Word assignments for college students

Creative Writing Assignment Ideas for Students

It’s one thing to think about the amazing ideas, and it’s totally another thing to put them into action. The same situation may occur in writing either a novel or an assignment. Let’s face it, almost every famous writer can be found in a situation when he/she is supposed to write something creative, but the mind goes blank. What to speak about a student who is assigned to many different tasks?

Irrespective of whether you are in middle or high school, or in a university, once in a while, you can be required to engage in creative writing activities. What is creative writing? It is just a form of writing that uses the creativity of mind to express emotions, thoughts, or feelings. Whereas the other pieces of writing focus more on giving facts and analyzing issues, the creative writing pieces are all about entertaining, spreading, or expressing thoughts.

Creative Writing Assignments for College Students

If you think you are done with creative writing after graduating high school, think twice. Even at the college level, some examiners tend to stimulate the creativity of students. For example, the professors at the College of Charleston managed to set up some exciting projects that made students forget the stress of exams at the end of the semester. The examples of creative assignments at college may include:

  • Writing a short story or poem that incorporates a specific theme or word
  • Creating a script for a short film or play
  • Developing a character and writing a series of journal entries from their perspective
  • Analyzing and reimagining a classic piece of literature or art
  • Collaborating with classmates to write and perform a spoken word piece

Whether you need inspiration for a college assignment or want to improve your creative writing skills, these sample assignments can help you get started. Don’t hesitate to contact your professors or an assignment writing service for additional support and guidance.

Archaeological Dig for History/Culture/Art and Design Courses

This activity allows students to imagine being active archaeologists. They have to write about something they come across when excavating. They need to describe in detail what they excavate and state its significance in modern world history or culture. 

Questionnaire-Based Survey Taker for Social Sciences

Students studying Psychology or Sociology must deal with statistical data. As a rule, they are asked to create a questionnaire for different purposes – collect measurable data from a specific group of people. There is no specific format for a questionnaire/survey, and students have to use their own creativity.

Poems for a Literature Course

If you are taking a literature course at a college, you are likely to be asked to write a poem as an assignment. To score high marks for your poetry assignment, you have to be extra creative and consider all the aspects of the poem evaluation.

High School Creative Writing Assignments

A good teacher should also encourage your creativity at the high-school level. So, how can you be tested for creative assignments in a high school?

To be tested on your creative writing skills in high school, you may be asked to participate in various activities and assignments, such as writing prompts, group brainstorming sessions, and peer reviews. These assignments can help you develop your writing skills, express your ideas and thoughts, and explore different genres and styles. Don’t hesitate to ask your teacher or seek assistance from a writing tutor or assignment writing service for additional support and guidance.

One-Sentence Story

Have you ever heard from your educator, “Speak quickly as I’m in a hurry now”? As a rule, you must formulate your ideas as briefly as possible. The same task is in the given creative activity – you are only given one sentence and are required to use all your creativity to come up with a complete story. Read 15 amazing 1-line stories to have an idea what you’re required.

Writing a Spontaneous Speech

At Stanford Graduate School of Business, you’ll find the article by a lecturer on the essentials of strategic communication, Matt Abrahams, who states that spontaneous public speaking is much more prevalent than planned speaking, especially in the business area. A speech should address a particular audience, meaning you must select your vocabulary carefully. Besides, you also have to be creative and make your speech enjoyable to listen. In the estimation of most tutors, it is better to be still ready for these off-the-cuff conversations by writing a speech, then producing it in real-life conditions.

Creative Imaginary Story Writing

In many creative writing workshops, you’ll find the task of crafting creative compositions. You may ask, “Every day I write my compositions, and my creativity scope is limited to strict academic requirements”. In fact, things are different when writing a creative story. Students are given a topic and required to create an imaginary story. In the first instance, you can be asked to finish a story. Then, you’ll need to come up with a story based on some pictures, melodies, etc. Every piece of writing has to correspond to the topic as you imagine it, at the same time, be informative and interesting to read.

Creative Writing Assignments for Middle School Students

Students’ creativity is an important ability in middle school. There, students are taught to use their imagination to produce new ideas. What assignments can test your creativity in middle school?

