For most people, the word “story” is a simple noun used to describe the plot or narrative of a work. However, for Adam Tramantano, story is also a verb, one used to describe the process of writing and the point of view of the author.
Tramantano, an English teacher at the Bronx High School of Science, is also a doctoral student in English Education and an adjunct instructor at Teacher’s College, Columbia University. He recently sat down with Jason Chu for a webcast entitled “What’s the Story Behind Why We Write?” that delved into how we can make writing a more conscious and deliberate process for students.
When it comes to giving feedback, instructors often struggle to find ways to communicate to students what they need to do to improve their writing.
To many educators, there’s a belief that students in eastern countries learn through rote memorization and copying while those in western countries focus more or original work and creative thought.
Though the stereotype is obviously not the complete truth, there are cultural differences between educational approaches in countries with an eastern cultural background and those with a western approach.
When it comes to giving feedback to students, educators often wonder how much their work is sinking in.
by Jennifer Haber, Professor of Communications at St. Petersburg College
When I first found out about Turnitin years ago, I used it strictly as a way to check students’ writings for plagiarism. It would give me an originality percentage, and I was able to identify if students had used sources and cited correctly. But, two years, I realized that Turnitin was much more powerful than I had originally thought, and I began using it in different ways. In fact, Turnitin became a means of providing feedback and having students work through writing as a process.
For educators, one of the biggest challenges trying to teach students how to create truly original work and to think for themselves.
This can be difficult because so much of education involves learning, processing and repeating what others have created before. Whether it’s interpreting literature, understanding scientific principles or remembering key individuals in history, students are expected to expand their knowledge, not break new ground.
Ah, the summer! As students shift into their summer experiences, challenge them to keep growing and learning. This month’s prompt ideas focus on learning in unexpected ways—particularly from unexpected people.
“I like to imagine an ideal world in which I would be able to sit side-by-side with each student in my class at the same time and make thoughtful, helpful comments to move their writing forward,” says Susan Van Doren. Van Doren, a George Whittell high school English educator, describes her experience working with students throughout the writing process in an article published in edtechdigest, titled (Not So) Rough Drafts. She speaks to the teaching challenges many educators face and how technology, namely Turnitin Revision Assistant, is aiding the process.
Yesterday, Thursday May 19, marked the fifth annual Global Accessibility Awareness Day (GAAD). A worldwide event highlighting how disabled users engage with technology, GAAD is something we at Turnitin have been proud to be involved in for several years running. The purpose of GAAD is to get people talking, thinking and learning about digital (web, software, mobile, etc.) accessibility and users with different disabilities. GAAD promotes awareness and encourages involvement in the community, and emphasizes Turnitin’s commitment to addressing accessibility needs through the services we provide.
Your students are looking out the window at the beautiful sunshine that May brings. Summer vacation is on their mind and keeping their attention this time of year is rough.
We’ve gathered some ideas to keep them intrigued and give them the chance to reflect on this past school year. As you know, reflection ensures that what students have learned will make a lasting impact. It also shows them that, through writing, they may discover more about themselves and the world around them.
How Not to Teach Writing: Literary Playdough, Six Points of Soul, and Assessments That Make Me Queasy
This article was written by Kolby Kerr, sponsored by Turnitin, and originally published on EdSurge.com
I teach writing, which means I’m charged with assessing and instructing in a discipline often viewed as hazy or mystical. The underlying standard—the ideal essay—is more elusive than the value assigned to ‘x’, the date of the Confederate surrender, the atomic weight of cesium.
It doesn’t have to be that way, of course. The Greeks, the Romans, and—later—the educators of the Renaissance understood writing as a precise rhetorical opportunity that called for the deployment of finite, transmittable forms. Shakespeare most probably learned by memory the several hundred syntactical constructions of a metaphor.
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