Literaturnachweis - Detailanzeige
Autor/in | Young, Art |
---|---|
Titel | Mentoring, Modeling, Monitoring, Motivating: Response to Students' Ungraded Writing as Academic Conversation. |
Quelle | In: New Directions for Teaching and Learning, (1997) 69, S.27-39Infoseite zur Zeitschrift |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0271-0633 |
Schlagwörter | Leitfaden; Active Learning; Assignments; Classroom Communication; Classroom Techniques; College Instruction; Feedback; Grading; Higher Education; Interaction; Teacher Student Relationship; Writing Across the Curriculum; Writing Exercises; Writing Instruction |
Abstract | 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) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |