by Mark Fisher, Political Science
This…made me think quite differently about the GSI’s role in section…While our first impulse is often to try and “translate” the lecture into an idiom they are more comfortable with, this experience convinced me that the greatest service we can perform for students is to teach them the skills needed to speak our language.
GSIs deal with a lot of student writing, from short answers to fully executed research papers. How can GSIs best use writing assignments to deepen students’ understanding, while also being efficient with the GSI’s time and effort?
When designing a writing assignment, it is important to consider the scale of the project, and whether or not your students can reasonably be expected to complete the task.
Using Bloom’s Taxonomy to construct learning objectives for assignments.
Specific examples of how instructors can use Bloom’s Taxonomy to develop more effective writing assignments.
by Lynn Huang, English
I realized that students did not understand the difference between evidence and analysis in their own writing….I introduced the idea that we can “dissect” and analytically color-code an essay in order to make its internal structure visible, and to determine what makes it an effective (or ineffective) paper.
This is a resource for students who are undertaking a research project. In this section, a former GSI in English explains the preparation research projects require.
Questions for students to consider before beginning a research project.
Effective and efficient research strategies for students.
by Catherine Cronquist Browning, English
It was clear that students who knew the abstract definition of “plagiarism” had trouble recognizing it in practical examples; discussing the different forms of plagiarism in the sample paragraphs helped them understand what it means to assert their own writerly voices and hold these distinct from other critics and thinkers.