In creating and presenting a collaborative dramatic presentation of a literary text, composition students bring "The Yellow Wallpaper" to life through close reading, literary analysis and synthesis, recursive multi-modal writing, and group performance. This assignment fosters the development of transferrable reading, writing, and creative thinking skills within an active learning environment.
{"title":"Composing Comes Alive: Dramatic Presentations in the Writing Classroom","authors":"A. Wallace","doi":"10.31719/PJAW.V3I2.41","DOIUrl":"https://doi.org/10.31719/PJAW.V3I2.41","url":null,"abstract":"In creating and presenting a collaborative dramatic presentation of a literary text, composition students bring \"The Yellow Wallpaper\" to life through close reading, literary analysis and synthesis, recursive multi-modal writing, and group performance. This assignment fosters the development of transferrable reading, writing, and creative thinking skills within an active learning environment.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126875308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
English majors generally are adept at literary criticism but tend to have less experience in conducting empirical research that draws on both qualitative and quantitative methods and engages human participants. To introduce those methods to students and to satisfy a university requirement for quantitative instruction applied to the discipline, I developed a course called Approaches to Research in English Studies. The students complete individual IRB-approved projects that result in a research report, a poster, and a lightning talk. Before undertaking the individual projects, the students engage in a whole-class research project that models the process, and this latter assignment is described here in this essay.
{"title":"An Empirical Research Project in English and Writing Studies","authors":"J. Kinkead","doi":"10.31719/PJAW.V3I2.40","DOIUrl":"https://doi.org/10.31719/PJAW.V3I2.40","url":null,"abstract":"English majors generally are adept at literary criticism but tend to have less experience in conducting empirical research that draws on both qualitative and quantitative methods and engages human participants. To introduce those methods to students and to satisfy a university requirement for quantitative instruction applied to the discipline, I developed a course called Approaches to Research in English Studies. The students complete individual IRB-approved projects that result in a research report, a poster, and a lightning talk. Before undertaking the individual projects, the students engage in a whole-class research project that models the process, and this latter assignment is described here in this essay.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121744725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alexander Halperin, Colton Magnant, Zhuojun Magnant
Writing assignments in any mathematics course always present several challenges, particularly in lower-level classes where the students are not expecting to write more than a few words at a time. Developed based on strategies from several sources, the two small writing assignments included in this paper represent a gentle introduction to the writing of mathematics and can be utilized in a variety of low-to-middle level courses in a mathematics major.
{"title":"Beginning Mathematical Writing Assignments","authors":"Alexander Halperin, Colton Magnant, Zhuojun Magnant","doi":"10.31719/PJAW.V3I2.39","DOIUrl":"https://doi.org/10.31719/PJAW.V3I2.39","url":null,"abstract":"Writing assignments in any mathematics course always present several challenges, particularly in lower-level classes where the students are not expecting to write more than a few words at a time. Developed based on strategies from several sources, the two small writing assignments included in this paper represent a gentle introduction to the writing of mathematics and can be utilized in a variety of low-to-middle level courses in a mathematics major.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"194 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115508970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Writing mathematical proofs is a key component of writing in the discipline in mathematics. Historically, many students have struggled in pursuing this endeavor, particularly during their early exposure to the process. To help students progress toward the goal of being able to consistently create well-written proofs, I present an incremental approach used in a course for elementary education majors who are concentrating in mathematics. This approach uses daily low-stakes writing assignments. Using this instructional technique, I found that student engagement improved and that, overall, better mathematical proofs were written. One more instructor at my institution has already adopted the same methods, and I expect more to do so.
{"title":"Scaffolded Daily Writing Assignments Introducing the Writing of Mathematical Proofs","authors":"David L. Abrahamson","doi":"10.31719/PJAW.V3I1.30","DOIUrl":"https://doi.org/10.31719/PJAW.V3I1.30","url":null,"abstract":"Writing mathematical proofs is a key component of writing in the discipline in mathematics. Historically, many students have struggled in pursuing this endeavor, particularly during their early exposure to the process. To help students progress toward the goal of being able to consistently create well-written proofs, I present an incremental approach used in a course for elementary education majors who are concentrating in mathematics. This approach uses daily low-stakes writing assignments. Using this instructional technique, I found that student engagement improved and that, overall, better mathematical proofs were written. One more instructor at my institution has already adopted the same methods, and I expect more to do so.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122588825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article details an assignment sequence asking students to apply an adaptation of Swales and Feak's (2009) model of social sciences abstract writing to articles in the humanities. This model works as an exploded diagram of the article, explicitly identifying research questions, data, methods, results, interpretations, and implications. The assignment provides students, first, with a reading tool for exposing the articulated construction of academic research articles. Second, as a writing tool, it allows students to practice comprehensive synthesis; the breakdown of multi-part claims; concision and clarity; and selective quotation. Finally, it facilitates the next step in students' research process: framing new inquiry by identifying uses and limitations in prior scholarship. This assignment sequence has been used in first-year composition and upper-division WID/WAC courses in the humanities; it can be adapted for courses in social and natural sciences and for graduate courses.
