1. CLA Orientation for Writing Integration—GTA Preparation for Grading and Responding to Undergraduate Writing Sue Doe Assistant Professor of English Colorado State University Sue.Doe@colostate.edu

2. Overview of Orientation Day One Introduction to the CSU gtPathways Writing Integration A Sample Assignment—Overview, Initial Read, Holistic Criteria and Ranks GTA panel – How it really works Day Two Initial Grading of the Paper—Use Course-Provided Scoring Sheet Develop and Apply Holistic Criteria Analytic scoring—strategies and choices The Writing Center Day Three Commenting/responding to student writing Common problems students have with academic writing; grading and responding as part of the instructional team Interventions through peer review, conferences, office hours International Student Writing TILT Teaching Certificate and Other Resources

3. Day One Introduction to the CSU gtPathways Writing Integration A Sample Assignment—Overview and Holistic Sorting GTA panel

4. Day 2 Examination of Course-Provided Score Sheet or other evaluation information Holistic scoring/sorting—developing criteria, applying criteria, revising criteria—and why Analytic scoring strategies and choices – standard rubrics – anchor papers – continuum approach The CSU Writing Center

5. Day Three Commenting & responding to student writing Interventions through peer review, conferences, office hours The International Student Writer TILT and the TILT Teaching Certificate Feedback on orientation

6. Local Writing Resources http://writing.colostate.edu – Google search possible on virtually any writing topic. Over 100K pages of writing information, most authored at CSU. – Writing tools available through Writing Studio-keep track of your drafts, your biblios, your reading, etc. Same tools available for undergrads and others http://writing.colostate.edu/gtPathways – specialized resources to support your efforts with your assistantship The Writing Center and WAC – Visit Eddy 6 (The physical writing center) or submit papers electronically for feedback – Request a workshop on any writing subject

7. What it is, where it came from gtPathways

8. State Guaranteed Transfer: gtPathways gtPathways Curriculum Adopted as part of the CCHE (now CDOE) Academic Affairs Policy I, Part L: Statewide Transfer Policy. Built upon concepts found in the Student Bill of Rights (a.k.a, the King Bill), § 23-1-125 C.R.S:  “The Commission, in consultation with each Colorado public institution of higher education, is directed to outline a plan to implement a core course concept”  “The core of courses shall consist of at least thirty credit hours, but shall not exceed forty credit hours”  “Individual institutions of higher education shall conform their own core course requirements with the guidelines developed by the Commission…”

9. One Policy Goal of gtPathways Students shall have assurance of: “A quality general education experience that develops competencies in reading, writing, mathematics, technology, and critical thinking through an integrated arts and science experience.”

10. Adams State College: Faculty Senate agreed to adopt gtPathways curriculum for institutional general education curriculum Fort Lewis College: Restructuring entire general education curriculum to meet gtPathways requirements; modifying junior-level writing courses to meet gtPathways requirements (i.e., 200-level) University of Northern Colorado: Charting the Future; reducing general education course offerings to 60-70 courses; restructuring curriculum to meet gtPathways curriculum Colorado State University: Integrating writing into general education AHUM and SOCS courses (20% - 25% of grades in writing assignments); adding 3 credit hours in AHUM Major Changes to Colorado Colleges and Universities

12. Memorandum of Understanding MEMORANDUM OF UNDERSTANDING COLLEGE OF LIBERAL ARTS WRITING IN AUCC COURSES IN LIBERAL ARTS Effective Fall 2007 All AUCC courses in Categories 3B, C, D and E of the core must satisfy the following requirements regarding writing. These must be clearly stated on the syllabus for the course. 1. Goals for writing in AUCC courses: There are two goals for writing assignments in AUCC courses: (1) to improve students’ comprehension of course content (2) to improve students’ proficiency in writing. Note (1): Both of these goals are best achieved when students receive feedback on their writing assignments and have an opportunity to make use of that feedback.

