Index Catalog // Scholar@UC

Type:: Generic Work
摘抄:: This presentation explores Asao Inoue’s 2014 assertion that “students find reasons to learn and grow as writers when their labor is truly honored” in the contexts of basic writing student reflection and contract grading.
作者:: Hendrix, Scott
提交者:: UC Clermont College Library
上传日期:: 07/17/2017
更改日期:: 07/17/2017
证书:: Attribution-NonCommercial 4.0 International

Type:: Generic Work
摘抄:: This presentation proposes ways in which we can better design, deliver, and assess mobile learning environments for a diversity of students in composition classrooms. The emerging scene of using mobile devices for composition instruction is ripe for inclusiveness, and can be considered an iteration of Mary Louise Pratt’s “linguistic utopia.”
作者:: Calton, Robert and Calton, Anne-Marie
提交者:: UC Clermont College Library
上传日期:: 07/14/2017
更改日期:: 07/14/2017
证书:: Attribution-NonCommercial 4.0 International

Type:: Generic Work
摘抄:: This session examines reading in the composition classroom building from a qualitative analysis of student annotations. Participants will explore social annotation tools that facilitate collaborative, strategic reading among students and instructor feedback on students’ reading strategies. Participants are encouraged to bring an electronic device to participate in this demonstration.
作者:: Sprouse, Michelle
提交者:: UC Clermont College Library
上传日期:: 06/16/2017
更改日期:: 06/16/2017
证书:: Attribution-NonCommercial 4.0 International

Type:: Generic Work
摘抄:: Brief, varied, and meaningful “linked” activities engage students by incorporating a variety of pedagogical methods and modes during a single class session.
作者:: Morgan, Scott
提交者:: UC Clermont College Library
上传日期:: 06/16/2017
更改日期:: 06/22/2017
证书:: Attribution-NonCommercial 4.0 International

Type:: Generic Work
摘抄:: This demonstration focuses on using free verse poetry to strengthen L2 writers’ interpretive and invention skills. Drawing on the recent “translingual” turn, it explores poetry as a bridge to academic writing for language learners. Participants will read a short contemporary poem and compose their own “connotative definition,” using brainstorming exercises.
作者:: Homar, Katie
提交者:: UC Clermont College Library
上传日期:: 06/16/2017
更改日期:: 06/16/2017
证书:: Attribution-NonCommercial 4.0 International

Type:: Generic Work
摘抄:: In a media landscape dominated by polarizing rhetoric, writing instructors have a renewed responsibility to thoughtfully engage students. Utilizing a multimodal assignment, Rogerian and Toulmin argument models can be applied and assessed by students in real-world and online settings to foster empathy for opposing viewpoints by analyzing assumptions.
作者:: Greer, Stephanie
提交者:: UC Clermont College Library
上传日期:: 06/16/2017
更改日期:: 06/22/2017
证书:: Attribution-NonCommercial 4.0 International

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