Students can benefit from assignments encouraging them to write in different genres or styles, such as science fiction, mystery, or historical fiction. Students can also practice their descriptive writing skills by creating vivid settings or characters or experimenting with different points of view. Collaborative assignments, such as creating a class anthology or magazine, can help students develop teamwork and communication skills. Remember, these assignments aim to test your creativity, help you develop your writing skills, and express yourself in new and exciting ways.

Creative Essay Writing

Students are required to be creative when addressing a specific topic. For example, the topic of the essay can be “What does it mean to be a feminist?” This particular essay addresses a specific niche and requires students to use their creativity to come up with fresh ideas on what to include and what not to include in the essay.

Open-Ended Imaginative Screenplays

This form of creative writing allows students to express their thought freely and creatively. There are no requirements to follow, no specific issues to solve, and no pressure to produce a finished version. you can write on an open-ended topic. It is a great starting point for you if you dream of being a famous scriptwriter or simply a creative person at work. Learn to be a step ahead, and this step you should take in your middle school.

types of creative writing

If you feel uncertainties about whether your creative writing skills correspond to high standards, it is better to improve them by taking into consideration several effective tips: 

1) Read a Lot

If you want to improve your writing creativity, you have to read a lot. You can read English storybooks, find various stories online or even read works from your more creative friend. Today, many creative people have the possibility to keep a blog from which they can take some creative ideas for their assignments. When reading, pay attention to the plot of the story to grasp the author’s thoughts and feelings. If you come across any word that you are not familiar with, write it on a piece of paper and find its meaning in a dictionary, for example, in the Oxford Dictionary or any other that is reliable enough.

2) Rewrite a Story

Rewriting is one of the most effective ways to improve your creative writing skills. Don’t get surprised that rewriting can help you become creative as rewriting involves using your own words or paraphrasing. Don’t act in such a way. If you find a good story/article interesting, rewrite it according to your preferences or vision. Use different characters and words and different views of the plot.

3) Keep a Personal Journal

You don’t know how creative you can be until you keep a personal journal. If something interesting, heartbreaking, or boring happens, write it down in your personal journal. There is no restriction on what you can write in your personal diary, which gives an avenue for creativity. For more effectiveness, ensure that each and every day, you write something in the journal. You will be surprised at how creative you are when you actually read your own journal one month later.

4) Play Imaginative Games

Don’t think that playing games is a great excuse for you to get lazy just because you can improve your creativity only by playing imaginative games, not computer ones.  But sometimes, these games can also help you. What are these imaginative games? For example, ‘What Happens Next?’, ‘Renaming’, ‘Opposites’ or a game of I S-A. Other than going out to a party or chatting on social media, use this precious time to play a game that will help enhance and improve your creativity. This will be like killing one bird with two stones. It’s a nice way to refresh your mind while, at the same time, you will be working on your creativity.

5) Use Creative Writing Prompts

The best way to do so is through constant practice. Don’t wait for the moment when you will be in an exam room. Try out the following 10 examples of prompt ideas no matter where you are studying – in a college, high or middle school.

You’ve already know what contributes to your creative writing. Our assignment writing service ideas for creative writing are open to you. Don’t hesitate to practice them! With our expert guidance and support, you can enhance your writing skills and achieve academic success. So why wait? Contact us today for assistance with your writing assignments.

4.80 avg. rating (95% score) — 5 votes

How to write a 1500 word assignment
Words: 1227

If you are asking yourself how to write a 1500 word assignment, you need to take into account that an assignment should contain innovative ideas, concepts, interpretations, and results that serve to prove your thoughts and concepts described. If you’re looking for help, don’t know how long does it take to write a 1500 word assignment or just searching for the right tips to start writing, this article is exactly what you’re looking for! In addition, you can consider how to write a 1000 word assignment.

Where to begin and how to do a 1500 word assignment?

It is common to get a task of writing an assignment during your studies. First of all, it is necessary to emphasize, that there are different styles of assignments and the main 3 of them are informal, journalistic and academic style. All three styles have many in common. However, the way of material presented is different for all three.

Don’t waste your time!
Order your assignment!

order now

To summarize, academic writing is impersonal, journalistic is meant to catch the attention of the reader, and the informal style requires using colloquial language (slang, abbreviations, etc.).

So, you’ve picked a style of your assignment, and you already know the topic of the paper. What is next?

You have to start reading academic articles on the subject that you’re going to research. Reading different articles in your area will update you in terms of academic news. In addition, it is a great way to get bibliographical references or research sources.

1500 word assignment structure.

