writing. These are similar in concept to graphic organizers, only produced in traditional prose. Instead of visual cues, key transitions lead student thinking. Examples: Trace the sequence of events leading to _____ using first, second, third.

Essay:

Multi-paragraph papers which follow standard formats of rhetoric and convention. (It’s a good idea to disallow “five paragraph”

essays and reference “multiparagrah writing” applying the traditional three parts of introduction, body, conclusion.)

Process analysis allows for explaining how something works or how something is done.

Compare/contrast explore similarities and differences. Venn diagrams make great prewriting strategies.

Narrative writing tells a story or recounts experience or growth.

Cause/effect explores circumstance and implications.

Argument/persuasion identifies opposing perspectives and may take a stance or reach a reasonable conclusion.

Research-Based Writing.

QHQ Paper (question-hypothesis-question).

A formal essay which requires students to follow this pattern of exploration and discovery. They begin with a research question or inquiry, create a hypothesis, then list questions that must be answered to resolve the hypothesis.

OQRA Paper (opinion-question-research-assessment).

Similar to the QHQ but this starts with a student’s opinion or perception. Research “tests” their thinking for accuracy and bias.

Report.

Often “report” is void of thinking – it is a paper that merely regurgitates information from other sources. It can be a useful step in the research process, but is best used as a prewriting exercise than a summative product.

Project proposal.

At the onset of a major project, having students write a proposal both motivates them to think it through and commit to a plan, and it provides instructors an opportunity to celebrate or troubleshoot in an effort to maximize student success.

One-Page Position Paper.

More and more universities where class size is big are utilizing the one-page position. It forces concise thinking and precision writing. Students support or defend an issue and provide a variety of supporting detail, evidence or sources.

Letters.

A kind of “real life” writing (to be sent or not) in which students can explain or persuade professional concepts, positions, policies, or stances on issues. Examples include: letters to the editor, business letters, etc.

Case Study or Problem Analysis.

Given cases, problems or circumstances, students investigate multiple resolutions and present their best choice and provide a rationale. Problem-solving prompts can assist in focusing attention: identify relevant information, articulate problem, present multiple methods of resolution and advantages and disadvantages of each, present the best choice of resolution and its expected outcome and implications.