13. MOU continued… 2. Writing requirements: At least 25 percent of the course grade must be based on written work that satisfies the following: – At least one writing assignment must be an out-of-class piece of written work (2) – In-class written work, such as on exams, must be in the form of essays Note (2): While this represents a minimum standard, to maximize the benefits to students of more writing, multiple opportunities to write and respond to feedback are recommended, such as: Several out-of-class writing assignments. OR One or more rewrites of an out-of-class writing assignment.

14. MOU continued 2. Writing Requirements (continued) Expectations of written work must be clearly stated on the syllabus. Among other things the instructor considers appropriate, those expectations should include students demonstrating: (3) – The ability to convey a theme or argument clearly and coherently. – The ability to analyze critically and to synthesize the work of others. – The ability to acquire and apply information from appropriate sources, and reference sources appropriately. – Competence in standard written English. Note (3): Instructors should use their own discretion in communicating to students the relative importance of the various expectations in their own writing assignments in terms of how they will be graded.

15. MOU continued 3. Plagiarism Statement: More writing in AUCC courses also brings the risk of increased incidents of plagiarism. It is strongly recommended that instructors have a statement in their syllabus that clearly states that plagiarism in not acceptable and is a form of academic dishonesty. Plagiarism is a form of academic dishonesty. As per university policy “Any student found responsible for having engaged in academic dishonesty will be subject to an academic penalty and/or University disciplinary action.” The CSU General Catalog defines plagiarism are follows: “Plagiarism includes the copying of language, structure, ideas, or thoughts of another, and representing them as one’s own without proper acknowledgement. Examples include a submission of purchased research papers as one’s own work; paraphrasing and/or quoting material with properly documenting the source.”

16. Copies of --Written Competency --MOU College of Liberal Arts MOU Simply send an email request to: Sue.Doe@colostate.edu Say: Please send MOU or Please send Written Competency Guidelines These materials are also available on the gtPathways web site at http:writing.colostate.edu/gtPathways

17. What Matters in College Writing? Write for a few minutes about – the qualities of writing that you believe all first-year college students should develop—essential abilities they’ll need – your beliefs about student writing ability right now and what that belief is based on – the kinds of support students need to improve – where, how, and when writing instruction should be given in college contexts Put your name on this piece of paper as you’ll be turning it in. Bring to front table at the end of session today or at a break. Discuss your beliefs with 2-3 neighboring people

18. Select Paper 1, 2, or 3 If your last name begins with A-H, take a copy of P1 If your last name begins with I-R, take a copy of P2 If your last name begins with S-Z, take a copy of P3

19. Intro to Anthropology Assignment Pick a question to write about: Option #1) Katherine went to Mali to address the issues of childhood malnutrition. A)What did she discover to be the primary causes? B) How did she come to these results? (i.e., What questions did she ask? What data did she collect?) Option #2) Malian life is very different from American life. A)What are some of the biggest differences Katherine encountered? B)Did Katherine embrace or resist these differences? Explain your answer.

20. Guidance About Source Use While you don’t need to formally cite my lectures, please use language such as “according to lecture” or “as discussed in class” to alert me to class-specific material. Please remember, any concepts taken from the textbook the ethnography, or RamCT must be cited with an in-text citation and bibliography entry. Examples of how to cite a chapter/article from the textbook: Labajo, J. (2003) Body and voice: the construction of gender in flamenco. In T. Magrini (Ed.) Music and gender: perspectives from the Mediterranean (pp 67.86. Chicago: University of Chicago Press Tollifson, J. (197).Imperfection is a beautiful thing: On disability and mediation. In K. Fries (Ed.), Staring back (pp. 105-112). New York: Plume.

21. Additional Instructions Write a 3-5 page response. Be sure to: Provide a short introduction (3 sentences or so) Include specific details from the ethnography Incorporate vocabulary and concepts from lecture and the textbook. Use 1-inch margins and 12-point font Staple your pages together Do NOT include a title page or title. Simply put your name and question number in the right-hand corner of the first page Double space the paper Follow APA citation and bibliography guidelines – Use proper in-text citation – Include a bibliography – Obtain information on APA format at http://writing.colostate.edu/guides/researchsources/documentation/apa/

22. Hierarchy of Rhetorical Concerns Audience, Purpose, Occasion Focus: Thesis, Reasons, Unity/Coherence Development: Reasons, Evidence, Explanation Style/Mechanics/Conventions: Readability, Care and Polish, Patterns of Error

23. Hierarchical Concerns Detailed Audience Who is the writer’s audience? Is this an academic audience? What are the expectations? Purpose Is this piece of writing intended to inform? Analyze? Explore? Summarize? Argue? Development What kinds of evidence does the audience expect? Does the context demand clarification through examples, data, etc.?

