Index Catalog // Scholar@UC

Type:: Generic Work
Description/Abstract:: 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.
Creator/Author:: Hendrix, Scott
Submitter:: UC Clermont College Library
Date Uploaded:: 07/17/2017
Date Modified:: 07/17/2017
License:: Attribution-NonCommercial 4.0 International

Type:: Generic Work
Description/Abstract:: 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.”
Creator/Author:: Calton, Robert and Calton, Anne-Marie
Submitter:: UC Clermont College Library
Date Uploaded:: 07/14/2017
Date Modified:: 07/14/2017
License:: Attribution-NonCommercial 4.0 International

Type:: Generic Work
Description/Abstract:: This presentation will describe how assignments and evaluations were transformed from "paper & pencil" methods into multiple digital literacy formats to enable diverse student writers to assess their progress and to improve their performance.
Creator/Author:: Sojka, Greg
Submitter:: UC Clermont College Library
Date Uploaded:: 07/14/2017
Date Modified:: 07/14/2017
License:: Attribution-NonCommercial 4.0 International

Type:: Generic Work
Description/Abstract:: 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.
Creator/Author:: Sprouse, Michelle
Submitter:: UC Clermont College Library
Date Uploaded:: 06/16/2017
Date Modified:: 06/16/2017
License:: Attribution-NonCommercial 4.0 International

Type:: Generic Work
Description/Abstract:: Brief, varied, and meaningful “linked” activities engage students by incorporating a variety of pedagogical methods and modes during a single class session.
Creator/Author:: Morgan, Scott
Submitter:: UC Clermont College Library
Date Uploaded:: 06/16/2017
Date Modified:: 06/22/2017
License:: Attribution-NonCommercial 4.0 International

Type:: Generic Work
Description/Abstract:: 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.
Creator/Author:: Homar, Katie
Submitter:: UC Clermont College Library
Date Uploaded:: 06/16/2017
Date Modified:: 06/16/2017
License:: Attribution-NonCommercial 4.0 International

Type:: Generic Work
Description/Abstract:: The Multi-Genre Research Project: Teaching Students the Research Skills for Academic Writing will discuss ways to help students become more flexible writers by developing an awareness of how genre works. According to scholars who study students' ability to transfer knowledge from one context to another, genre knowledge, among other skills, helps students analyze and adapt to various writing situations.
Creator/Author:: Houston, Patricia
Submitter:: UC Clermont College Library
Date Uploaded:: 06/19/2017
Date Modified:: 06/22/2017
License:: Attribution-NonCommercial 4.0 International

Type:: Generic Work
Description/Abstract:: 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.
Creator/Author:: Greer, Stephanie
Submitter:: UC Clermont College Library
Date Uploaded:: 06/16/2017
Date Modified:: 06/22/2017
License:: Attribution-NonCommercial 4.0 International

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