If you’re about to write a scientific assignment, you should take into account it’s specific structure. However, in general, every assignment should contain the following sections:

  • Title
  • Abstract
  • Introduction
  • Main body (or Materials and methods – for scientific assignments)
  • Results (for scientific assignments)
  • Discussion (for scientific assignments)
  • Conclusion
  • References

How to assemble the abstract?

The abstract is probably the most import part of your assignment, so it should be elaborated very precisely. The abstract is the part that visualizes the main idea of the assignment so that the reader can already understand the relevance of the subject that will be approached in the article.

This part should bring out the innovative ideas presented in work, the contextualization, the purposes of the work and perspectives.

Writing the Introduction

There are two ways of putting together an introduction: In a descriptive or informative way. If your paper brings proven results, the abstract should be informative. The descriptive ones are used to summarize non-original content. In this case, you can describe some type of work already done.

Although the Introduction is structured as one of the first topics of the article, it should not necessarily be done first. It is indicated that you make the introduction only after discussion and conclusions are ready. In this way, it will be much easier to elaborate, and you will already have a ready base to describe to the reader what he (or she) will see in the assignment.

The introduction consists of the description of the problem, work already done (if any), application and objective.

The main body or Material and methods for scientific assignments

In this part of your assignment, the reader should understand the essence of the research project. Here you should present all the materials and methods you used to build your paper.

Results (if you are writing a scientific assignment)

In this part, you should provide a clear and objective description of your results, inferential statistics, relevance and breadth of data, and add other types of analyzes.

Discussion (if you are writing a scientific assignment)

This part is often considered as the most complex part of the development of the assignment. Here you should relate the results to your innovative ideas, interpret conclusions, describe theoretical implications of research and practice. All information highlighted in the discussion has to be original and not quoted in the article before.

Conclusions

The conclusions are the part where you should defend your thesis. In this part, you should present the solution to the problem analyzed in the assignment. You can include criticisms and personal opinions on the main topic.

Now you can mark your task “assignment 1500 words” as complete and proceed to proofread. What do you need to know when proofreading your assignment?

  1. Eliminate excessive words and make writing more objective.
    How to do this? Put into practice the concept of nominalization. Nominating is turning a verb into a name to refer to something already said before.
  2. Learn the difference between passive voice and active voice.
    When writing an assignment pay attention to the use of passive voice. This type of writing must be done with balance, as it is not predominant in the academic genre. The simplest definition of passive speech is to make the subject of a sentence the object of an action. The active voice, on the other hand, has a subject who practices the action on the object.
  3. Consult the technical standards of your assignment.
    The technical standards are very important when formatting your article properly. Some teachers give as much importance to this as they give the text itself. If you plan to publish the text in a specialized magazine, make sure to know the required style of the magazine.
  4. Pay attention to citations and bibliographic references.
    Plagiarism is the worst thing that can happen in relation to students’ assignment. Do not think that quoting someone will demean your text, on the contrary; quotes serve to give more force to your arguments.
  5. Eliminate as many grammar errors as possible.
    For this, you should read and reread as much as necessary. Spelling mistakes never look good. It is a good idea to read the paper aloud because it is how the mistakes are spotted quicker. Another variant is give somebody to edit the paper.
  6. Keep your sentences short.
    The solution is simple: delete the stop symbols and only afterward organize your text. Long sentences require the excessive use of resources such as commas, colon, semicolons, dashes, and parentheses, as well as rendering the reading tiresome.

Now you have enough information about writing a 1500 words assignment. As you can see, there is a standard to follow, so nothing to worry about! If you’re planning to write your assignment as soon as possible, you should remember to focus and stay focused. Try not to be distracted by social media or on your phone and try not to procrastinate.

Writing an assignment is a very important task, whether it’s a scientific assignment or simple review. You should research your topic deeply and look for original articles so that you could base your ideas on something concrete and true.

A good tip is to register in Google Scholar and search as much information as possible before you start building your assignment. Good luck!

By Lois Weldon

When it comes to writing assignments, it is difficult to find a conceptualized guide with clear and simple tips that are easy to follow. That’s exactly what this guide will provide: few simple tips on how to write great assignments, right when you need them. Some of these points will probably be familiar to you, but there is no harm in being reminded of the most important things before you start writing the assignments, which are usually determining on your credits.