24. Hierarchical Concerns continued Organization Is the writing organized in a coherent way? Do transitions guide the reader through the logic of the paper? Style and Conventions What style is appropriate for the context in terms of audience and purpose? What register or level of formality Is appropriate? (For instance, can the writer use “I” in this context?) Are there locations where the writing is hard to follow or comprehension is disrupted? If so, can I discern why? Are there patterns of error showing any of the Top Five error patterns: 1) subject–verb agreement, 2) run-on and fragmented sentences, 3) unclear or incorrect pronoun agreement, 4) verb tense inconsistencies, 5) weak comma use

25. Holistic Process Before you begin reading the sample papers, read the assignment information In groups of three, do a “read-around” of the set of three papers you now have. Sort High, Medium, and Low. As time allows, discuss the papers with your partners

26. High Medium and Low What are the standards you would apply to a minimally satisfactory (C-level) performance for this paper? Would the LOW paper meet these standards? Homework Review 1)In general, does the High Medium Low sorting method lend itself to a 6-point holistic scoring scale? 2)What parts, if any, from this scoring rubric would work with the essay assignment we’re examining?

27. Muddiest Point What remains confusing about ranking papers High, Medium, and Low?

28. HOMEWORK With Care, Read the “Rubric for Holistic Scoring of a Thesis-Restricted Paper.” Bring this rubric back to training tomorrow. Be prepared to discuss: 1)How does the High Medium Low sorting method lend itself to a 6-point holistic scoring scale? 2)What parts, if any, from this scoring guide would work with the essay assignment we are examining?

29. DAY TWO Scoring and Grading Using Various Methods Working for consistency—either faculty-led or GTA-led norming sessions Grading consistency (for yourself across a stack of papers and also across a group of GTAs or faculty) is possible but isn’t easy or safely assumed to occur Agreed-upon priorities are essential Spot-checking by peers or others is desirable

30. Sort, Read, and Comment (or Stop, Drop, and Roll) Apply the sorting strategy for a set of papers. While this sounds like a time-consuming extra step, it actually saves you time in the long run. The Sorting Strategy – Sort into three stacks—high, medium, low – If possible, stack within categories (High + and High -) so that you have 6 stacks – Read with hierarchy of concerns in mind – Provide an end comment that is forward-looking and focused – Substantiate end comment with a few marginal comments

31. Grading—Becoming Part of the Instructional Team Consistency and fairness Criteria-based grading vs. norming Time management through Hierarchies of Rhetorical Concern Holistic and Analytic Evaluation Grading and Responding—Two Tass

32. GRADING Remember: you are only assigning a grade; students earn those grades. You do not GIVE grades. They do not GET grades. Consider using a 24-hour moratorium and a conference appointment system for grade protests Ask Your Faculty Supervisor: Will there be calibration or norming sessions to identify standards and/or achieve reliability? Are you allowed to return a paper ungraded in the case of careless or unacceptable work with a 24-hour window of opportunity before default to F? Are revisions allowed? If so, what are the processes?

33. Grading For What Matters—Purposes of Assignments What is the TASK being required by the assignment—to inform, to explore, to convince, to describe, to compare, to summarize, to persuade? Find the VERB or VERBS and you’ll know the task. Is this a thesis-provided paper for which students must defend of refute? a problem-solution paper in which students are given a problem or question that demands a thesis and support? Is a data-provided paper for which students are expected to analyze and explain? a genre-provided paper, in which students are expected to follow an organizational structure or format in an accepted form, such as a memo, case study, lab report, or executive summary? write-to-learn or write-to-engage writing for which students are expected to explore and/or develop their thinking rather than to produce a polished paper? an in-class essay, reflecting comprehension of course material?

