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  • Essays
    skills and understanding of the course s content and texts They also allow students to practice their communication skills in a written format Most instructors require essays ranging from 5 to 7 pages twice per semester but some have more frequent smaller essays due every few weeks Below you will find examples of shorter analysis papers and longer traditional essays including their instructions Along with the essay assignments a brief explanation is given for each assignment Shorter Frequent Essay Assignments Shorter essays are great for ensuring students are keeping up with their reading but they do not allow more in depth discussions An alternative to short essays may be forum questions or weekly journal papers though this route increases the time instructors spend grading Text Analysis Essay Assignment Example Reflection Essay Assignment Example Longer Essay Assignments These assignments require an extended analysis of course concepts and how the texts deal with these Most if not all require academic paper conventions such as a claim thesis statement textual evidence awareness of audience etc There are a variety of different emphases and focuses for essays but some of the more popular types for 20th century fiction include traditional analyses of literary devices

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/essays.cfm (2015-10-15)
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  • Response Papers and Discussion Forums
    Essays Response Papers and Discussion Forums Exams Presentations Quizzes Discusssion Group WTL Questions Variations Misc Curbing Plagiarism Additional Teaching Course Design Resources Guide Contributors Authors Contributors Response Papers and Discussion Forums Instructors often use response and forum questions for two reasons The first is that weekly or daily response questions ensure that students keep up with the reading schedule Without some type of enforcement students often skim through texts or worse yet depend on cliff notes or whatever they can find on the internet thinking that the abbreviated information will suffice for the larger essays or exams The second reason instructors often require response and forum questions is that they give students the opportunity to explore interpretive approaches and analyze literary conventions without feeling the pressure and impact of the grade that accompanies a larger essay In addition these assignments provide a great way for students to hone their writing skills General Question Examples for Responses Specific Repsonse Question Examples We Specific Repsonse Question Examples Mrs Dalloway Response Paper Assignment Example Response Paper Assignment Example Response Paper Assignment Example Basic Journal Assignment Example Double Entry Journal Assignment Example Response Discussion Forum Assignment Example Response Discussion Forum Assignment Examples Forum Question

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/response.cfm (2015-10-15)
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  • Midterm and Final Exam Examples
    with plenty of flexibility for what an instructor deems important Most instructors that choose to assign exams give both a midterm and final though some just choose a comprehensive final Of those who do give both the midterm and final exam often look similar in style and content so students can expect consistency in the testing methods Many instructors choose to test the first half of the course s information in the middle of the semester through a midterm and the rest of the semester at the final In other words the course s information is not cumulative and lets students focus on the most current concepts so they do not need to remember trivial details such as minor characters from the first text at the end of the semester Midterm Exams Midterm exams often come at the midpoint in the semester As stated previously in the overview instructors sometimes divide the class into two sections so that the course s information is not cumulative This strategy emphasizes making the overall picture or most recent concepts most important instead of testing on characters or plot lines from the first text of the semester Midterm Exam Examples Midterm Exam Example Midterm Exam Example Midterm Exam Example Midterm Exam Study Guide Example Final Exams Final exams are similar to midterms except given at the end of the semester Keep in mind that according to university policy Final examination week is part of the regular semester Student attendance shall be consistent with University policy The final in class examination period is intended for the end of semester examination No in class examination constituting more than 10 of the final course grade may be given in undergraduate courses during the week preceding the final examination period of the semester laboratory performance and other alternative

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/exams.cfm (2015-10-15)
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  • Presentation Assignment Examples
    become the professional by sharing a project lesson plan interpretation etc with the class Some instructors schedule presentations the last few weeks of the semester Others spread them throughout the semester Many instructors prefer collaborative presentations which consist of groups sharing responsibilities From experience with groups many instructors advise assigning individuals within groups specific duties or a confidential and brief evaluation paper explaining the group s conduct and struggles to

