{"id":408,"date":"2017-08-07T05:50:04","date_gmt":"2017-08-07T05:50:04","guid":{"rendered":"https:\/\/writing.wisc.edu\/wac\/?page_id=408"},"modified":"2021-03-01T20:16:57","modified_gmt":"2021-03-01T20:16:57","slug":"resources-for-instructors","status":"publish","type":"page","link":"https:\/\/dept.writing.wisc.edu\/wac\/resources-for-instructors\/","title":{"rendered":"Examples & Resources for Teaching Writing"},"content":{"rendered":"\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tCommunication-B & Writing-Intensive Criteria and Courses<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t

CRITERIA FOR COMMUNICATION-A COURSES<\/strong><\/a><\/p>

CRITERIA FOR COMMUNICATION-B COURSES<\/strong><\/a><\/p>

REQUIREMENTS FOR WRITING-INTENSIVE COURSES<\/a><\/strong><\/p>

COMMUNICATION-B ASSESSMENT STUDY EXECUTIVE SUMMARY<\/a><\/strong><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tFoundations for Teaching with Writing<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t

WHY LEARNING TO WRITE IN COLLEGE IS DIFFICULT<\/a><\/strong><\/span><\/p>

SOME GUIDELINES FOR RESPECTING LANGUAGE DIVERSITY IN WRITING<\/a><\/strong><\/span><\/p>

PROFESSIONAL KNOWLEDGE FOR THE TEACHING OF WRITING<\/strong><\/a><\/span><\/p>

EXPLAINING TO STUDENTS WHY THEY SHOULD WRITE IN YOUR COURSE<\/a><\/span><\/p>

DOING MORE WITH LESS: STREAMLINING YOUR WRITING CURRICULUM<\/a><\/b><\/span><\/p>

WHY SHOULD YOU USE WRITING ASSIGNMENTS IN YOUR TEACHING IN BIOLOGY?<\/a><\/strong><\/span><\/p>

LIBERAL EDUCATION AND AMERICA’S PROMISE (LEAP): ESSENTIAL LEARNING OUTCOMES<\/a><\/strong><\/span><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tSequencing Assignments in Your Course<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t

SEQUENCING ASSIGNMENTS OVER THE COURSE OF A SEMESTER<\/a><\/h4><\/div><\/div>

SEQUENCING TASKS FOR A SUBSTANTIAL PAPER IN AN ADVANCED HISTORY COURSE<\/a><\/h4><\/div><\/div>

SEQUENCED GRADED AND UNGRADED WRITING ASSIGNMENTS IN A WRITING-INTENSIVE LITERATURE SYLLABUS<\/a><\/h4><\/div><\/div>

USING A SEMESTER-LONG WRITING PROJECT TO SUPPORT ESSENTIAL LEARNING GOALS<\/a><\/h4><\/div><\/div>

SEQUENCING DIFFERENT GENRES OF WRITING ASSIGNMENTS IN A WOMEN\u2019S STUDIES SYLLABUS<\/a><\/h4><\/div><\/div>

CURRICULUM SCAFFOLDING IN WRITING FOR SCIENCE RESEARCH<\/a><\/h4><\/div><\/div>

SEQUENCING SHORT ASSIGNMENTS THROUGHOUT THE SEMESTER IN A HISTORY SYLLABUS<\/a><\/h4><\/div><\/div>

GOALS FOR HISTORY 201\u2013THE HISTORIAN\u2019S CRAFT<\/a><\/h4><\/div><\/div>

POVERTY AND PLACE CASE STUDY IN COMMUNITY AND ENVIRONMENTAL SOCIOLOGY 578<\/a><\/h4><\/div><\/div>

SEQUENCING SMALLER ASSIGNMENTS TO SUPPORT A SEMESTER-LONG RESEARCH PAPER IN SOCIOLOGY<\/a><\/h4><\/div><\/div>

LABOR PORTRAIT PAPER IN HUMAN ECOLOGY 375<\/a><\/h4><\/div><\/div>

LEARNING CONTRACT FOR SEMESTER WRITING PROJECTS IN A GRADUATE SOCIAL WORK COURSE<\/a><\/h4><\/div><\/div>

SEQUENCING ASSIGNMENTS FOR A FINAL PROJECT AND PRESENTATION IN ASIAN AMERICAN STUDIES<\/a><\/h4><\/div><\/div>

SEQUENCING WRITING ASSIGNMENTS IN INTERMEDIATE ORGANIC CHEMISTRY<\/a><\/h4><\/div><\/div>

A SEQUENCE OF SHORT WRITING ASSIGNMENTS IN ART HISTORY 601<\/a><\/h4><\/div><\/div><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tDesigning Effective Assignments & Courses<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t

THE ANATOMY OF A WELL-DESIGNED WRITING ASSIGNMENT<\/a><\/h4>
\u00a0<\/div>

TIPS FOR WRITING AN ASSIGNMENT AND TEACHING IT TO STUDENTS<\/a><\/h4>
\u00a0<\/div>

INFORMAL WRITING ASSIGNMENTS<\/a><\/h4>
\u00a0<\/div>

WEEKLY ASSIGNMENTS IN THEATRE AND DRAMA AND HISTORY OF SCIENCE<\/a><\/h4>
\u00a0<\/div>

SHORT ASSIGNMENT IN A COURSE ABOUT RHETORIC AND POWER ON THE INTERNET<\/a><\/h4>
\u00a0<\/div>

ANOTHER SHORT ASSIGNMENT IN A COURSE ABOUT RHETORIC AND POWER ON THE INTERNET<\/a><\/h4>
\u00a0<\/div>

SHORT, INFORMAL WRITING ASSIGNMENTS IN A LARGE LECTURE LITERATURE COURSE<\/a><\/h4>
\u00a0<\/div>

An In-Class Writing Activity in Biomedical Engineering<\/a><\/b><\/h4><\/div>
\u00a0<\/div>
THE 50-WORD ASSIGNMENT<\/a><\/b><\/div>
\u00a0<\/div>
A SERIES OF 50-WORD WRITING ASSIGNMENTS IN HISTORY 101<\/a><\/b><\/span><\/div>
\u00a0<\/div>
WRITING TO AN OUTSIDE AUDIENCE IN ASTRONOMY 150<\/a><\/b><\/div>
\u00a0<\/div>
A FINAL WRITING ASSIGNMENT IN PHILOSOPHY 101<\/a><\/b><\/div>
\u00a0<\/div>
A<\/a><\/b>N ARTICLE RESPONSE WRITING ASSIGNMENT IN PHYSICS<\/a><\/b><\/div>
\u00a0<\/div>
POTENTIAL EXAM QUESTIONS IN A MICROBIOLOGY COURSE<\/a><\/b><\/div>
\u00a0<\/div>
A COURSE BLOG WITH STUDENT ANALYSES OF WEATHER EVENTS<\/b><\/a><\/div><\/div><\/div>

A RESEARCH PAPER IN A PSYCHOLOGY COURSE FOR MAJORS: PRESENTING UNDERSTANDING OF A COURSE CONCEPT<\/a><\/h4><\/div><\/div>

A NARRATIVE ASSIGNMENT IN CHEMISTRY<\/a><\/h4><\/div><\/div>

CRITICAL REFLECTION ON FORMS OF ARGUMENT IN COMMUNICATION ARTS 262<\/a><\/h4><\/div><\/div>

EPISTOLARY FICTION ASSIGNMENT<\/a><\/h4><\/div><\/div>

TWO SHORT WRITING ASSIGNMENTS IN ZOOLOGY<\/a><\/h4>
\u00a0<\/div>

JOURNAL ARTICLE MINI-PROPOSAL IN BIOMOLECULAR CHEMISTRY 504<\/a><\/h4><\/div><\/div>

WRITTEN ANALYSIS OF A PHOTOGRAPH IN ENGLISH<\/a><\/h4>
\u00a0<\/div>

A WRITTEN REPORT ON SCHOOLING DATA IN ECONOMICS 475<\/a><\/h4><\/div><\/div>

CARBON FOOTPRINT ANALYSIS: A WRITTEN ANALYSIS BASED ON COMPUTATION<\/a><\/h4><\/div><\/div>

A TAKE-HOME MIDTERM IN DAIRY SCIENCE<\/a><\/h4><\/div><\/div>

WRITING ASSIGNMENTS FOR THE RESEARCH SEQUENCE IN ENGINEERING PHYSICS<\/a><\/h4>
\u00a0<\/div>

ANALYZING TEXTUAL ECHOES IN LITERATURE<\/a><\/h4>
\u00a0<\/div>
CLOSE READING OF A PASSAGE IN LITERATURE IN TRANSLATION<\/a><\/b><\/div><\/div>
\u00a0<\/div>

BUILDING PROCESS INTO SHORT ASSIGNMENTS IN ECONOMICS<\/a><\/h4>
\u00a0<\/div><\/div>
A RESEARCH-DRIVEN WRITING ASSIGNMENT IN A CLASSICS COURSE<\/b><\/a><\/div>
\u00a0<\/div>

