Writing is like "wine", it improves with age and experience. The more one writes, the better they become writers. I've found the issue with students is how to get started. One tip I provide students is to first outline their ideas and then fill in the blank.
Way to go Jack. I've found that each learner you've described excels at one of these. More importantly is to allow the student to write something then to show them how to write it differently which may be more concise or grammatically correct. This is one area where students do struggle.
Robert,
Again, great strategy. Students need to see both good examples and bad examples.
Dr. Kelly Wilkinson
Robert,
I have also used a new tool called vocabulary.com. I now make some of my students take vocabulary tests. They just don't have the vocabulary they need in business!
Dr. Kelly Wilkinson
Robert,
You are on the right track! You have to provide the expectations and post them in multiple places. Nice job!
Dr. Kelly Wilkinson
Jocelyn,
You have thought this through! It is important to use university resources for those activities. They are available and it lessens your workload.
Dr. Kelly Wilkinson
Another useful tool is to post sample essays from professional sources in the DB and ask for comments.
Although few students follow up I suggest that they write a brief piece on a healthcare topic such as '5 things seniors need to know about Medicare' and have it published in an Assisted Living newsletter, or local newspaper. These sources are always looking for helpful articles particularly written by grad students.
I believe your suggestion is an excellent one. The writing labs are also helpful along with some other 'free' writing resources found on the web.
I provide a chat/lecture at the start of each course (archived) addressing three criteria of grading importance: content (this includes having the correct information and material appropriate to the assignment), organization (this includes taking time to outline the work and having a professional flow to the material presented), and format (including APA, syntax, spelling, grammar, and critical thinking or logic to the work). These guidelines are also posted in the announcement area).
I provide clear expectations in a variety of formats. I discuss my discuss my expectations with my live lectures. This allows for visual and auditory learners to be able to easily understand. I also provide clear announcements and reminders that include visual elements to attract attention. The university also provides a variety of labs to help with reading, writing and communication. Encouraging use of these is important.
Another item I offer is time and availability to work with me one on one to discuss issues with their writing. This is in combination with a written analysis of the work they have done. I provide the ability to upload their work for us to look at together and discuss.
Jocelyn M. Dervis
Mary,
What a great technique. You could do that easily. I think I may try that. . .
Dr. Kelly Wilkinson
To help students with their communication skills, typically repeating the message back to the student of your interpretation of the communication helps students to improve their persuasive skills.
Outlining your expectations of all types of communications within the classroom helps to set the environment for the student. Responding in a concise, respectful manner with no abbreviations or text words helps to set the tone. Always address the communication with the person's name and sign at the bottom!
Christopher,
You are right! I do think you have to be honest. I also think you have to make sure that students know they are improving by giving positive as well as negative feedback. I think sometimes we are so in tuned to catch the mistakes we fail to mention what they did right. I know I do.
Dr. Kelly Wilkinson
Christopher,
You are right! I do think you have to be honest. I also think you have to make sure that students know they are improving by giving positive as well as negative feedback. I think sometimes we are so in tuned to catch the mistakes we fail to mention what they did right. I know I do.
Dr. Kelly Wilkinson
Nichoe,
Great post! You have to continually provide feedback and encouragement to continue quality improvement. You also have to model it yourself.
Dr. Kelly Wilkinson
Amy,
I have used YouTube clips to help with basic skills. I also have used clips like Taylor Mali's the Impotence of Proofreading. I is somewhat "blue" but students get it.
Dr. Kelly Wilkinson
Yvette,
I LOVE your post! You answer them as a business owner. That is important. Good for you!!!
Dr. Kelly Wilkinson
Tonia,
You may want to use the questioning technique to helps students to determine what they did wrong. I have also recorded a paper revision with me walking through the paper. Students do like it!
Dr. Kelly Wilkinson
Shenita,
I think are are on the right track. They do need to see examples. We also discuss the difference between an A, B, and C paper.
Dr. Kelly Wilkinson
Dave,
You are right! You be a better writer you have to . . . write!
Dr. Kelly Wilkinson
