students studying at library December 1

Mind Mapping Can Improve Papers

By:

I mainly teach undergraduate writing and research methods classes and wanted to share my experiences with mind mapping, also referred to as concept mapping. I’ve found that using it can significantly improve student papers. It’s an excellent innovation that requires student writers to visualize how they would like to approach a writing assignment before they start writing. It encourages them to identify their central idea and graphically illustrate how the main and supporting points advance the paper’s thesis or central idea. This approach comes in handy in laying out a structure for the paper before students start writing. When they plan their “route” first, they end up with papers that coherently make their way to a conclusion.

This is a Faculty Focus Premium Article

To continue reading, you must be a Faculty Focus Premium Member.
Please log in or sign up for full access.

Log In

[theme-my-login login_template="login-form-paywall.php" show_title=0]

Join

Get full access to premium content and archives

Join Now

students writing in class June 6

Frame Your Feedback: Making Peer Review Work in Class

By:

We often hear that peer review is an excellent opportunity for reciprocal student learning. In theory, this makes sense. Since an instructor can only dedicate a certain amount of attention to each student, peer review allows students to receive more feedback and engage more frequently in the content they are learning. Research shows this benefits both the students who receive and provide feedback.


College students working together in class. March 28

Establishing a Writing Community in the College Classroom

By:

When I hear the words “writing community,” my mind conjures up an elementary school classroom. I picture the warm, fuzzy second grade teacher wearing a warm, fuzzy sweater, handing out stickers and cookies as the students prepare for an authors’ tea. At this special event, parents will make the appropriate cooing sounds as their small children enthusiastically share their writing within the classroom.


students writing in class March 7

Unexpected Benefits of Grading Effort and Habit

By:

Effort and habit are instrumental to learning and writing, but they are often dimly lit in our grading systems. That light needs to brighten with the help of new research and popular literature that highlight how essential habit, effort, and perseverance are to learning. I’ve used an effort-aware grading system in my teaching for some time now, a B-grading contract that locks hardworking students into a minimum final grade of B. For grades rising above B, the quality of the writing is the focus (the product), but only for students who fulfill the contract (the process).


online student on laptop December 7, 2015

Built-in Self-Assessment: A Case for Annotation

By:

we want students to be critical thinkers, we must routinely and explicitly give them structured practice opportunities to critically examine their own thinking. Squeezing two or three metacognitive activities into a hectic semester teaches students that such reflection is only for special occasions. Rather, student self-evaluation should be a daily course routine.


grading papers November 16, 2015

An Objective Approach to Grading

By:

It was always the same scenario. I’d be feeling a great sense of accomplishment because I had spent hours grading a set of English papers—painstakingly labeling errors and writing helpful comments. Everything was crystal clear, and the class could now move on to the next assignment. Except it wasn’t, and we couldn’t. A few students would inevitably find their way to my office, plunk their papers down on my desk, and ask me to explain the grade. Something had to change. I knew exactly why I was assigning the grades, but I obviously needed to find a more effective way of communicating these reasons to my students.


young faculty at computer 150202 February 2, 2015

Ten Tips for More Efficient and Effective Grading

By:

Many instructors dread grading, not just because grading takes up a sizable amount of time and can prove itself a tedious task, but also because instructors struggle with grading effectively and efficiently. However, effective grading does not have to take inordinate amounts of time, nor does one need to sacrifice quality for speed. The following tips can help instructors grade more effectively while enhancing student learning.


smiling with laptop November 11, 2014

Reporting, Reacting, and Reflecting: Guidelines for Journal Writing

By:

Every October, members of the Canadian Forces College’s National Security Program—a master of public administration program for senior military personnel and senior public service professionals—have the opportunity (and privilege) to travel to Ottawa to meet with high-level policy practitioners. The intent of the trip is to allow our students to compare what their in-class readings have taught them about governance and executive leadership with what actually happens in the national capital on a daily basis.


indiv writing April 7, 2014

Helping Students Overcome Their Fear of Writing

By:

Most students in my developmental writing classes claim they “hate” writing. It’s a familiar refrain. But, it is less about “hate” and more about a lack of preparation in the subject area. They do not have sufficient experience with the writing process in order to understand what to do. It is not until they gain this experience and realize for themselves what is wrong and what is right with their own work will their writing improve. This personal realization has to happen. It is key to neutralizing their fear and boosting their confidence.


female student on computer March 10, 2014

Four Reasons Going All Digital Can Improve the Quality of Higher Education

By:

I’ve been teaching composition at the college level since 1984, and have had the pleasure of working with students at several different institution types: a community college, a private college, and a research university. For 10 years, I served as writing program administrator at the University of California, Irvine, responsible for facilitating required first-year writing courses and for training new graduate students to teach composition. The first-year writing class is truly a rite of passage, a common experience for thousands of college students across the country every year.