{"title":"Cross-disciplinary Concision and Clarity: Writing Social Science Abstracts in the Humanities","authors":"Phillip Troutman","doi":"10.31719/PJAW.V3I1.31","DOIUrl":"https://doi.org/10.31719/PJAW.V3I1.31","url":null,"abstract":"This article details an assignment sequence asking students to apply an adaptation of Swales and Feak's (2009) model of social sciences abstract writing to articles in the humanities. This model works as an exploded diagram of the article, explicitly identifying research questions, data, methods, results, interpretations, and implications. The assignment provides students, first, with a reading tool for exposing the articulated construction of academic research articles. Second, as a writing tool, it allows students to practice comprehensive synthesis; the breakdown of multi-part claims; concision and clarity; and selective quotation. Finally, it facilitates the next step in students' research process: framing new inquiry by identifying uses and limitations in prior scholarship. This assignment sequence has been used in first-year composition and upper-division WID/WAC courses in the humanities; it can be adapted for courses in social and natural sciences and for graduate courses.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127665744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This essay describes a project that introduces undergraduate students in a technical and professional writing course to rhetorical genre studies, context, and ethics. In this project, students (1) study examples of meeting minutes and consider their functions within specific contexts, (2) take meeting minutes of a class session, and (3) analyze their minutes to abstract larger lessons on the rhetorical, epistemological, and ethical work of technical and professional writing. This project brings students' attention to the complex decision-making processes writers face as they seek to produce useful, ethical, recognizable professional documents.
{"title":"Bridging Rhetorical Genre Studies and Ethics of Representation in Meeting Minutes","authors":"K. Whitney","doi":"10.31719/PJAW.V3I1.33","DOIUrl":"https://doi.org/10.31719/PJAW.V3I1.33","url":null,"abstract":"This essay describes a project that introduces undergraduate students in a technical and professional writing course to rhetorical genre studies, context, and ethics. In this project, students (1) study examples of meeting minutes and consider their functions within specific contexts, (2) take meeting minutes of a class session, and (3) analyze their minutes to abstract larger lessons on the rhetorical, epistemological, and ethical work of technical and professional writing. This project brings students' attention to the complex decision-making processes writers face as they seek to produce useful, ethical, recognizable professional documents.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133268390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching rhetorical flexibility within a nonprofit environment to professionally-oriented students can be challenging because the seemingly transactional genres of nonprofit communication, such as grant applications, do not appear to invite improvisation. This genre analysis assignment from a Writing for Nonprofits course asks students to reflect on the intersections of their own values as emerging communications professionals and the rhetorical choices they made while writing in a nonprofit genre of their choice. To complete the assignment described here, students created a "personal code" that describes their professional values and used the code to write a genre analysis that examines the rhetorical choices made in a nonprofit genre. This "reflective genre analysis" allows students to recognize their own agency in the negotiation of genre and reinforces the idea that professional behavior is rhetorical and situational.
{"title":"Writing for Nonprofits in a Professionally-Oriented Institution: Using Rhetorical Genre Studies to Teach Flexibility","authors":"K. J. Gindlesparger","doi":"10.31719/PJAW.V3I1.34","DOIUrl":"https://doi.org/10.31719/PJAW.V3I1.34","url":null,"abstract":"Teaching rhetorical flexibility within a nonprofit environment to professionally-oriented students can be challenging because the seemingly transactional genres of nonprofit communication, such as grant applications, do not appear to invite improvisation. This genre analysis assignment from a Writing for Nonprofits course asks students to reflect on the intersections of their own values as emerging communications professionals and the rhetorical choices they made while writing in a nonprofit genre of their choice. To complete the assignment described here, students created a \"personal code\" that describes their professional values and used the code to write a genre analysis that examines the rhetorical choices made in a nonprofit genre. This \"reflective genre analysis\" allows students to recognize their own agency in the negotiation of genre and reinforces the idea that professional behavior is rhetorical and situational.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131502989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This assignment demonstrates how writing instructors can cultivate students' mētis, a flexible and adaptive way of thinking, by requiring participation in naturalistic rhetorical situations that arise outside the classroom. The assignment, developed for an undergraduate, mixed-major professional writing course, asks students to pursue external professional opportunities. The affordances of naturalistic situations and the requirements of the assignment work together, enabling students to develop three key features of mētis: vigilance, tricks, and multiplicity. Exercising mētis improves students' chances of success when they pursue opportunities in competitive industries.
