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When students are asked to con- struct new knowledge concerning a topic, issue, situation, or text that holds personal meaning for them, and to communicate this knowledge through extended writing, then they are preparing for the intellectual demands of adult society. The dominant expectation is that students will merely reproduce information gained by reading, lis- tening, or observing. Criterion 2: Elaborated Written Communication The writing assignment asks students to draw conclusions or make gen- eralizations or arguments AND support them through extended writ- ing. The writing assign- ment asks students to draw conclusions or make generalizations or ar- guments, AND to substantiate them with illustrations, details, or reasons.
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Criterion 3: Grammar, Usage, Mechanics, and Vocabulary The writing demonstrates proficiencies with grammar, usage, mechan- ics, and vocabulary appropriate for the grade level so that the meaning of the writing is understandable to readers. The research informing this essay was supported by the Consortium on Chicago School Research with funding primarily by the Chicago Annenberg Challenge and by grants from the Spencer Foundation, the Joyce Foundation, and the John D. This essay reflects the opinions of its authors and does not nec- essarily represent those of the Consortium on Chicago School Research or its funding agencies. Taxonomy of Educational Objectives: The Classification of Educational Goals. Teaching for Understanding : Challenges for Policy and Practice. Darling-Hammond, Linda, Jacqueline Ancess, and Beverly Falk. Authentic Assessment in Action: Studies of Schools and Students at Work. New York: Columbia University, Teachers College, Na- tional Center for Restructuring Education, Schools, where can i buy research papers and Teaching.
Theory and Practice of Writing: An Applied Linguistic Perspective. Authentic Achievement: Restructuring Schools for Intellectual Quality. The Quality of Intellectual Work in Chicago Schools: A Baseline Report. See Authentic intellectual achievement ACT scores, 4 Addelson, Kathryn Pyne, 86, 87 Adelman, Deborah, 24, 25, 26, 29 Adler, Mortimer Jerome, 170 Admission policies, 3-4, 10 n.
See where can i buy research papers Proofreading and editing Editorial board (student), 218-19 Eisner, Elliot W.
See Knowledge making Errors (in student writing), 214, 215-16 inventory of, 220-2 1 Essay. See Writing conventions Van Doren, Charles, 170 Vesterman, William, 99, 100 Vocabulary.
Ross, 134 Woodruff High School, 150 Working folder (for portfolio), 277-78, 282 Workplace writing, 43-45, 57-58, 62-64 See also Professional preparation Workshop, 35-36, 66, 68-69, 187-89 online, 141-42, 197-203, 202-3 See also Peer response World Wide Web. Her research interests include composition theory and pedagogy, connections between creative writing and composition, mentoring, and Jaculty development. She is coeditor of The Dissertation and the discipline: Reinventing Composition Studies (2002).
Her scholar- ship, which focuses on writing assessment and composition pedagogy, has appeared in journals such as College Composition and Communication, Composition Stud- ies, and Assessing Writing as well as sev- eral edited collections. She also has co- edited another volume, A Field of Dreams: Independent Writing Programs and the Future of Composition Studies (2002). Ahlschwede began her adult life in journalism, working for the Lincoln, Nebraska, newspa- pers, and then as an assistant editor with the Agricultural Extension Service at North Carolina State University. In the 1980s, she served two terms on the Lincoln City Council, an experience that is the back- drop for her citizen-advocacy stance in writing classes.
Hunt Professor of where can i buy research papers English at Florida State University, teaches composition, rhetoric, poetry, and essay writing. A former writing center director and writing program administrator, she studies writing classrooms, writes assignments with her students, and shares her evolving techniques in textbooks such as Thirteen Ways of Looking for a Poem , The Subject Is Writing, Metro, and the forthcoming Writing Process Reader. Bruce is assistant professor in the Department of English at the University of Montana. In addition to the first-year composition course described here, she teaches courses in English education. Prior to her doc- toral work, Bruce taught English language arts at the middle school and high school levels for thirteen years. Suellynn Duffey directed and taught in the basic writing program at Ohio State University for several years and is past president of the Confer- ence on Basic Writing. As director of first-year writing at various institutions, she worked with novice teachers (through training and mentoring) as they began their careers, and she has frequently con- sulted with high school teachers on writing-related concerns. She has published in journals such as College Composition and Communica- tion and Rhetoric Review and considers teaching to be at the heart of both her scholarly and administrative work. She has taught 100- and 200-level writing courses at IPFW for five years, working primarily with basic writers.