The most important aspects: Outline and Introduction

Preparation is the key to success, especially when it comes to academic assignments. It is recommended to always write an outline before you start writing the actual assignment. The outline should include the main points of discussion, which will keep you focused throughout the work and will make your key points clearly defined. Outlining the assignment will save you a lot of time because it will organize your thoughts and make your literature searches much easier. The outline will also help you to create different sections and divide up the word count between them, which will make the assignment more organized.

The introduction is the next important part you should focus on. This is the part that defines the quality of your assignment in the eyes of the reader. The introduction must include a brief background on the main points of discussion, the purpose of developing such work and clear indications on how the assignment is being organized. Keep this part brief, within one or two paragraphs.

Example

This is an example of including the above mentioned points into the introduction of an assignment that elaborates the topic of obesity reaching proportions:

Background: The twenty first century is characterized by many public health challenges, among which obesity takes a major part. The increasing prevalence of obesity is creating an alarming situation in both developed and developing regions of the world.

Structure and aim: This assignment will elaborate and discuss the specific pattern of obesity epidemic development, as well as its epidemiology. Debt, trade and globalization will also be analyzed as factors that led to escalation of the problem. Moreover, the assignment will discuss the governmental interventions that make efforts to address this issue.

Practical tips on assignment writing

Here are some practical tips that will keep your work focused and effective:

        Critical thinking – Academic writing has to be characterized by critical thinking, not only to provide the work with the needed level, but also because it takes part in the final mark.

        Continuity of ideas – When you get to the middle of assignment, things can get confusing. You have to make sure that the ideas are flowing continuously within and between paragraphs, so the reader will be enabled to follow the argument easily. Dividing the work in different paragraphs is very important for this purpose.

        Usage of ‘you’ and ‘I’ – According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of ‘you’ and ‘I’ should be avoided. The only acceptable way of building your arguments is by using opinions and evidence from authoritative sources.

        Referencing – this part of the assignment is extremely important and it takes a big part in the final mark. Make sure to use either Vancouver or Harvard referencing systems, and use the same system in the bibliography and while citing work of other sources within the text. 

        Usage of examples – A clear understanding on your assignment’s topic should be provided by comparing different sources and identifying their strengths and weaknesses in an objective manner. This is the part where you should show how the knowledge can be applied into practice.

        Numbering and bullets – Instead of using numbering and bullets, the academic writing style prefers the usage of paragraphs.

        Including figures and tables – The figures and tables are an effective way of conveying information to the reader in a clear manner, without disturbing the word count. Each figure and table should have clear headings and you should make sure to mention their sources in the bibliography.

        Word count – the word count of your assignment mustn’t be far above or far below the required word count. The outline will provide you with help in this aspect, so make sure to plan the work in order to keep it within the boundaries.

The importance of an effective conclusion

The conclusion of your assignment is your ultimate chance to provide powerful arguments that will impress the reader. The conclusion in academic writing is usually expressed through three main parts:

        Stating the context and aim of the assignment

        Summarizing the main points briefly

        Providing final comments with consideration of the future (discussing clear examples of things that can be done in order to improve the situation concerning your topic of discussion).

Lois Weldon is writer at Uk.bestdissertation.com. Lives happily at London with her husband and lovely daughter. Adores writing tips for students. Passionate about Star Wars and yoga.

What is Write-Learn Pedagogy?

Write-to-Learn pedagogy builds on the fact that writing promotes active learning. Writing-to-Learn assignments invite students to explore ideas raised in class discussion or reading, rephrase course content in their own words, make tentative connections, hypothesize, inventory what they know at this point in the class, and try out interpretations. WTL assignments also invite students to develop questions and take risks in content and style.WTL assignments can be a few sentences or paragraphs long, as they are in College Seminars. In other contexts, such as writing intensive courses, they may be papers. What marks them as WTL assignments is their purpose and the way they are integrated into the content of the class and help accomplish the learning goals of the class.

When Should I Assign WTL in Class and How Do I Engage Students?

Below are some sample Writing-to-Learn assignments, most collected from Drew classes (with a few additions) and some notes about how to build them into a class. Try assigning one of these at the beginning of class, during class, at the end of class, or as part of a homework assignment. Remember that we learn best through repetition, so these will be most effective if you assign one kind of WTL strategy on several different occasions; however, it is important to incorporate them into the class so the work does not seem like “busy work” and so that the objectives of the assignments meet the learning goals of the course.

