This lesson helps students transfer existing knowledge building practices into my writing classroom. The assignment asks them to identify a thing they are already good at doing, and then explain what the process is for performing that thing in multiple modes: visually, textually, and orally.
Once they have thoroughly explained the successful process they follow, we talk about the writing process. The students are again asked to visually, orally, and textually represent their writing process. We then discuss the differences and similarities between the two. My goal with this assignment is to have students identify strengths and skills they already have that may be useful for the task of academic writing, and for them to start to view the act of writing as a skill that can be learned and improved, if they don't already feel that way about it.
View the assignment description and calendar
Once they have thoroughly explained the successful process they follow, we talk about the writing process. The students are again asked to visually, orally, and textually represent their writing process. We then discuss the differences and similarities between the two. My goal with this assignment is to have students identify strengths and skills they already have that may be useful for the task of academic writing, and for them to start to view the act of writing as a skill that can be learned and improved, if they don't already feel that way about it.
View the assignment description and calendar