Posts Tagged ‘papers’

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5 ways I help students with organization

posted: 1.31.08 by Barclay Barrios

I find that students often have trouble writing papers with strong organization. Sometimes, in fact, it feels like they could swap around all the body paragraphs and it would be the same paper—they don’t logically lead one to the other. Here are some exercises I use to help students focus on the organization of their papers:

1. Paragraph to Paragraph Transition
The most solid transitions, I suggest to students, comes from a statement that directly ties together two paragraphs. Start by having students review the material on transitions in the handbook. Then try this exercise. Have students take two paragraphs from their drafts. Ask them to write a one sentence summary of the first paragraph and then another one sentence summary of the second paragraph. Students should combine these two sentences into one, forming a strong and specific transition.

2. Rearrange the Order
Strong organization is self-evident. That is, when a paper is well-organized each paragraph clearly has a place in the whole. Have students test their organization by bringing in a draft for peer revision with the paragraph order switched around. If their peers cannot reassemble the original order then they need to work on transitions and organization.

3. Model Transitions
Have students locate examples of effective transitions in the current reading. Discuss what makes them effective—is it just the use of transitional words and phrases or is there a sentence pattern at work here? Have students apply what they learn by modeling one of these effective transitions in their current drafts.

4. Trail Markers
Trail markers make sure you don’t get lost in the woods; students can use the same technique to mark the trail of their arguments in their papers. Have students underline key sentences in each paragraph that “point the way” to the larger argument and/or to the next paragraph. If they can’t find sentences that work in that way, then that paragraph might represent someplace their readers might get lost.

5. All Outta Outlines
The strongest organization feels inevitable. Help students to locate that level of organization by having them produce multiple pre- or post-draft outlines, each with a different possible organization; you might in fact ask them to outline until they can’t outline any more. Do some points always need to come before others? Do they need to introduce a term, for example, before discussing it? Looking at multiple organizations can help students see the one that makes the most sense, the one that seems most inevitable.

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Categories: Argument, Assignment Idea, Document Design, Grammar & Style, Writing Process
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Dealing with Failure

posted: 6.26.07 by Barclay Barrios

I’ve just finished grading for my summer course (woo-hoo) but I find myself dealing with some emotional aftermath. The papers were fine but really just fine. I have to admit I felt a little disappointed–not in the students, but in me. I can’t help but feel I failed them in some way. I don’t think we talk a lot about the emotional dimensions of teaching but I am hoping I am not alone here. Still, I never just sit in an emotion; instead, I’m thinking about what happened and what I can do next time.

For one thing, I think there are aspects of the course I need to change. After all, I kept seeing the same shortfalls in the papers, and that tells me there’s something I thought they were getting which they just didn’t. I’ll take a different tack on teaching academic argument, I’ll do more sample work of successful papers, and I’ll make sure they submit statements of their argument to me for feedback. Next, I’m cutting myself some slack. It’s important for me to remind myself that while they didn’t nail X, Y, or Z they have A, B, and C so down pat that I didn’t even think to pay attention to those issues. So, while I might feel like a failure I also have to acknowledge what was successful about the class. They had good, focused topics. They did good, solid research. They paid attention to issues of citation. These were, after all, some of the primary goals of the class. Finally, I am also keeping in mind that we just squeezed a 14 week class into 6 weeks. For that, I need to cut both me and my students some slack.

In the end, the class was a success. But I am wondering if I am the only one who experiences a kind of emotional entanglement. If so, FAU does have a decent mental health benefit so maybe it’s time to address this odd pedaogical codependence.

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Categories: Assessment, Teaching Advice
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