34. Intro to Anthropology Assignment Pick a question to write about: Option #1) Katherine went to Mali to address the issues of childhood malnutrition. A)What did she discover to be the primary causes? B) How did she come to these results? (i.e., What questions did she ask? What data did she collect?) Option #2) Malian life is very different from American life. A)What are some of the biggest differences Katherine encountered? B)Did Katherine embrace or resist these differences? Explain your answer.

35. Grading Rubric ItemPoints Available Points Earned Answers Part A Option 1) causes of malnutrition Option 2) biggest cultural differences 40 Answers Part B Option 1) methods of discovery Option 2) embrace or resist 40 3 pages minimum10 Includes specific details from the ethnography20 Incorporates concepts from lecture/textbook20 Includes in-text citations 10 Includes a bibliography 10 E-Copy Submitted On time? Total Points Earned 150

36. Holistic Grading Ranking 1-6 Think of 3 as minimally acceptable—aims of assignment are being met but only marginally. “Gestures” toward sound approaches are there, but student will need a great deal of assistance. This is a student who might be considered “at-risk” but also offers a tremendous opportunity for development through GTA impact.

37. Use scoring tools to assist with grading Consider Three Approaches 1.benchmark and anchor paper approach 2.traditional analytic rubric with dimensions 3.continuum approach

38. Approach #1: Anchor Papers Consider writing an evaluation paragraph or narrative that explains what’s necessary to earn a C paper on this assignment. In other words, what MUST a paper accomplish to be deemed “adequate” and to exceed this lowest, acceptable standard for this assignment? --The C paper has a clear thesis or focus, shows a satisfactory degree of development /support of points, and is reasonably easy to read/follow --The B paper does everything the C paper does but goes further to provide deeper development of points, a more satisfactory selection of evidence, a coherent structure/organization, and a more compelling set of insights --The A paper does everything the B paper does but goes further to provide a more unified, fully developed, and polished paper that is a pleasure to read because it offers good insights that are expressed well It can be useful to distribute or post this explanation

39. Approach #2: Traditional Rubric Component Parts Assignment itself Dimensions/priorities/criteria Scale with levels of achievement. Levels can be continuums or reflect categories such as “proficient,” “competent,” “needs work.” Can associate levels with points* Space for specific comments * Be careful to not create a checklist effect. Remember that meaningful quality indicators will be indicated so the simple presence or absence of a feature is insuficient.

40. Traditional Rubric with both Holistic and Analytic Features Dimension Excellent Competent Needs Work Clarity and accuracy of article summary Focus of response—clear thesis Development, Organization & Coherence of Response Readability, Mechanics, Source Citation Grade: ___Overall Comment:

41. Course-Provided Grading Rubric ItemPoints Available Points Earned Answers Part A Option 1) causes of malnutrition Option 2) biggest cultural differences 40 Answers Part B Option 1) methods of discovery Option 2) embrace or resist 40 3 pages minimum10 Includes specific details from the ethnography20 Incorporates concepts from lecture/textbook20 Includes in-text citations 10 Includes a bibliography 10 E-Copy Submitted On time? Total Points Earned 150

42. Steps for Creating Traditional Rubrics List key elements/features to assess, based on course and assignment objectives Refine and simplify key elements, then consider their relative importance or weight Place most important dimension at the top Do a common sense check to see if weighting of criteria is meaningful and rational. If possible, avoid points. Percentages are better but keep them broad. Too much refinement of points can lead to “grade-grubbing.” Decide where you will comment--on the rubric or on the paper itself? Commenting itself is not optional. Decide if you’ll give feedback/comment on all criteria or only on certain ones Make clear where the overall grade appears

43. Analytic Rubric for Anthropology Paper The coherence of the argument reflected in the parts Complete and appropriate use of evidence from ethnography, lecture, & textbook The organization and coherence of the essay Readability & Control of citation/biblio style appropriate for academic context. Dimension and Weighting Excellent CompetentDevelopingScore & Dimension 2.7= C+ Answers Parts A & B— 50% XB (3) Supports points through evidence-- 30% X-C (2) Organization & coherence--10% XB (3) Citation Use & Readability-5% X-C (2) 3 pages + logistics—5% XA (4)