Write-to-Learn Activity

Building on the Assignment

(A) TAKE THE FIRST 5 MINUTES OF CLASS FOR STUDENTS TO GATHER THEIR THOUGHTS & PREPARE FOR DISCUSSION

1. Write all the questions you have about the topic or reading and then organize the questions in whatever way makes sense to you (e.g.: the content of the reading, the context, the author, connections between it and other texts, responses other students had to the reading or topic in class), finally, prioritize the questions and decide which must be addressed first and which answers might lead to other answers. [NOTE: the first time you do this the students will struggle to classify their questions; over time it will become easier and will help them to reflect on the process of developing and responding to questions.] Ask each student to share one question from their list and write them on the board organizing them into your own categories (or use the computer to collect and save them, projecting the list to the class as you create it and work through it.) This list can structure the entire class or simply provide an opportunity for review depending on the number of substantial questions. Once the questions are listed, ask students to explore answers.This could also be a moment to invite further research in the classroom or as homework.  This assignment can be used in conjunction or alternation with C.2, C.3, and/or D.1.
2. Write a brief explanation of the main ideas of the reading for a student who missed class or couldn’t do the reading because of illness (write as you’d talk, and try not to be long-winded). Students can share these explanations with the person next to them and discuss what they included and why. If you hear them struggling to grasp the main idea, you can focus the class on a close reading of the text or talk them through the main idea and then ask them to find places where the reading supports it.
3. List three ways that the reading connects with, challenges, or builds upon other readings for the class and note which you find the most interesting or surprising connection. Invite students to share these ideas with the class as a way to begin discussion. (A variation of A.4 below; A.3 and A.4 can be combined if students are struggling).
4. Work in groups of three or four to list three ways that the reading connects with, challenges, or builds upon other readings for the class. Invite each team to create a diagram of the connections and then select a team member draw it on the board. Ask the students to comment on the various diagrams and use this to begin discussion.

(B)   PAUSE THE CLASS FOR 5 MINUTES TO INVITE STUDENTS TO EXPLORE KEY IDEAS & CONCEPTS

1. Explain how X is different from (or similar to) Y. This is a good way to help students transition between ideas and to make connections between material being discussed in the class. Ask them to share their observations as you continue the discussion and if their comparisons are weak, work through the similarities and differences with them.
2. Draw some visual picture or representation (a graph or diagram or flow chart or ?) of this concept or notion or process and explain how the pictorial representation should be “read.” This provides a moment for the students to gather their thoughts and the act of reinterpreting can help them learn—or realize what they still need to understand. They can exchange their texts or simply add them to more formal notes for the class.
3. Predict what the reading assigned for tonight’s homework might say based on its title and on your previous experience. A good way to prepare for homework or a new topic or focus. They can simply write their predictions and explanation and then return to this after the reading to see whether they were right.
4. Predict the results of a process or procedure. Explain what goes into your educated guess and what could throw it off. This could be something described in a reading or lesson, or something they will be doing in the class or as homework. It could also simply be a thought experiment (“what if we did X?”).
5. Based on our discussion so far, what questions might be answered by a simple google/wikipedia search? How would you test the accuracy of the answer you find? If they have their laptops in class, invite them to do that research and present it to their peers with a ranking (1-5) of how trustworthy they think it might be.  Or have them select a question or two for you to look up on the classroom computer.

(C)  AT THE END OF CLASS, ASK STUDENTS TO WRITE FOR FIVE MINUTES TO REFLECT ON WHAT THEY HAVE LEARNED

1. Based on our class discussion today, write one thing (concept, idea, or interpretation) that you are sure about right now and explain what makes you sure of this one thing. Invite students to revisit and respond to this at the end of the unit or reading—are they still so sure about it? If not, how have their ideas changed? What made them change? If so, what confirmed their certainty?
2. Write one question that you still have about the topic/material discussed in class today and describe one strategy/process/procedure you could follow to try to answer this question. Students could report on this at the beginning of the next class, or they could post it to Moodle and you could ask them to select one strategy they found useful and explain what they like about it. You could have them try the strategy or save it to use on another occasion. If the latter, it is better to repeat this several times and remind students of these strategies as they read!
3. Write all the questions you still have about this topic/material and then organize the questions in whatever way makes sense to you (e.g.: the content of the reading, the context, the author, connections between it and other texts, responses students had to the reading or the topic in class), finally, prioritize the questions and decide which must be addressed first and which answers might lead to other answers. Begin the next class with this list. Ask each student to recommend one question and list them on the board, organizing them into your own categories. This list can structure the entire class or simply provide an opportunity for review depending on the number of substantial questions. Once the questions are listed, ask students to explore answers. If you have previously assigned C.2 (above), ask them to think about the strategies they could use to answer questions. This could also be a moment to invite further research in the classroom or as homework.

