Print This week, I would like you to work together to research key phases of emergency management and the use of GIS to support those activities for a recent disaster. Each group should create a short report for their phase of emergency management according to the following criteria:
Consider the following general suggestions for planning and creating writing assignments that work well: Writing assignments can be developed for different purposes: Writing to Learn Whether considering writing in the classroom for a writing course, a First Year Seminar, or a content-area course, it is important to understand how course content can actually be understood and secured through group writing assignment to learn.
In this mode, students write in order to discover, examine, and test their ideas about reading assignments, class discussions, lectures, and essay topics. Such writing is usually informal, can take a variety of forms, and represents the kind of active thinking and critical engagement with course material that helps students prepare for more formal writing tasks.
Writing to learn becomes a vehicle for figuring out and refining what we think before we communicate publicly to others. Ideas for using writing to learn in the classroom: List as many facts as you can think of about the writer based on what is found in the reading: What does this tell you about the writer's intellectual response to the subject?
Such a commonplace book will help improve memory of course topics and serve as a helpful resource for review. Short, quick summaries of assigned readings could be asked for first, then group writing assignment syntheses of ideas in several connected readings, and finally analyses of the quality of an argument or string of related ideas.
As micro themes grow in number and difficulty, topics for more formal assignments like critical analysis might emerge and signal productive directions for both teacher and student.
These short freewrites can then be discussed or the class can move ahead. Either way, freewriting will allow students to focus closely on a topic.
Share these ideas in class discussion, analyzing the strengths and weaknesses and relevance in terms of the assignment. Start freewriting on a possible direction for the assignment and stop after three minutes, then: Each time the student freewrites, in other words, the original idea becomes more and more focused - the students draws closer to the "center of gravity" for the actual writing assignment and have something to start with for a draft.
Such a discovery draft will then allow the student to build on early ideas as a more complete draft is written. Writing to Communicate When writing to communicate, students move from their informal and more discovery-based writing to more formal, demanding and public expectations of particular discourse and rhetorical conventions.
Learning the conventions for specific fields of study, developing different methods for analysis and argument, as well as fine tuning the details of grammar, documentation and mechanics are central to the mode of writing as communication.
At their most effective, assignments in writing to communicate can be built directly off the scaffolding that has been provided through writing to learn. The two modes of writing are connected in terms of developing content, but writing to communicate will call for more coherent development and structure.
Students can be asked to review everything they have written informally through writing to learn in order to determine a focus or direction for their more formal assignments in public communication. They may find an initial thesis for a specific topic emerging through their ideas for using writing to communicate in the classroom.
Do you want students to develop analytical, informational, argumentative, reflective, or expressive skills, or a combination of several skills? The essay instructions should make clear to students what set of skills will be most valued when completing the assignment.
What is valued is the students' ability to examine closely the connection between the parts and the whole of a particular subject and their ability to investigate and articulate the way ideas connect to or contrast with one another.
What is valued is the students' ability to summarize and synthesize information about a particular subject. What is valued is the students' ability to articulate a claim about a particular subject with appropriate evidence to support such a claim.
What is valued is the students' ability to look at experiences retrospectively and articulate what has been learned from them. What is valued is the students' ability to consider the relevance of personal experience.
Analysis is the skill underpinning all others. To write well from an informational, argumentative, or expressive perspective, in other words, students need to use their analytical ability to focus their writing.
A sense of purpose will connect to developing a central idea or thesis. Knowing what kind of writing is expected of them informational? After reading, class discussion, and writing to learn, students will be more able to decide what they want to say and thus have a starting point.
A set of essay instructions can ask students to follow through on these kinds of review and explorations to arrive at a working central idea. Students can be encouraged to begin with a working central idea in order to develop a preliminary draft.
Ideas might be roughly sketched out to begin with using the following seed sentences as frames: Seed sentences can help students get started writing and can then be further refined later in the process of writing.The purpose of group writing assignment is to introduce students to the skills and procedures necessary to produce a composition through collaboration.
It is an . The purpose of group writing assignment is to introduce students to the skills and procedures necessary to produce a composition through collaboration.
It is an opportunity for instructors to help students form habits of mind and practice that contribute to their ability to work with others, assume responsibility for discrete tasks, and fairly.
Lesson 8 Group Writing Assignment Guidelines and Criteria The disaster I want you to research is the Nepal Earthquake, which caused massive loss of life and property in Kathmandu and other places across the country of Nepal. Then the group as a whole must synthesize the information, organize, and prepare a report for presentation to the entire class.
This assignment provides .
I went home and thought very carefully about how to structure the assignment so the students would be successful and so the essays would hang together and make some kind of sense. Writing the Group Essay.
March 3, by Jenn I just did a group “test”– after having kids routinely submit “safe” essays in response to Hamlet. tested information about writing assignments began in with the three-year The Writing Assignment Framework and Overview may be used to guide teachers in teacher or by a group of teachers.
Please make it your own by adding notes and other items for.