TIB Assignment Sequence
Rubric for TIB 3a
Rubric for TIB 3b
Rubric for TIB 3c
Shared by Karen Henderson
This assignment sequence we work on for about a month at the end of the semester. I use the This I Believe essays as models and ask students to write their own. I subsequently publish a hardbound book of student essays each year, which is my way of making the audience more authentic. Not every student chooses to be published, and it’s just an option not mandatory. The revision process comes from forcing them to think of the “one paper” as three separate papers, starting small, expanding, and then editing back. It does take quite a long time, but it allows me to model and scaffold learning, and the students do a lot of group work, so they see how their classmates’ papers come alive and become really nice writing. It’s a great way to end the semester, and I hope it changes their attitudes toward revision and group work.
How to use Word to turn essay into list of sentences
Shared by Nick Carbone
With inspiration from Klonoski, Edward, “Using the Eyes of the PC to Teach Revision.,” Computers and Composition, v11 n1 p71-78. 1994.
Since handbooks and exercises use single sentence examples to illustrate incorrect and then corrected sentences, a proofing stage activity, students use the steps in this handout to transfer what they read and exercise to their own writing. They do this by turning their essay into a list of sentences to match the kind of approach the handbook/exercises use. See also, for a related activity inspired by Ed’s piece, “One Way to Use Grammar and Spellcheckers Carefully” at http://bedfordstmartins.com/catalog/static/bsm/technotes/forandrea/.
Shared by Isabel Quintana Wulf
I made a couple of videos to show my students the difference between editing (cosmetic changes) and revising (structural changes)—I used Jing, a TechSmith software you can download for free. In the first video (http://www.screencast.com/t/3KDBv1wXFdu) , I show an example of editing using a sample student introduction for an essay and Track Changes in Word. I edit the writing (somewhat) and make the sentences more functional—of course, the intro still does not work. In the second video (http://www.screencast.com/t/uhkpj1d1), I talk the students through what revision actually would look like for that intro (moving parts around, eliminating parts, adding more context…). Maybe you can use this to demonstrate the difference between editing and revising in class?