A FUNERAL ORATION IN A CLASSICS COURSE<\/a><\/h4>
\u00a0<\/div>

A FINAL WRITING PROJECT IN AN UPPER-LEVEL PSYCHOLOGY COURSE<\/a><\/h4>
\u00a0<\/div>

MINI-PROJECTS IN AN UPPER-LEVEL PSYCHOLOGY COURSE<\/a><\/h4>
\u00a0<\/div>

GRADUATE STUDENT WRITING PROJECT FOR MUSIC 416<\/a><\/h4>
\u00a0<\/div>

TWO EXTRA-CREDIT ASSIGNMENTS FOR AN ASIAN LANGUAGES AND CULTURE COURSE<\/a><\/h4>
\u00a0<\/div>

AN ANALYTICAL ESSAY PROJECT IN A POLITICAL SCIENCE COURSE<\/a><\/h4>
\u00a0<\/div>

WRITING PROJECT TWO: ACTION PROJECT + RHETORICAL CRITIQUE OF APPLIED RHETORIC<\/a><\/h4><\/div><\/div>

CREATIVE WRITING ASSIGNMENTS IN AFRICAN LANGUAGES AND LITERATURE<\/a><\/h4><\/div><\/div>

ANALYZING MULTICULTURALISM IN MASS MEDIA WRITING ASSIGNMENTS<\/a><\/h4>
\u00a0<\/div>

U<\/a>SING LOW-STAKES RESEARCH PROJECTS TO CRITICALLY ANALYZE COURSE CONTENT<\/a><\/h4><\/div><\/div>

COMPARE AND CONTRAST TWO TREATMENT APPROACHES IN SOCIAL WORK<\/a><\/h4><\/div><\/div>

READING AND CASE STUDY ANALYSIS FOR SOCIAL WORK<\/a><\/h4>
\u00a0<\/div>

INTERVIEW WITH AN OLDER ADULT<\/a><\/h4><\/div><\/div>

EXPLICIT GUIDELINES FOR A FORMAL WRITING ASSIGNMENT IN HISTORY OF SCIENCE<\/a><\/h4><\/div><\/div>

HISTORICAL ARGUMENTS AND WIKIPEDIA PARAGRAPHS IN BYZANTINE HISTORY<\/a><\/h4><\/div><\/div>

WRITING ABOUT HABITUS IN INTRODUCTORY ANTHROPOLOGY<\/a><\/h4><\/div><\/div>

WRITING ASSIGNMENTS IN HISTORY AND ENVIRONMENTAL STUDIES: ANIMALS MAKING HISTORY<\/a><\/h4>
\u00a0<\/div>

AN ARTICLE SUMMARY ASSIGNMENT IN STATISTICS 641<\/a><\/h4>
\u00a0<\/div>

POSITION PAPERS IN A CHICAN@ AND LATIN@ STUDIES 330<\/a><\/h4><\/div><\/div>

TEAM POSTER PROJECTS IN BIOCORE<\/a><\/h4>
\u00a0<\/div>

COLLABORATIVE ESSAY ASSIGNMENT IN A LITERATURE COURSE<\/a><\/h4><\/div><\/div>

A COLLABORATIVE PAPER IN GEOGRAPHY<\/a><\/h4>
\u00a0<\/div>

INDIVIDUAL AND GROUP RESEARCH PAPERS ON SOCIAL IDENTITIES<\/a><\/h4>
\u00a0<\/div>

A GROUP ASSIGNMENT IN A MARKETING COURSE<\/a><\/h4>
\u00a0<\/div>

TEAM RESEARCH PROJECTS IN BIOCHEMICAL ENGINEERING<\/a><\/h4>
\u00a0<\/div><\/div>

A WRITING PROJECT IN FOREST AND WILDLIFE ECOLOGY 660<\/a><\/h4><\/div><\/div><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tCoaching Students to Succeed with Assignments<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t

HELPING YOUR STUDENTS IMPROVE THEIR WRITING AND THEIR LEARNING<\/a><\/h4><\/div><\/div>

MOTIVATING STUDENTS TO GROW AS WRITERS<\/a><\/h4><\/div><\/div>

STUDENT INTRODUCTION SHEETS<\/a><\/h4><\/div><\/div>

COACHING WRITERS WITH DISABILITIES TO SUCCEED<\/a><\/h4><\/div><\/div>

DEVELOPING AN ACCESSIBLE LEARNING ENVIRONMENT<\/a><\/h4><\/div><\/div>

MAKING A SOCIOLOGICAL ARGUMENT: ORIENTING STUDENTS TO A NEW FIELD<\/a><\/h4>
\u00a0<\/div>

CONCEPTUAL MAP EXERCISE FOR A RESEARCH PROJECT IN SOCIOLOGY 210<\/a><\/h4>
\u00a0<\/div>

FROM TOPIC TO THESIS<\/a><\/h4>
\u00a0<\/div>

CRAFTING A THESIS STATEMENT<\/a><\/h4>
\u00a0<\/div><\/div>

HANDOUT: FROM OUTLINE TO FIRST DRAFT<\/a><\/h4>
\u00a0<\/div>

TEACHING REVISION<\/a><\/h4><\/div><\/div>

METHODS WRITING PRACTICE ACTIVITY IN BIOMOLECULAR CHEMISTRY 504<\/a><\/h4>
\u00a0<\/div>

IN-CLASS DISCUSSIONS OF STUDENT WRITING: MAXIMIZING THE EFFECTIVENESS OF YOUR WRITING LESSONS AND MINIMIZING THE CLASS TIME YOU USE FOR THEM<\/a><\/h4>
\u00a0<\/div>