44. Course-Provided Grading Rubric ItemPoints Available Points Earned Answers Part A Option 1) causes of malnutrition Option 2) biggest cultural differences 40 34 Answers Part B Option 1) methods of discovery Option 2) embrace or resist 40 34 3 pages minimum10 Includes specific details from the ethnography20 15 Incorporates concepts from lecture/textbook20 15 Includes in-text citations10 7 Includes a bibliography10 7 E-Copy Submitted On time? Total Points Earned150 122

45. Hybrid Approach—Advantages/Disadvantages? Dimension & Weight—100 point paper Excellent CompetentDevelopingScore & Dimension Overall: 122/150 (80%) Question Answered –80 points possible X Comment about strength of the argument here 68/80 (85%) Text Evidence Well Selected and Organized—40 points possible X Comment on how to better choose evidence 30/40 (67%) Citation & Biblio— 10 points possible X Comment on key PATTERNS of error here 14/20 (70%) 3 pages, logistics check X 10/10 (100%)

46. Consider the Point in the Semester & Feedback Opportunities If there are several pieces of writing assigned or if feedback is given with opportunity for revision, then consider that you may shift the expectations for a rubric – Early in the semester, students will need to learn about focusing and providing a clear thesis. Later the emphasis can shift to development If there is only one paper assigned, then there are fewer opportunities to support these developing abilities

47. Revision Feedback—early semester Dimension and Quality Excellent CompetentDevelopingFeedback Argument-thesis present and maintained XYou are getting the right idea; See notes about clarity Evidence—use of text examples XYou are not using enough text support Organization- structure Not ready for ranking GrammarXWork on comma splices

48. Approach #3: The Continuum Approach Once you have determined the most important aspects or criteria for grading, consider using a continuum to describe where the student is in their application of this criteria. This avoids the oft-times awkward approach of assigning points or percentages with criteria-based evaluation. Example (criteria 3) from the Washington State U “Critical Thinking Guide”: Identifies and considers salient perspectives and positions important to the issue’s analysis Scant Substantial  ---------------------------------------------------------------- 

49. Likely Grading Criteria 1)Clarity of points and coherence of organization – clearly state the purpose of your essay – answer all questions related to the ethnography – accurately define causes of malnutrition or cultural differences – explain methods of inquiry/discovery and explain whether differences are embraced or resisted 2) Quality/depth of analysis. You need to make your position on each development point clear. Provide arguments that are supported by information (i.e., evidence from text, lecture & ethnography). Meet or exceed the page requirements. MOU seeks synthesis! 3) Quality of writing. Your ideas need to be clearly expressed. This includes proper spelling, grammar, expression of ideas, and citation of sources

50. MOU continued 2. Writing Requirements (continued) Expectations of written work must be clearly stated on the syllabus. Among other things the instructor considers appropriate, those expectations should include students demonstrating: (3) – The ability to convey a theme or argument clearly and coherently. – The ability to analyze critically and to synthesize the work of others. – The ability to acquire and apply information from appropriate sources, and reference sources appropriately. – Competence in standard written English. Note (3): Instructors should use their own discretion in communicating to students the relative importance of the various expectations in their own writing assignments in terms of how they will be graded.

51. Apply One of the 3 Scoring Systems Number off 1-3 and prepare to do ONE form of scoring—anchor, analytic rubric, or continuum Write a description of your scoring procedure for this assignment Show others in your group the way your application would look or how it would be described to students Select best example of 1, 2, 3 and show whole group

52. Discussion Which forms of scoring do you like best or do you like pieces of each kind? Would you combine strategies from the three approaches? What strategy do you think you’ll take with grading, if you’re allowed to choose your own method? What recommendations would you make to others about scoring?

53. Muddiest Point What do you still find confusing about grading, scoring, and rubrics? What would you like to understand better? (Your answer may become a topic for E608!)