(D)  IN PREPARATION FOR CLASS, INVITE STUDENTS TO WRITE A RESPONSE TO THE READING

1. As part of preparation for class, write at least one question you would like to have someone address as part of your discussion of this reading / film / image / music /  play / poem / etc. Post these questions to Moodle at least 24 hours before class. Everyone in the class select one or two questions for class discussion, writing a sentence or two in response to the selected question, explaining why it is a good question for class.This works especially well if you have already worked on asking questions (see A.1, B.5, C2).
2. Read the questions posted on Moodle [see 1] and trying to take the position of the writer, write a one-paragraph response to one of the questions posted by someone else in the class. This kind of assignment works better later in the semester when students have learned to ask questions that lead to thoughtful answers—although this assignment can also help to teach students the limitations of yes/no questions!
3. Make a map of the argument of the article you just read.  Draw a picture or diagram, make a chart or a list – choose whatever visual representation most clearly lays out the structure of the argument for you. An alternative way of mapping ideas that will work for some and not for others. This can lead to a fruitful conversation in class about how we represent knowledge to ourselves (and on a more mundane level, about note-taking and the importance of each student finding his or her own method of capturing ideas).
4. Write a one paragraph abstract of the article you read for class. Identify the main point of the argument and several key subordinate points. This assignment should be collected and responded to by you as this is an essential skill for college and at the beginning of the semester few students will be able to do it. After you have responded a few times you might move to A.2 so that other students respond using the moves modeled in your comments.
5. Write a paragraph in which you agree with some aspect of the argument advanced by the writer of this reading (state the argument and then explain why you agree). This form of supportive reading will be difficult for many students used to looking for points of debate. It works well with the listening strategies (see handout). Students are “listening” to the text and building on it. Classroom discussion can start by inviting students to share strategies; like D.4, this will benefit from initial feedback in which you model the same kind of supportive reading.
6. Write one or two paragraphs in which you expand on some aspect of the argument advanced by the writer of this reading and suggest connections to other readings or material discussed in class (first state the argument and then expand on it). As with the other assignments, it is important that this assignment is short so that students can really engage with the ideas and with the words they use to express them. While the paragraphs generated for #5 and #6 could be combined to begin to build a paper, in college seminars it is important to begin and end with the paragraphs, in most cases assigning one  or two per reading.
7. Write a paragraph in which you disagree with some aspect of the argument advanced by the writer of this reading (state the argument and then explain how [and why] you disagree). Ask students to post their paragraphs from D.5, D.6, or D.7 to Moodle, then choose one of the paragraphs of agreement or disagreement posted by a classmate and respond to it.  Why do you agree or disagree?  Are you ambivalent or conflicted?
8. Can you identify omissions in the argument you read for class?  What is not addressed or discussed that seems to you important to the argument the article tries to make? List a couple of omissions that you identify. Write a sentence or two in which you suggest how their inclusion would change the argument. This can be a prompt for class discussion or a way for you to see how well the students are reading / how hard they are finding the material. Collecting such assignments and providing feedback early on in the semester is valuable, later on these can be shared with peers in small groups in class or on Moodle, with students invited to respond.