OFFERING STUDENTS ENCOURAGEMENT AS THEY REVISE<\/a><\/h4><\/div><\/div>

REVISING PARAGRAPHS<\/a><\/h4><\/div><\/div>

USING A REVERSE OUTLINE TO REVISE<\/a><\/h4><\/div><\/div>

WRITING AN INTRODUCTION FOR A SCIENTIFIC PAPER<\/a><\/h4><\/div><\/div>

SAMPLE PAPER IN SCIENTIFIC FORMAT<\/a><\/h4>
\u00a0<\/div>

AN ANNOTATED BIBLIOGRAPHY ASSIGNMENT IN POLICY ANALYSIS 881<\/a><\/h4><\/div><\/div>

DESIGNING ACTIVITIES AND ASSIGNMENTS TO DISCOURAGE PLAGIARISM<\/a><\/h4><\/div><\/div>

USING TURNITIN TO TEACH STUDENTS ABOUT PLAGIARISM<\/a><\/h4><\/div><\/div>

PUTTING GRAMMAR IN ITS PLACE\u2026 BUT MAKING SURE IT HAS A PLACE<\/a><\/h4><\/div><\/div>

TWELVE COMMON ERRORS: A STUDENT SELF-EDITING GUIDE<\/a><\/h4>
\u00a0<\/div><\/div>

THE UW-MADISON WRITING CENTER’S ONLINE HANDBOOK<\/strong><\/a><\/p><\/div><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tTeaching Multilingual Writers<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t

AN INTRODUCTION TO MULTILINGUAL WRITERS AT UW-MADISON<\/a><\/h4><\/div><\/div>

STUDENT QUESTIONNAIRE ON LANGUAGE BACKGROUND<\/a><\/h4><\/div><\/div>

HELPING MULTILINGUAL WRITERS SUCCEED IN YOUR COURSE<\/a><\/h4><\/div><\/div>

STRATEGIES FOR WORKING WITH MULTILINGUAL WRITERS<\/a><\/h4><\/div><\/div>

ESTABLISHING PRIORITIES FOR CHOOSING WHICH ERRORS TO MARK<\/a><\/h4><\/div><\/div>

EVALUATING AND GRADING MULTILINGUAL WRITING<\/a><\/h4><\/div><\/div>

RESOURCES FOR WORKING WITH MULTILINGUAL WRITERS<\/a><\/h4><\/div><\/div><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tMultimodal Writing Assignments and Writing in Online Courses<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t

MULTIMEDIA WRITING ASSIGNMENTS IN EAST ASIAN VISUAL CULTURE<\/a><\/strong><\/p>

LEARNING GOALS AND A WEB-BASED PROJECT IN GENETICS 564<\/a><\/strong><\/p>

CRITICAL INTERNET PROJECT IN COMMUNICATION ARTS<\/strong><\/a><\/p>

RADIO STORIES IN A FIG COURSE SYLLABUS<\/strong><\/a><\/p>

ARIS FIELDWORK ASSIGNMENT AND REFLECTION ESSAY<\/strong><\/a><\/p>

A COURSE BLOG WITH STUDENT ANALYSES OF WEATHER EVENTS<\/a><\/strong><\/p>

KEYWORD AND POPULAR CULTURE BLOG POSTS IN COMPARATIVE LITERATURE 203<\/a><\/strong><\/p>

SHARING INTERNSHIP EXPERIENCES THROUGH WRITING ONLINE<\/a><\/strong><\/p>

THREE KINDS OF WRITING ACTIVITIES IN AN ONLINE COURSE<\/a><\/strong><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tConferences and Peer Review<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t

CONDUCTING STUDENT-TEACHER CONFERENCES<\/a><\/h4><\/div><\/div>

PREPARING FOR EFFECTIVE ONE-ON-ONE CONFERENCING<\/a><\/h4><\/div><\/div>

SAVE TIME BY MAKING ONE-ON-ONE CONFERENCES AS EFFICIENT AS POSSIBLE<\/a><\/h4><\/div><\/div>

PREPARING FOR STUDENT-TEACHER CONFERENCES<\/a><\/h4><\/div><\/div>

CONFERENCING WITH STUDENTS ABOUT GROUP WRITING ASSIGNMENTS<\/a><\/h4><\/div><\/div>

MAKING PEER REVIEW WORK<\/a><\/h4><\/div><\/div>

PREPARING STUDENTS IN ADVANCE FOR PEER REVIEW<\/a><\/h4><\/div><\/div>

PUTTING TOGETHER PEER REVIEW GROUPS<\/a><\/h4><\/div><\/div>

GUIDELINES FOR PEER REVIEW<\/a><\/h4><\/div><\/div>

PEER REVIEW CHECKLIST<\/a><\/h4>
\u00a0<\/div>

GUIDELINES FOR IN-CLASS PEER REVIEW<\/a><\/strong><\/h4>
\u00a0<\/div>

ACTIVITIES FOR FOCUSED PEER REVIEW<\/a><\/strong><\/h4>
\u00a0<\/div>

GRANT PROPOSAL ASSIGNMENT AND PEER REVIEW IN COMM. ARTS 260<\/a><\/strong><\/h4>
\u00a0<\/div>

HUMAN INTEREST STORY AND PEER REVIEW IN COMM. ARTS 260<\/a><\/strong><\/h4>
\u00a0<\/div>

ZOOLOGY 957 WRITING ASSIGNMENTS AND PEER REVIEW<\/a><\/strong><\/h4>
\u00a0<\/div>

A PEER REVIEW FEEDBACK FORM IN OCCUPATIONAL THERAPY 671<\/a><\/strong><\/h4>
\u00a0<\/div>

PEER REVIEW ASSIGNMENT FOR FIRST-YEAR PHARMD PORTFOLIO ASSIGNMENT<\/a><\/strong><\/h4><\/div><\/div><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tResponding, Evaluating, Grading<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t

GLOBAL AND LOCAL CONCERNS IN STUDENT WRITING: EMPHASIZING THE RIGHT THING AT THE RIGHT TIME<\/a><\/h4><\/div><\/div>

RESPONDING TO STUDENT WRITING<\/a><\/h4><\/div><\/div>

BEYOND LAZINESS: LOOKING BENEATH THE SURFACE OF STUDENTS\u2019 PAPERS<\/a><\/h4><\/div><\/div>

RESPONDING TO STUDENTS\u2019 DRAFTS USING AUDIO<\/a><\/h4>
\u00a0<\/div>

A BREIF HOW-TO GUIDE: USING SPEEDGRADER TO RESPOND TO STUDENT WRITING<\/a><\/h4><\/div><\/div>

HOW TO BUILD AND USE RUBRICS EFFECTIVELY<\/a><\/h4><\/div><\/div>

ESTABLISHING EXPLICIT GRADING CRITERIA<\/a><\/h4><\/div><\/div>

SHARED GOALS FOR WRITING ACROSS UNDERGRADUATE LITERATURE COURSES IN A LARGE DEPARTMENT<\/a><\/h4><\/div><\/div>

USING RUBRICS TO TEACH AND EVALUATE WRITING IN BIOLOGY<\/a><\/h4><\/div><\/div>

RUBRIC FOR A RESEARCH PROPOSAL<\/a><\/h4><\/div><\/div>

PROBLEM REPORT AND REFLECTION RUBRICS FOR WRITING IN MATH<\/a><\/h4><\/div><\/div>

EVALUATION SHEET IN PHILOSOPHY<\/strong><\/a><\/p>

STUDENT-GENERATED EVALUATION CRITERIA<\/strong><\/a><\/p>

SAMPLE RUBRICS FROM A JOURNALISM COURSE<\/strong><\/a><\/p>

GRADING CHECKLISTS FOR A SEQUENCED ASSIGNMENT IN ENGINEERING<\/strong><\/a><\/p>

A SAMPLE END COMMENT IN HISTORY<\/strong><\/a><\/p>

USING A FORM TO GUIDE INSTRUCTOR FEEDBACK IN PLANT PATHOLOGY<\/strong><\/a><\/p>

ELECTRONIC COMMENTS ON A STUDENT PAPER IN SOCIOLOGY<\/strong><\/a><\/p>

RESPONDING WITH FEEDBACK TO AN ENTIRE CLASS IN LITERATURE<\/strong><\/a><\/p>

USING FEEDBACK MANAGER TO RESPOND TO SHORT WRITING ASSIGNMENTS IN LARGE LECTURE COURSES<\/strong><\/a><\/p>

STUDENT SELF-EVALUATION IN WOMEN’S STUDIES<\/strong><\/a><\/p>

A PORTFOLIO PROJECT IN MATH<\/strong><\/a><\/p>

A WRITING PORTFOLIO IN BIOLOGY: BALANCING PROCESS WITH PRODUCT<\/strong><\/a><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tFostering Research and Inquiry<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t

