Construct a Logical Sequence of Assignments
In order to develop significant practice with an understanding of revision and development processes, students should spend a month or longer with their topic of inquiry. Students should be asked to present their theses in a variety of settings: present to collaborative group, verbally articulate idea in conference, create abstract of paper in different lengths, provide hand-outs or charts that encapsulate ideas, and rewrite papers for various audiences, which you assign.
Sample Sequence:
- journal responses
to literature
- student asked to
choose an interesting interpretive idea from his/her response as topic
for formal inquiry
- student asked to
perfect a paragraph on that idea, using the passage that struck him/her
as evidence for assertions
- student asked to
find a connected piece of evidence and develop his/her paragraph into
a 1-page essay
- student asked
to revise 1-page essay with a stronger thesis, based on peer and instructor
feedback
- student asked
to find the best idea in the 1-page essay and turn it into a 3-page
paper, while class spends time workshopping and discussing introductions/conclusions,
etc.
- student asked
to revise 3-page essay according to peer and instructor feedback
- student asked
to further develop idea into 5-page paper, integrating the idea of one
published critic on either the piece of literature or the topic
 |
 |
Introduction
| Faculty | Student
| Research | Livewire
| Chat Room | Message
Board
Discipline-specific Writing | Writing
Instruction | Writing Process | Site
Map
Department of English
| Rutgers University-Camden
| Rutgers University
Department
of English
Armitage Hall, Fourth Floor
Rutgers University,Camden, NJ 08102
Tel: (856) 225-6121, Fax: (856) 225-6602
