University Of Michigan Writing Placement Essay

University Of Michigan Writing Placement Essay-16
In our view, there are only two good reasons to enforce the “placement” of students into different levels of first-year writing: to give under-prepared or otherwise disadvantaged students a better chance of succeeding in a first-year program; or to separate students of differing abilities so teachers can design reading and writing activities for students of roughly equal abilities. White probably the best single source on writing placement in general and we agree with him.To justify a placement system based on the first reason, you must be able to articulate what it means to succeed in your writing program and demonstrate that a significant number of your students would not succeed without a course or two of developmental work.Some schools segregate students who appear likely to earn an A in a regular course and challenge them with an “honors” composition course or sequence.

In our view, there are only two good reasons to enforce the “placement” of students into different levels of first-year writing: to give under-prepared or otherwise disadvantaged students a better chance of succeeding in a first-year program; or to separate students of differing abilities so teachers can design reading and writing activities for students of roughly equal abilities. White probably the best single source on writing placement in general and we agree with him.To justify a placement system based on the first reason, you must be able to articulate what it means to succeed in your writing program and demonstrate that a significant number of your students would not succeed without a course or two of developmental work.Some schools segregate students who appear likely to earn an A in a regular course and challenge them with an “honors” composition course or sequence.

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University Of Michigan Writing Placement Essay Online Entrance Exam Thesis

Crucially, then, a program’s placement system is really about that program’s outcomes.Still, most schools do have some entering students who, for whatever reason, are simply not capable of achieving C work, as defined by that institution, in a given semester.These are the students for whom a developmental writing program needs to be designed.B writers are those who, when challenged to excel, respond with “good” rather than “excellent” writing.We know it’s good rather than excellent because other students, the A students, have responded with excellent writing!Effective means students who need extra support are receiving it, and those who do not need it are not being given such support whether they like it or not.Effective also means that students and teachers feel they are in the right place, and that the environment is right for learning.To justify a placement system based on the second reason, you must assess your entering students’ writing and determine a significant range of writing ability, and you must be convinced that the pedagogy of your program demands the segregation of students into groups of similar abilities.Passing a first-year writing class ought to be a challenge to average entering students, and the final writing of passing students ought to be solid, competent writing whatever that means at a particular college or university.Most scholars and administrators view these as preferable to test scores, but such writing samples are often incomplete “snapshots” of student writing or, in the case of portfolios, difficult to collect and assess with the limited time and budget most schools have to work with.And some schools are now using directed self-placement: explaining to students the differences among the available courses and guiding them in their decisions about which course to take.

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