AN INTRODUCTION TO THE LIBRARY RESEARCH & INFORMATION LITERACY COMPONENT OF COMMUNICATION-B COURSES<\/a><\/strong><\/p>

TIPS FOR DESIGNING LIBRARY RESEARCH ASSIGNMENTS<\/a><\/strong><\/p>

A LIBRARY INSTRUCTION SESSION HANDOUT FOR BYZANTINE HISTORY<\/strong><\/a><\/p>

USING CITATION MANAGEMENT TOOLS IN WRITING ASSIGNMENTS<\/strong><\/a><\/p>

WRITING ABOUT ARCHIVES IN LIBRARY AND INFORMATION STUDIES<\/strong><\/a><\/p>

A PRECIS OF A RESEARCH ARTICLE IN JOURNALISM<\/strong><\/a><\/p>

A THEATRE AND DRAMA LIBRARY ASSIGNMENT<\/strong><\/a><\/p>

A PRIMARY SOURCE PAPER IN LEGAL STUDIES<\/strong><\/a><\/p>

ACKNOWLEDGING, PARAPHRASING, AND QUOTING SOURCES<\/a><\/strong><\/p>

A RESEARCH GUIDE FOR A LITERATURE IN TRANSLATION COURSE<\/a><\/strong><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tTeaching Oral Communication Skills<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t

INCORPORATING THE ORAL COMMUNICATION COMPONENT<\/strong><\/a><\/p>

PARTICIPATION GRADING SHEET<\/strong><\/a><\/p>

MOCK TRIAL ASSIGNMENT<\/strong><\/a><\/p>

WORKS IN PROGRESS PRESENTATION<\/strong><\/a><\/p>

PREPARED AND EXTEMPORANEOUS ASSIGNMENTS IN A COMMUNICATIONS-B COURSE<\/strong><\/a><\/p>

SCAFFOLDING ORAL PRESENTATION ASSIGNMENTS IN COMMUNICATION ARTS<\/strong><\/a><\/p>

USING ORAL DEBATES TO FIND AN ARGUMENT<\/strong><\/a><\/p>

DOS AND DON’TS FOR BRIEF RESEARCH TALKS<\/strong><\/a><\/p>

PREPARING STUDENTS TO GIVE PRESENTATIONS ON RESEARCH PAPERS<\/strong><\/a><\/p>

INTERACTIVE WORKSHOP PRESENTATIONS<\/strong><\/a><\/p>

PREPARING POWERPOINT PRESENTATIONS<\/strong><\/a><\/p>

MAKING CRITERIA FOR CLASS PARTICIPATION EXPLICIT<\/strong><\/a><\/p>

EVALUATING STUDENTS’ ORAL PARTICIPATION IN CLASS<\/strong><\/a><\/p>

THE CHALLENGE OF EVALUATING ORAL PRESENTATIONS<\/strong><\/a><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

\n\t\t\t
\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Communication-B & Writing-Intensive Criteria and Courses CRITERIA FOR COMMUNICATION-A COURSES CRITERIA FOR COMMUNICATION-B COURSES REQUIREMENTS FOR WRITING-INTENSIVE COURSES COMMUNICATION-B ASSESSMENT STUDY EXECUTIVE SUMMARY Foundations for Teaching with Writing WHY LEARNING TO WRITE IN COLLEGE IS …<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-408","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/pages\/408","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/comments?post=408"}],"version-history":[{"count":162,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/pages\/408\/revisions"}],"predecessor-version":[{"id":3567,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/pages\/408\/revisions\/3567"}],"wp:attachment":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/media?parent=408"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}