Framework For SucceSS in PoStSecondary writing Essays - Free Essays

Framework For SucceSS in PoStSecondary writing Essays - Free Essays 4 Framework For SucceSS in PoStSecondary writing Habits of Mind Habits of mindways of approaching learning that are both intellectual and practicalare crucial for all college-level learners. Beyond knowing particular facts or completing mandatory readings, students who develop these habits of mind approach learning from an active stance. These habits help students succeed in a variety of fields and disciplines. They are cultivated both inside and outside school. Teachers can do much to develop activities and assignments that foster the kind of thinking that lies behind these habits and prepare students for the learning they will experience in college and beyond. These habits include: Curiosity thedesiretoknowmoreabouttheworld. Curiosity is fostered when writers are encouraged to useinquiryasaprocesstodevelopquestionsrelevantforauthenticaudienceswithina variety of disciplines; seekrelevantauthoritativeinformationandrecognizethemeaningandvalueofthat information; conductresearchusingmethodsforinvestigatingquestionsappropriatetothe discipline; and communicatetheirfindingsinwritingtomultipleaudiencesinsideandoutsideschool using discipline-appropriate conventions. Openness thewillingnesstoconsidernewwaysofbeingandthinkingintheworld. Opennessisfosteredwhenwritersareencouragedto examinetheirownperspectivestofindconnectionswiththeperspectivesofothers; practicedifferentwaysofgathering,investigating,developing,andpresenting information; and listentoandreflectontheideasandresponsesofothersbothpeersand instructorsto their writing. Engagement asenseofinvestmentandinvolvementinlearning. Engagement is fostered when writers are encouraged to makeconnectionsbetweentheirownideasandthoseofothers; findmeaningsnewtothemorbuildonexistingmeaningsasaresultofnew connections; and actuponthenewknowledgethattheyhavediscovered. Creativitytheabilitytousenovelapproachesforgenerating,investigating,andrepresentingideas. Creativity is fostered when writers are encouraged to takerisksbyexploringquestions,topics,andideasthatarenewtothem; Published January 2011 by CWPA, NCTE & NWP Excerpted from the Framework for Success in Postsecondary Writing http://wpacouncil.org/files/framework-for-success-postsecondary-writing.pdf Developed by Council of Writing Program Administrators, National Council of Teachers of English, and National Writing Project. 5 Framework For SucceSS in PoStSecondary writing usemethodsthatarenewtothemtoinvestigatequestions,topics,andideas; representwhattheyhavelearnedinavarietyofways;and evaluatetheeffectsorconsequencesoftheircreativechoices. Persistencetheabilitytosustaininterestinandattentiontoshort-andlong-termprojects. Persistence is fostered when writers are encouraged to committoexploring,inwriting,atopic,idea,ordemandingtask; grapplewithchallengingideas,texts,processes,orprojects; followthrough,overtime,tocompletetasks,processes,orprojects;and consistentlytakeadvantageofin-class(peerandinstructorresponses)andout-of-class (writingorlearningcentersupport)opportunitiestoimproveandrefinetheirwork. Responsibilitytheabilitytotakeownershipofonesactionsandunderstandtheconsequences of those actions for oneself and others. Responsibilityisfosteredwhenwritersareencouragedto recognizetheirownroleinlearning; actontheunderstandingthatlearningissharedamongthewriterandothersstudents, instructors, and the institution, as well as those engaged in the questions and/or fields in which the writer is interested; and engageandincorporatetheideasofothers,givingcredittothoseideasbyusingappropriate attribution. Flexibility theabilitytoadapttosituations,expectations,ordemands. Flexibility is fostered when writers are encouraged to approachwritingassignmentsinmultipleways,dependingonthetaskandthewriters purpose and audience; recognizethatconventions(suchasformalandinformalrulesofcontent,organization, style,evidence,citation,mechanics,usage,register,anddialect)aredependentondiscipline and context; and reflectonthechoicestheymakeinlightofcontext,purpose,andaudience. Metacognitiontheabilitytoreflectononesownthinkingaswellasontheindividualand cultural processes and systems used to structure knowledge. Metacognitionisfosteredwhenwritersareencouragedto examineprocessestheyusetothinkandwriteinavarietyofdisciplinesandcontexts; reflectonthetextsthattheyhaveproducedinavarietyofcontexts; connectchoicestheyhavemadeintextstoaudiencesandpurposesforwhichtextsare intended; and usewhattheylearnfromreflectionsononewritingprojecttoimprovewritingon subsequent projects. Published January 2011 by CWPA, NCTE & NWP Excerpted from the Framework for Success in Postsecondary Writing http://wpacouncil.org/files/framework-for-success-postsecondary-writing.pdf Developed by Council of Writing Program Administrators, National Council of Teachers of English, and National Writing Project.