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<\/a><\/p>\nask professor pedagogy<\/strong> is a twice monthly advice column written by 2022年世界杯中国小组赛积分 staff. one aspect of our mission is to cultivate dialogue about teaching and learning, so we welcome questions and concerns that arise in the classroom; particularly those from vanderbilt faculty, students, and staff. if you have a question that you’d like professor p to address, please send it to us<\/a>.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
dear professor p.,<\/span><\/strong><\/p>\n
journalisticly jumbled<\/strong><\/span><\/p>\n
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- clear writing prompt<\/strong>: be sure you give clear directions on what your expectations are for the paper.\u00a0 what type of argument do you want? is it a compare-contrast, a lit review, a close-reading, a research paper?\u00a0 all of these are different paper types and your students may not know what each of them entails especially if the student comes from a different discipline.\u00a0 provide clear, concise instructions on what type of analysis or argumentation you expect.\u00a0 remember, part of the goal of assigning papers is to give the students the opportunity to analyze material in the manner done in your field and it is necessary to teach them how to produce written work that reflects that analysis.<\/li>\n
- be clear about sources<\/strong>: do you want them to use outside sources, i.e., do research? if so, be sure to tell them what sources are viable in your type of paper.\u00a0 for example, i have come across countless students who do not know the difference between google and jstor.\u00a0 tell them why particular sources are better than others and how to evaluate them.\u00a0 or, do you want them to use only in-class material and their own analysis of that material? the reference librarians at the library are also eager to help students (and are underutilized).<\/li>\n
- teaching the writing process<\/strong>:\u00a0 you might consider having the students turn in drafts, especially for longer term papers.\u00a0 this would allow you to head off any issues before the final draft.\u00a0 you could have students give peer feedback as well.\u00a0 studies have shown that if their peers are their audience, students cannot assume that the reader will \u201cfill in the gaps\u201d in their argument and they therefore strive for greater clarity.\u00a0 having portions due at different times (thesis, outline, first draft, revision, etc.) helps the students learn the normal process of writing an academic paper, requires revision (a commonly neglected, but often essential, step), and will undoubtedly improve the quality of the work they turned in.<\/li>\n
- use a rubric<\/strong>:\u00a0 sometimes students write well as it relates to grammar, spelling, and vocabulary, and use these skills to mask shallow interpretations, argumentation or research.\u00a0 others may have atrocious grammar but great ideas.\u00a0\u00a0 you need to determine what qualities are most important to you and made them clear to your students.\u00a0\u00a0 i\u2019ve also heard students complain that they \u201clost points\u201d because they didn\u2019t proofread.\u00a0\u00a0 make it clear to them how grammar can affect clarity and what percentage of the grade will reflect that.\u00a0 using a rubric will help you convey what types of things you\u2019re looking for to you students while also giving you a template to aid in your grading process.\u00a0\u00a0 you can find several sample rubrics\u00a0here<\/a>or you could ask your colleagues to see their rubrics.<\/li>\n
- give feedback<\/strong>:\u00a0 be sure to give feedback to your students about their work.\u00a0 i suggest not marking every single error.\u00a0 this monopolizes your time, will likely make you lose focus on the paper\u2019s content, and demoralizes your students.\u00a0 find the most pressing errors and address them.\u00a0 you might mark them with the same type of mark and then address the point in a few sentences at the end of the paper.\u00a0 also remember that when you give feedback to note what they have done well so to encourage them to continue that behavior.\u00a0 while this seems like a lot of work on your part, it will pay off in the long run.<\/li>\n<\/ul>\n
many students have never been taught the basic structure of most academic papers.\u00a0 while research papers vary by disciple, most share central concerns.\u00a0 however, the simplified five-paragraph essay they learned to write in high school, often neglects vital parts of a college-level academic paper.\u00a0 here are few tips you can share with them to get them started:<\/p>\n
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- introduction<\/strong>: your <\/span>introduction<\/span><\/a> must accomplish two things: introduce your topic and make clear your stance.\u00a0 as you write your <\/span>thesis<\/strong><\/span><\/a> statement, think about what argument you intend to make with the evidence you have.\u00a0 your introduction will define the scope of your paper and point your reader toward your overall point.<\/span><\/li>\n
- topic sentences<\/strong>:\u00a0 each paragraph in the body of your paper should have a clear topic sentence.\u00a0 the topic sentence will clearly and succinctly relate the point of its paragraph to the thesis statement.\u00a0 the other sentences in the paragraph will give evidence to support the topic sentence. <\/span><\/li>\n
- organization<\/strong>: outlining your paper will help you see the flow and organization of your argument.\u00a0 think about how your <\/span>main points relate to one another<\/span><\/a> so that your paper does not feel disjointed.\u00a0\u00a0 remember that you do not want to lose your reader.\u00a0 use clear transitions and a logical progression of thought so that your overall argument makes sense.<\/span><\/li>\n
- conclusion<\/strong>:\u00a0 in your <\/span>conclusion<\/span><\/a> be sure to remind the reader of your stance\/thesis and your primary arguments.\u00a0 some people use the conclusion as the opportunity to address opposing arguments; most conclusions are largely summary.\u00a0 you could use the conclusion to urge some sort of response or to point to larger issues, but do not introduce new material.\u00a0 the primary function of the conclusion is to remind the reader of your argument and how you substantiated it. <\/span><\/li>\n
- argument<\/strong>:\u00a0 as you write, evaluate your own argument.\u00a0 do not merely ignore arguments or research that contradicts or weakens your own argument.\u00a0\u00a0 address these opposing views, but show why\/how they are either insufficient, neglect certain aspects of the problem that your argument address, or how your argument negates them.\u00a0 as you do this, <\/span>avoid caricature or falsifying their argument<\/span><\/a>; treat them fairly or you will weaken your own argument.<\/span><\/li>\n
- research<\/strong>:\u00a0 if you are writing a research paper, make sure you know what qualifies as a viable source for that field.\u00a0 most academic research papers do not accept sources like wikipedia or google.\u00a0 if you are uncertain what <\/span>sources<\/span><\/a> you can use, talk to your professor and\/or a research librarian.\u00a0 be sure you<\/span>incorporate your sources<\/span><\/a> into your augment and do not merely let them \u201cspeak for themselves.\u201d<\/span><\/li>\n
- voice & tone<\/strong>:\u00a0 verify with your professor what type of language he or she expects.\u00a0 while some professors allow for more <\/span>informal language, many do not<\/span><\/a>.\u00a0 in general, academic papers use formal language (i.e., no slang).\u00a0 however, avoid the common mistake of using overly complex sentences and \u201cfancy\u201d vocabulary.\u00a0 if you do not know what a word means, do not use it.\u00a0 your sentences should be clear and concise; they should not be wordy or convoluted. <\/span><\/li>\n
- editing\/revision<\/strong>:\u00a0 finally, be sure you leave enough time in your schedule to <\/span>revise<\/span><\/a> your paper.\u00a0 one\u2019s argument often changes as one writes and\/or one\u2019s ideas become more focused.\u00a0 be sure you go back and rewrite your introduction to reflect any changes you have made along the way.\u00a0 you should also reread your paper to make sure your ideas flow together well and rearrange as necessary.\u00a0 a reverse outline is particularly helpful (outline your paper as it now appears to determine whether or not it needs to be rearranged).<\/span><\/li>\n
- another set of eyes<\/strong>:\u00a0 whether it be having a friend read through your paper or going to the writing studio, it is important to have someone else read through you paper to verify its coherence and cohesion.\u00a0 the writing studio offers free one-hour appointments and is open every day except saturday with locations on main campus (calhoun hall) and the commons.\u00a0 you can sign up <\/span>online<\/span><\/a>. they offer constructive feedback on your organization and argumentation and are helpful at any stage of the writing process, from brainstorming to revision).<\/span><\/li>\n<\/ul>\n
finally, have fun! writing papers can help you think through your own ideas and see how they connect to the things other people have said.\u00a0 to alleviate some of the stress of the process, be sure to allow yourself enough time to write.\u00a0 while we all have pulled an all-nighter, this is rarely conducive to quality work and typically increases the stress of writing.<\/span><\/p>\n
the\u00a0vanderbilt writing studio<\/a> offers\u00a0appointments<\/a> for students and provides several useful\u00a0handouts<\/a> online. additionally, the 2022年世界杯中国小组赛积分 is able to consult with you an aspect of grading or teaching writing – just call us to schedule an appointment.<\/p>\n