Learning Course Content
The
Second-Level Writing Handbook //
Creating and Implementing Effective Writing Assignments //
Responding to Student Writing //
In-Class Writing Activities //
Peer Response //
Preventing Plagiarism //
OSU Resources.
Download Learning Course Content as a Microsoft Word file.
By incorporating informal writing into your course (as an in-class activity or as homework), you can help students come to a deeper understanding of the course material and you can gain insight into what you students are (and are not) learning.
1) Reflective Writing: Applying Key Terms/Concepts to Personal Experience
To help students understand and apply course concepts, you can have them complete short informal writing assignments (on WebCT discussion board or on paper) in which they take a key term or idea from their reading and relate it to their personal experience. For example, a sociologist might ask students to analyze their own social interactions from a variety of theoretical perspectives.
Time Allotment: 10-20 minutes (inside or outside of class).
2) Reflective Writing: Analyzing (and Preparing to Discuss) Readings
Students will often be much more vocal and active in discussion if they are prepared. To ready students for discussion, you can have them complete informal reading responses (on WebCT discussion board or on paper). Depending on your course goals, these reading responses might entail summarizing, analyzing, and/or posing potential discussion questions. In all cases, though, it is good idea to require that students make reference to
specific sections of the text, thereby ensuring that the discussion does not wander too far.
Time Allotment: 10-20 minutes (inside or outside of class).
3) Passing Notes in Class
This activity offers an informal writing opportunity for students to identify, interrogate, and develop things they did and did not understand about the content of the course. At the beginning of class, ask every student to tear out a piece of notebook paper and write a note to another student in the class inquiring about some aspect of the course about which they are unclear. Run class as normal but allow students to pass these notes back and forth to each other as class continues. (Warn them that you will collect them at the end of the day so they must be on topic).Near the end of the period, ask them what issues came up as they were writing and if anyone was able to respond to their questions satisfactorily. As a group, you may be able to resolve some of their concerns. Alternatively, read over the notes later during your prep time so that you can integrate their concerns into later course content.
Time allotment: 2-15 minutes.
4) Designing Supplementary Materials
There are a number of different supporting materials students have learned to use for studying. Encourage them to prepare these materials to share with the class, either via WebCT or with paper handouts. Possible materials include: flashcards on terminology, registered objections (things they were not able to say during the course discussion but later felt they should have), summaries or analyses of class discussions, pretend quizzes, quote lists, page reference guides, notes, and so on.
Time allotment: Variable.
5) Believing and Doubting
This activity is a good way to get students to move beyond simple "either/or" binaries in their reading. Ask students in small groups (or as an individual informal writing activity) to identify the main thesis of a course reading and to outline 3 reasons they believe it and 3 reasons they doubt it. In this way, you can jumpstart discussion and encourage students to think more analytically and complexly (rather than just going with their gut reaction).
Time allotment: 30-45 minutes.