(E)   DEEPEN READING COMPREHENSION BY INVITING STUDENTS TO EXPLORE CONNECTIONS AND IDEAS

1. Place the reading for today in conversation with a prior reading in the class. Write a paragraph in which you look at the interaction between this argument and the other one you have identified.  Do they agree or disagree?  Are they making similar arguments but in different ways? This can help students prepare for class, and help you get a sense of how – and how well – the students are understanding the material they are reading. More important though, it encourages the critical reading and thinking and general habits of mind that are essential for college-level reading and writing.
2. Write a brief dialogue between two or more of the authors you have read this semester. Each “character” should speak in the voice of the text you read and express the opinions expressed in the text; however, you can decide what aspect of the topic they discuss. This prompt achieves the same effect as E.1 (above), although the students may find it more engaging. In order to write a dialogue they need to understand the texts and have a sense of the voice of the authors. This does take longer, so you might want to assign class time for it. This may also be a group activity—students can write the parts in pairs or groups.
3. Select one image, example, case study, or quotation from the reading and explain how the author uses it to support the larger argument of the piece. Do you believe that use was successful? (explain your answer). This assignment invites students to unpack a text and see the parts that are used to make up an argument—those images, examples, case studies and quotations come from somewhere else and are drawn into a text to serve a specific purpose. It is important for them to understand that these connections sometimes fail!
4. Select one example, case study, image, or quotation from the reading that could be used to support a different argument, and explain how that would work. It is a good idea to ask students to write E.3 before the write E.4 (two separate assignments) so that they learn to focus on the ways images, examples, quotations, and case studies are used in a reading before thinking of them as separate entities that could be used in different ways in other contexts.

(F)  EXPAND THE CONVERSATION BY INVITING STUDENTS TO DEVELOP INFORMATION LITERACY SKILLS

1. After discussing this work in class, do a little background research and write a question you might pose to the author / the artist who created this work / the photographer / the film-maker / the playwright / the poet, etc. You might suggest appropriate places for them to search or ask your librarian for a list. The focus here is on developing good questions based on background information—students don’t need to be able to answer those questions, just determine that they are valid questions whose answers are not obvious or easily discovered. [See A.1 & B.5]
2. Make a bibliography of any other books and/or articles written by the author of the material you just read. Include the title of the book or article, who published it, and where and when it was published. What does this list reveal about the author? Does it change your response to what you read? If so, how? If not, why not? Another opportunity for guided development of information literacy skills. Again, the challenge is to help students think critically rather than simply generating a random list. Class discussion should focus on what the bibliography might teach us or how it might change the way we think about the author.
3. Select one of the authors who was cited in the reading and make a bibliography of other books and/or articles he or she has written. Include the title of the book or article, who published it, where it was published, and when it was published. What does this list tell you about the author? Does it change your sense of whether he or she was a good source for the article to quote (you can define “good” in this context). The purpose here is to invite students to engage with sources and see them as resources for further scholarship—as participants in a conversation the students are in the process of joining. This kind of bibliographic work will be developed further in WI and WM courses, but maybe appropriate for the College Seminar in some cases. The emphasis of class discussion should be on how this changes our assessment of the source material and how valuable we think it is now we know more about it.

(G)  AT THE END OF A UNIT OR AT A KEY MOMENT IN THE COURSE, INVITE STUDENTS TO REFLECT AND ARTICULATE  CONNECTIONS OR CONSIDER WAYS THEY MIGHT EXPLAIN IDEAS

1. Write three short encyclopedia entries (a form of summary) for the topic we have been discussing. The first for a standard college-level encyclopedia to which students might turn for an accurate definition/ explanation; the second for an on-line reference that the general public might consult for a quick and simple definition/explanation; the third for a “hip” encyclopedia to be marketed to middle-school students and available for iPhones and other portable devices. Students can each be assigned a topic from the class or work in pairs to generate an encyclopedia for the class with three entries per topic. Once they have finished writing, they should be asked to reflect on the process and what they learned about the topic by having to explain it for such different audiences. Focusing on the differences between the descriptions (from word choice to sentence length) and the decision-process they employed as they wrote will make them more conscious of such decisions in more formal writing This assignment connects with work in the College Writing class by asking students to practice summary-writing and to think about the ways audience and purpose shape our writing decisions.
2. Write a brief description of the image or sequence of images/event/experiment/piece of music we have been discussing. Write the description for an academic audience. Then write a second description that would make sense to a child. Finally, write about the difference between your two descriptions and the decision-process you used as you imagined each audience and adjusted your description accordingly. A variation of the assignment above, which can be used the same way and with the same outcome.
3. Write the narrative (story) of the ways your thinking about this topic or perspective has evolved (or nor). What did you first think when you were exposed to it? Then what did you think? Then what? Try to get everything down in sequence and include your confusions as well as your understandings. This is a wonderful invitation for reflection, providing the students a space to revisit their thinking process and gain deeper understanding of how they learn. Students will be asked to reflect in a similar manner at key points throughout their education at Drew including as part of the writing ePortfolio and we recommend it as one way to assess the students in the Seminar (see assessment).

Students also viewed

100 Words Every College Students Should Know…

50 terms

Profile Picture

asandmann14Teacher

100 Words Every College Students Should Know…

51 terms

Profile Picture

asandmann14Teacher

Geography-Urban Areas.

101 termsImages

Profile Picture

DonningtonCastle

Business Math Final Exam

29 terms

Profile Picture

dusahunsberger

Recent flashcard sets

CS — Fundamentals of Algorithms — Computation…

6 terms

Profile Picture

benedict662007

Hoofdstuk 1 celleer

21 terms

Profile Picture

Sien_Vdb8

History Test #1

56 terms

Profile Picture

quizlette30891878

Sets found in the same folder

College Board Top 100 Common SAT/ACT Vocabula…

100 terms

Profile Picture

atata1

Barrons GRE Wordlist 4,759 words

4,759 terms

Profile Picture

megafan

Government

23 terms

Profile Picture

marsman

Modern Biology Chapter 4

34 terms

Profile Picture

campwallamazu

Other sets by this creator

MPEP Most Tested Sections

378 terms

Profile Picture

poorlilrich

MPEP 600, 700, 800, 1200, 1800, 2100 TOC

178 terms

Profile Picture

poorlilrich

Leal Questions

68 terms

Profile Picture

poorlilrich

Leal Oral Argument

22 terms

Profile Picture

poorlilrich

Verified questions

vocabulary

On the line provided, rewrite each of the following sentences, adding one or more adverbs. Then, identify the word or words being modified and tell whether each is a verb, adjective, or adverb.

Instead, I walk dogs and run errands for people in my building.

Verified answer

french

Remplace chaque condition par un participe present.

  1. Si vous travaillez regulierement, vous reussirez.

  2. S’il fait un apprentissage, il aura plus d’experience.

  3. Si tu parsa 7 heures, tu arriveras atemps au travail.

  4. Je gagnerai plus d’argent si je fais des heures supplementaires.

  5. Nous apprendrons beaucoup si nous faisons un stage.

Verified answer

spanish

Complete con el verbo apropiado la siguiente carta que Mónica le escribió un día a su amiga Inma.

Querida amiga:

Hoy quiero contarte cómo se conocieron mis papás.

Durante un año, ellos (38. salian, salieron) ________________ todos los fines de semana,

Verified answer

vocabulary

Insert the letter of the best answer in the space provided.

Anything that is incumbent on you is _____

(A) unpleasant
(B) not your business
(C) your duty

Verified answer

Recommended textbook solutions

Chez Nous: Branché Sur le Monde Francophone 2nd Edition by Albert Valdman, Cathy Pons, Katherine Mueller, Mary Ellen Scullen, Paula Bouffard

Chez Nous: Branché Sur le Monde Francophone

2nd EditionISBN: 9780136095002Albert Valdman, Cathy Pons, Katherine Mueller, Mary Ellen Scullen, Paula Bouffard

2,510 solutions

Points de Départ 2nd Edition by Albert Valdman, Cathy Pons, Mary Ellen Scullen

Points de Départ

2nd EditionISBN: 9780205788408 (1 more)Albert Valdman, Cathy Pons, Mary Ellen Scullen

376 solutions

Deux mondes 8th Edition by Betsy Kerr, Guy Spielmann, Mary Rogers, Tracy D.Terrell

Deux mondes

8th EditionISBN: 9781259126956 (6 more)Betsy Kerr, Guy Spielmann, Mary Rogers, Tracy D.Terrell

469 solutions

An Integrated Approach to Intermediate Japanese Workbook 1st Edition by Akira Miura, Naomi H. McGloin

An Integrated Approach to Intermediate Japanese Workbook

1st EditionISBN: 9784789013086Akira Miura, Naomi H. McGloin

312 solutions

Other Quizlet sets

Sterile Compounding

13 terms

Profile Picture

quynhnguyen1

BIO_2nd exam_1

98 terms

Profile Picture

jammin_jasmin

NASM CPT PRACTICE QUESTIONS

203 termsImages

Profile Picture

peter_mueller8

1

/

7

Понравилась статья? Поделить с друзьями:
  • Word as weapons seether текст
  • Word as weapons seether перевод текста
  • Word as weapons mp3
  • Word as the unit of language and as the unit of speech
  • Word as the object of lexicology