54. Take one paper with you on your way out today. For homework, write down some ideas you have about commenting on the paper but don’t actually apply those ideas yet. Bring the paper back to orientation tomorrow.

55. DAY 3—Commenting & Responding Today we apply the hierarchy of rhetorical concerns to a sample paper We rehearse “commenting” with HINT (How to Improve Next Time) in mind We consider our role as coach, as teacher, as mentor, and role model, as writer. We are part of the INSTRUCTIONAL TEAM. We try out various kinds of comments—end comments & opening comments; marginal substantiation of the end comment; marginal questions; marginal reader-response comments, marginal queries about substance; positive reinforcement of good insights or writerly choices; error pattern comments

56. Write to Engage What was the most helpful feedback you’ve ever gotten on a piece of writing? – What made it helpful? What was the least helpful feedback you’ve ever gotten on a piece of writing? – What made it less than helpful? As you hear others’ experiences, what generalization(s) can you draw?

57. Managing Your Time Through a 3-Part End Comment 1.Sum up the strengths of the paper 2.Identify the main problems to be worked on 3.Provide a specific suggestion for how to improve the paper, based on the main problem(s) already identified And Remember: You can’t respond to everything in a paper. There are real people on the receiving end. Comments are not principally for “justifying” a grade. Your are providing formative feedback students can use with the next paper, even if it’s not in this class. Remember: HINT Consider using questions and other response approaches besides “correction” in your marginal comments.

58. Comment on the sample paper Now try the 3-part end comment with your sample paper Find locations in the paper that substantiate your observations in the end comments and add marginal comments here Ask an important question in the margin at a location where the writer is on to something but not quite there Find a location where you can observe something positive the writing is doing or trying to do

59. Reviewing Marginal Comment Options Substantiate the end comment by providing an exact location where the paper problem occurs Identify KEY points that are missing and focus on these learning needs Ask a question that will get the student to think further Provide advice on locations to add evidence or choose different evidence Offer a “reader-response” comment that shows you are engaged and interested as a reader Point out any location where the reader is making a good decision in his or her writing Identify one of the Top 5 mechanical errors that the student demonstrates

60. Opening Comment vs. End Comment End comments are often not read because the student is focused on the grade. Try writing the “end” comment at the top of the paper to direct the student’s reading of your marginal comments and to briefly put off the inevitable turn to the back of the paper for the grade.

61. Revision Plan Talk to your supervising faculty member about “extra credit” for student submission of a detailed “revision plan” when there is no provision for actual revision or another draft. – Construction of a detailed revision plan assures that students have read your comments and provides some level of accountability for their attention to your comments. If a second paper is assigned, students could be asked instead to submit a “memo” or “postscript” along with the paper to explain their application of advice from the first paper.

62. Basic Principles of Commenting-Also Covered in Grade Reviews Remember that your goal is formative, to help students write better next time so keep comments forward-looking, as in “Next time…” Use both end AND marginal comments. Consider having marginal comments substantiate your end comments Focus on the most important advice a writer needs at this time. You can’t—and shouldn’t –comment on everything. Use the hierarchy of rhetorical concerns based on the assignment goals and task given Precede your commenting with holistic sorting and keep your comments consistently focused Vary your comment types in the margins rather than only observing deficiencies Play the believing game and find a positive feature Use a 3-part end comment at first but know how predictable it is Show how weaknesses relate to one another Make sure the grade and evaluation criteria are connected and accurately reflected in your comments... Do a common sense check

63. Avoid the Grammar Trap Students’ writing usually contains fewer mistakes than instructors and graders perceive. Errors are nearly always “patterned” rather than discreet Students often have more linguistic competence than the surface features of their writing suggests Errors in student writing increase in direct correspondence to increasing difficulty of the assignment Errors often disappear in students’ writing as they progress through multiple drafts You can expect to see more serious sentence problems in first drafts and on essay exams

64. Avoiding the Grammar Trap Not all errors are equal! Imagine the Psychology student who does not know the specialized use of the term “affect.” (This is a more egregious error than typical misspellings of affect/effect.) Don’t get into the habit of correcting/marking student errors. It’s NOT helpful and it’s a poor use of your time. Mark ONE paragraph or identify a pattern and say, “The problem continues” and explain what the problem or error pattern is. Perhaps it’s not grammar at all but “academic voice”? Traditional procedures for marking student papers may make matters worse. Save your students! Traditional procedures for marking student papers may make you sour and ineffective. Save yourself! Remember that once you start responding, you are the WRITER and the student is the READER.