{"title":"\"The One Who Knows the Tricks Wins the Day\": Cultivating Mētis in an Undergraduate, Mixed-major Professional Writing Course","authors":"Hilary A. Sarat-St. Peter","doi":"10.31719/PJAW.V3I1.35","DOIUrl":"https://doi.org/10.31719/PJAW.V3I1.35","url":null,"abstract":"This assignment demonstrates how writing instructors can cultivate students' mētis, a flexible and adaptive way of thinking, by requiring participation in naturalistic rhetorical situations that arise outside the classroom. The assignment, developed for an undergraduate, mixed-major professional writing course, asks students to pursue external professional opportunities. The affordances of naturalistic situations and the requirements of the assignment work together, enabling students to develop three key features of mētis: vigilance, tricks, and multiplicity. Exercising mētis improves students' chances of success when they pursue opportunities in competitive industries.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122373536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Analyze a Published Research Study" invites students to examine a published study's research methods to learn not only what a research report says, but also how the research was designed, carried out, and communicated. While this writing assignment was originally designed for an undergraduate course on research practices in literacy and composition, it may be used with both undergraduate and graduate students and may be appropriate for courses across the disciplines in which students study methods of scholarship. The primary goal of this assignment is to use writing as a mode of learning how to read scholarly research.
{"title":"Analyze a Published Research Study: An Assignment to Scaffold Reading Challenging Academic Texts","authors":"R. M. Hall","doi":"10.31719/PJAW.V3I1.32","DOIUrl":"https://doi.org/10.31719/PJAW.V3I1.32","url":null,"abstract":"\"Analyze a Published Research Study\" invites students to examine a published study's research methods to learn not only what a research report says, but also how the research was designed, carried out, and communicated. While this writing assignment was originally designed for an undergraduate course on research practices in literacy and composition, it may be used with both undergraduate and graduate students and may be appropriate for courses across the disciplines in which students study methods of scholarship. The primary goal of this assignment is to use writing as a mode of learning how to read scholarly research.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129724290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Coming from a disciplinary background in ethnomusicology, I wanted to create an assignment outside of the norm in writing studies; rather than having the students understand sound as a text to be read, I wanted them to be able to read and respond to sound with sound. The majority of students in my “Music and Sports” course were journalism or music industry students who were fulfilling an elective requirement on the way to careers in sports broadcasting or news reporting. I wanted the students to experiment and enact our departmental goals of writing ethnographically about music and culture through well-constructed and well-referenced narratives that also would result in an interactive “real world” application beyond standard response papers or blogs. To this end, students had to respond to fairly open-ended prompts by recording three minutes of audio that included three citations to class readings and three audio clips of their choosing. The students grew dramatically in their ability to choose and contextualize the sound clips as effectively as article quotes in advancing their analyses. With technological developments like recording apps and free editing software, students can use sound itself as a primary source to propel their arguments. This assignment demonstrates how instead of describing sounds, we can now weave them into spoken narratives and then allow readers to hear them to support our arguments. We can now write with music.
{"title":"Music, Sports, and the Sound of Writing","authors":"Deborah Justice","doi":"10.31719/PJAW.V2I2.28","DOIUrl":"https://doi.org/10.31719/PJAW.V2I2.28","url":null,"abstract":"Coming from a disciplinary background in ethnomusicology, I wanted to create an assignment outside of the norm in writing studies; rather than having the students understand sound as a text to be read, I wanted them to be able to read and respond to sound with sound. The majority of students in my “Music and Sports” course were journalism or music industry students who were fulfilling an elective requirement on the way to careers in sports broadcasting or news reporting. I wanted the students to experiment and enact our departmental goals of writing ethnographically about music and culture through well-constructed and well-referenced narratives that also would result in an interactive “real world” application beyond standard response papers or blogs. To this end, students had to respond to fairly open-ended prompts by recording three minutes of audio that included three citations to class readings and three audio clips of their choosing. The students grew dramatically in their ability to choose and contextualize the sound clips as effectively as article quotes in advancing their analyses. With technological developments like recording apps and free editing software, students can use sound itself as a primary source to propel their arguments. This assignment demonstrates how instead of describing sounds, we can now weave them into spoken narratives and then allow readers to hear them to support our arguments. We can now write with music.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"375 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132783088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：