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/presentations.cfm (2015-10-15)
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  • Quiz Assignment Examples
    as you like however once a week I will give a short quiz on the reading graded with a or You may drop four of your lowest quiz grades but the remaining quiz grades will constitute your final attendance grade so although you may potentially take all fourteen quizzes only ten will ultimately count There will not be an opportunity to retake any missed quizzes s are worth 3 points s are worth 2 and s are worth 1 point To earn a your response will demonstrate a careful reading of the text and a thoughtful answer to the quiz question A indicates that you have read the assigned material but that your response was either too inaccurate vague or meager to merit a Although you still receive 1 point for a your reward for just showing up to class this grade indicates that you have not read the assigned material carefully if at all and that your response reflects your lack of effort Here is another example of how an instructor uses quizzes This instructor incorporates the quizzes with group discussions to help promote more in depth discussion In class quizzes and group work 10 Generally I will give quizzes once a week However if I suspect a large percentage of the class has not completed the reading assignment I will give an extra quiz These will not be announced in advance If you miss class or are tardy do not expect to make up the quiz You will be assigned group work approximately once a week These group activities ask you to think critically about he assigned readings and are graded Group assignments are part of the course work you are expected to complete I may give a quiz on the same day group work is assigned If

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/quiz.cfm (2015-10-15)
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  • Discusssion, Group, and Writing To Learn (WTL) Questions
    Reading Selection Recommendations Assignments Essays Response Papers and Discussion Forums Exams Presentations Quizzes Discusssion Group WTL Questions Variations Misc Curbing Plagiarism Additional Teaching Course Design Resources Guide Contributors Authors Contributors Discusssion Group and Writing To Learn WTL Questions A common and effective pedagogical technique is to begin class with a question about the homework reading These introductory questions called Writing to Learn Questions WTL promote student thought and reflection on the issue or topic After thinking and writing for a few minutes students often gather in pairs or small groups and share their thoughts with each other Then the instructor brings everyone together for a class wide discussion on the question This strategy sometimes referred to as Write Pair Share allows students to find balance between their own opinions while also receiving individual feedback and gaining the confidence to discuss her his answer with the rest of the class Some instructors may only be looking for examples for peer or small group work Here are some examples of these types of questions For other ideas see Response Papers and Discussion Forums which share many qualities with these examples Example Questions for The God of Small Things Example Questions for My

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/wtl.cfm (2015-10-15)
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  • Variations and Miscellaneous Assignments
    Response Papers and Discussion Forums Exams Presentations Quizzes Discusssion Group WTL Questions Variations Misc Curbing Plagiarism Additional Teaching Course Design Resources Guide Contributors Authors Contributors Variations and Miscellaneous Assignments The following assignments are variations of the above categories but they are different enough to warrant their own section If you are looking for creative innovative and unique assignments see how these work in your E238 class Question Papers Essays Book

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/misc.cfm (2015-10-15)
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  • Ideas and Strategies for Curbing Plagiarism in E238
    classes In a course like E238 where papers on most assigned texts are easily available online it s important to create assignments and use classroom strategies that curb the temptation to plagiarize A few common approaches include Conference with students early on in the drafting process and watch as the paper progresses Require specific inclusions for example connections between two specific assigned articles references to a specific class discussion etc Require oral presentation of a paper Afterward ask follow up questions that will be able to gage the student s mastery of ideas Require revision that asks for expansion development of key ideas Consider substituting or pairing traditional writing assignments with a related project Powerpoint presentation pamphlet blog etc Spend class time discussing plagiarism with students Be sure they know what plagiarism means what types of work can be called plagiarized and why how to avoid plagiarism Make it clear to your students that you re aware that online plagiarism resources exist If a student feels that you are aware of the different sites and papers that are already out there it might seem more difficult to get away with using academically dishonest resources Consider strategies for using online papers as a springboard for a student s own analysis These papers could be cited and used in a summary response assignment for example A few specific tips and approaches Tips from Carolyn Lieberg Teaching Your First College Class see full citation for this text Tips from Jeremy Proctor CSU Tips from Tiffany Myers CSU Tips from Karen C Krahulik Brown University There are also quite a few excellent online resources that discuss the growing problem of plagiarism and academic fraud A few interesting sites include Oklahoma State University Tips to Prevent Cheating Brown University Tips for Preventing Cheating and Plagiarizing

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/ideas.cfm (2015-10-15)
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