67. Reminder: You Are Managing Your Time By Choosing Your Battles Apply minimal marking technique Avoid becoming your students’ copy editor as that is NOT your job and error correction is not instructional. Remember you are part of the instructional team, not an editor. To instruct students on grammar issues, look for patterns of error or try to characterize error if you feel it is impeding the student’s message. Work with a Top 5 list of errors. Severe cases should represent <2% of papers. For these, you may need additional support. – Non native speaker/writer issues: tenses, dropped articles, strings of sentences arranged the same – Learning Disabilities: misspellings even with spell check, omitted words, homonyms Carelessness: Consider a “return to sender” policy on first occasion or the “R” grade. Must be approved by professor and not all will believe this is a good idea.

68. Peer Review of Comments 1.Identify the major strength your partner noted in this paper. What locations did the GTA point out to substantiate this claim of strength? How accurate do you believe this evaluation is? 2.Identify the guidance or advice your partner noted as a central concern in this paper. What locations did your partner identify to substantiate the claim of “needs improvement” How accurate do you believe this evaluation is? 3.Identify the concrete suggestion for improvement that your partner noted. Would an undergraduate understand this advice and be able to follow it? How accurate do you believe this advice is? 4.Characterize the tone/attitude of feedback your partner has provided. Could it be improved and if so, how? 5.Are your partner’s comments forward-looking and formative in nature or do the comments seem defensive, as if justifying the grade? Has the grader used the HINT advice (how to improve next time)? HOW MIGHT YOU USE PEER REVIEW (IN-CLASS OR ELECTRONIC) TO INTERVENE IN STUDENTS’ WRITING PROCESSES? DISCUSS IDEAS WITH YOUR FACULTY SUPERVISOR

69. E608 – Integrating Writing in the Disciplines Ask Yourself: How can helping undergraduates with their writing benefit my own? E608 Guided by Questions Week 1: Why is writing important to thinking? Week 2: What role can I play as a GTA in helping students to write better and learn through writing? Week 3: How can peer review be used effectively? Week 4: Challenges: What IS plagiarism and what are some responses to it? Where does grammar and error fit it? What do I need to know about student challenges like these? Week 5: What are the challenges I face as a graduate writer? What have I learned about writing that applies to my own work?

70. International Student Writing Nancy Berry Intensive English Program

71. International Students at CSU About 1200 international students and scholars from over 100 countries International Undergraduates – Clear admission (TOEFL and IELTS scores) – Conditional admission Completion of Intensive English Program required Generation 1.5 students

72. Intensive English Program (IEP) Primary mission: Provide quality English language instruction to prepare international undergraduate students for academic work at American universities Placement exam 6 levels of instruction (Beginning – Advanced)

73. Writing Curriculum at the IEP Beginning levels – sentence to paragraph Intermediate levels – paragraph to 5-paragraph essay Advanced levels – Paraphrasing – Incorporating information from outside sources – Citation formats – Specific rhetorical patterns (cause-effect, compare- contrast, argumentation, etc…) All levels – attention to language (grammar, spelling, vocabulary)

74. International Student Writing Samples Advanced Two Level Peoples all over the world are buying and selling organs illegally. The growing markets involve poor local donors and an international contingent of wealthy buyers. In America, more than 95,000 peoples are waiting for organ transplants and in the last year thousands died waiting for surgery. As this result, many people need organs, but there aren’t enough to provide to sick people. However, although there are lots of people who are waiting, some people still buy organs illegally. Because of those who obtain the organs in unlawful ways, the waiting list for organs is growing longer and longer. As the waiting list grows longer more poor people suffer. There is a 10-year-old girl named Jessica. She is suffering from liver disease. She has been waiting for a donation for a year, but her illness is getting worse. Her parents decided to buy an organ in an unrighteous way. It means the other person who was waiting for the organ might have to wait more and die. Should her parents be allowed to buy an organ with sacrificing another life? Jessica’s parents shouldn’t be allowed to pay to obtain a liver because it injures others who are waiting for the organ and isn’t fair to others.

