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By Traci Gardner

Powerful scholar writing starts off with well-designed school room assignments. In _Designing Writing Assignments_, veteran educator Traci Gardner bargains sensible methods for academics to increase assignments that might enable scholars to specific their creativity and develop as writers and thinkers whereas nonetheless addressing the numerous calls for of resource-stretched study rooms. Gardner explores how you can stability pedagogical and curricular ambitions with the wishes of a number of freshmen whereas dealing with daily demanding situations akin to mandates, checking out, and the paper load.Gardner makes use of her lecture room adventure to supply rules on the best way to successfully outline a writing job, discover the expectancies for a composition task, and gather the aiding fabrics that scholars have to do their most sensible paintings. This booklet comprises dozens of beginning issues that lecturers can customise and extra increase for the scholars of their personal school rooms.

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When writing assignments are designed to include such activities, students' talk becomes a key strategy in their writing. 9. Literate practices are embedded in complicated social relationships. All students are language experts. The lived curriculum that they bring to the classroom is wide-ranging: They know and have used language extensively before they come to the classroom. They may be struggling with academic language, content-area language, or even the English language itself-the delivered curriculum for their classes-but they have extensive and sophisticated language abilities.

A writer's log is a natural starting point. Many students read and write blog entries, using tools like Facebook, MySpace, and LiveJournal; all of them are curious about these writing spaces. I want to tap their interest in this kind of expressive writing, but I need an activity that will encourage them to identify and explore the challenges that they face as writers. I want them to move beyond restating what they've done as writers to thinking critically about their composing processes and 5trat­ 41 42 Chapter 3 egies.

As part of my explana­ tion of the system to the class, I showed them the stamp that I would use on their passing work: a fairly generic red happy face stamp that I'd picked up at the office supply store. I didn't add any special mark to students' work that did not meet the requirements. Instead, unless the paper had been marked with the specified red happy face, it wasn't acceptable. Simply because I had a red Godzilla stamp with me when I was describing the system, I told students that if they made sloppy mistakes, such as failing to spellcheck, they'd get the Godzilla stamped on their papers.

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