Action and Reaction: Writing and Reading in the Technologies and Other Vocational Curricula. A Project To Increase Learning through a Four-Campus Consortium. Second Edition.

Autor/inn/en	Stanley, Linda; und weitere
Institution	Queensborough Community Coll., Bayside, NY.; Westchester Community Coll., Valhalla, NY.; Bronx Community Coll., NY.; Rockland Community Coll., Suffern, NY.
Titel	Action and Reaction: Writing and Reading in the Technologies and Other Vocational Curricula. A Project To Increase Learning through a Four-Campus Consortium. Second Edition.
Quelle	(1986), (85 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; Community Colleges; Course Descriptions; Grading; Notetaking; Reading Instruction; Student Journals; Teaching Methods; Test Construction; Test Wiseness; Textbook Evaluation; Two Year Colleges; Vocational Education; Writing Across the Curriculum; Writing Assignments; Writing Evaluation; Writing Improvement; Writing Instruction; Writing Strategies + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Community college; Community College; Kursstrukturplan; Notengebung; Schulnote; Leseunterricht; Studentenzeitung; Teaching method; Lehrmethode; Unterrichtsmethode; Testaufbau; Ausbildung; Berufsbildung; Schreibunterricht; Schreibtechnik
Abstract	Designed for use by technical and vocational education teachers, this monograph describes techniques for combining writing across the curriculum strategies with reading and study skills approaches. The teaching and classroom techniques presented were developed as part of the Writing and Reading in the Technologies (WRIT) project undertaken by a consortium of four community colleges in New York. The seven chapters of the monograph contain a rationale for the individual strategy described, a discussion of the specific techniques involved, charts and lists for implementing the strategy, sample assignments, and a worksheet for use by the reader in applying the strategy to his or her own classroom. Following a brief introduction, chapter I discusses the use of student journals in which students express their personal reactions to the given subject through "expressive" writing. Chapter II discusses the development of other meaningful writing assignments, focussing in particular on the use of "microthemes," or short, focussed essays. Chapter III presents specific techniques for correcting, evaluating, and grading written assignments. Chapter IV provides recommendations to aid instructors in their selection of appropriate and understandable textbooks for their classes. Chapter V provides examples of good syllabi and stresses their importance in student comprehension. Chapter VI provides techniques for encouraging students to take effective notes from lectures and readings. The final chapter stresses the importance of well-constructed exams, and describes techniques for helping students become sophisticated test takers. A 61-item bibliography is included. (JMC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01