75. International Student Writing Samples (cont.) The Family Doesn’t Have the Right to an Organ If you had a daughter, and she needed to transplant a liver, what would you do for her? Were you going to hurt other people for her? Nowadays, there are a few numbers of people who know what bioethics means, but there are some who don’t. Bioethics relates to our beliefs and what is right and wrong in medical science. Transplant organs by buying and selling are very common these days because a lot of people who need transplant go to buy organs from poor people by saying it saves time and helps ailing people. There is a case study that tells there is a little girl who needed a transplant in her liver from a wealthy family, and her name is Jessica. She and her parents had been waiting to transplant a liver for a year, so finally the family decided to buy a liver by saying she will die before she reaches to the top of the waiting list. Jessica’s family shouldn’t buy a liver because it is fair for people who don’t have enough money like Jessica’s family and they harm other people by buying a liver before people who were before her in the waiting list.

76. IEP Classes as Cultural Bridge Rote memorization to critical thinking Student as passive recipient to student as active class participant Understanding the line between ‘helping friends’ and cheating Expectations of the American academic audience – Explicit, concise prose – Acknowledging and giving credit to the ideas of others (avoiding plagiarism)

77. Challenges Faced by GTAs Related to International Student Writing What problems do you anticipate?

78. Challenges Faced by GTAs Related to International Student Writing Grammar and incomprehensibility Students not understanding the assignment Issues of fairness: finding a balance between maintaining standards and showing compassion Plagiarism Time

79. Strategies for Dealing with the Challenges Start with a well-designed assignment Provide explicit expectations and instructions (oral and written) When grading, be clear about goals/objectives of assignment Read paper out loud Become familiar with resources available through the Writing Center and the IEP

80. IEP Contact Info: Nancy Berry Intensive English Program nancy.berry@colostate.edu 491-7246

81. Commenting Advice “The writing teacher’s ministry is not just to the words but to the person who wrote the words.” --William Zinsser “The best kind of commentary enhances the writer’s feeling of dignity. The worst kind can be dehumanizing and insulting—often to the bewilderment of the teacher whose intentions were kindly but whose techniques ignored the personal dimension of writing.” --John Bean http://writing.colostate.edu/guides/teaching/c ommenting/

82. TEACHING IN THE MARGINS PROFESSOR KATE KIEFER -- UDTS http://writing.colostate.edu/guides/teaching/commenting/

83. Revision Processes and Strategies for GTA Intervention—Works Especially for Staged Assignments Early, mid, and late interventions Early – Topic proposal (subject, topic, issue, question) – Research question + tentative thesis – Seminal source description Mid – Annotated bibliography (text partners) or source evaluation – Summary and response to one source – Quote and paraphrase sheet for one source – Introduction review, especially if multiple sources. Use “templates” for entering conversation – Prospectus in full sentences (one page) Late – Full draft workshop on one paper – Full draft peer review on all papers – Conference—writers talk about the draft they bring and revision plan

84. E608 Fall Semester 2011 Section 1 7:45-9:00 TR—8/22-9/25—Eddy 119 Section 2 4:00-5:15 TR—8/22-9/25—Eddy 9 Section 3 12:30-1:45 TR—8/22-9/25—Shepherdson 120 Section 4 12:30-1:45 TR—9/26-10/30—Shepherdson 120

85. What are the questions you’ll ask your prof?

86. Feedback on Session 1.What “stuck” from this week’s training? What do you think will be the most useful idea you have gained during the orientation? 2.What would you like to learn more about? 3.What aspects of your GTA position are you looking forward to? What parts of your GTA position most concern you? 4.Would you seek out help from Sue on these issues? 5.Would you benefit from support for your writing?