NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ539556
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0271-0633
Mentoring, Modeling, Monitoring, Motivating: Response to Students' Ungraded Writing as Academic Conversation.
Young, Art
New Directions for Teaching and Learning, n69 p27-39 Spr 1997
The purpose of assigning writing that will not be formally graded is to assist students in learning subject matter and to create a classroom context that encourages active learning and interactive teaching. Offers three examples of college-level writing-to-learn assignments used in various disciplines, and some ways teachers can respond to such writing. (Author/MSE)
Publication Type: Guides - Non-Classroom; Journal Articles
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Theme issue: "Writing To Learn: Strategies for Assigning and Responding to Writing Across the Disciplines."