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Improving Student Writing in the Political Science Classroom: Strategies for Developing Student Voice and Originality

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Abstract:

Semester after semester professors receive student work that lacks originality, and student ownership of language. Students seem to shy away from questions that might challenge them to think about issues that they are truly interested in. This paper deals directly with ideas and strategies for improving our students’ writing. Considering different ways that we might assign writing in the classroom such as high stacks and low stacks writing; in addition, this paper suggests how professors might better use their time to comment on student papers, provides strategies for pre-writing, and proposes alternate ways for professors as teacher scholars to leave students with a lasting impression to aide in the students’ writing after their class. Different strategies are discussed in types of assignments, how one approaches writing, and acknowledges some of the benefits and difficulties of college professors at all levels may have with implementing these strategies in their classrooms.

Most Common Document Word Stems:

student (255), write (207), paper (111), assign (109), work (65), time (52), author (50), think (49), need (49), process (44), argument (44), differ (43), class (40), use (37), allow (35), origin (35), provid (34), consid (33), question (30), also (29), discuss (29),
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Association:
Name: Southern Political Science Association
URL:
http://www.spsa.net


Citation:
URL: http://citation.allacademic.com/meta/p396124_index.html
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MLA Citation:

Gentry, Bobbi. "Improving Student Writing in the Political Science Classroom: Strategies for Developing Student Voice and Originality" Paper presented at the annual meeting of the Southern Political Science Association, Crowne Plaza Hotel Ravinia, Atlanta, Georgia, Jan 06, 2010 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p396124_index.html>

APA Citation:

Gentry, B. , 2010-01-06 "Improving Student Writing in the Political Science Classroom: Strategies for Developing Student Voice and Originality" Paper presented at the annual meeting of the Southern Political Science Association, Crowne Plaza Hotel Ravinia, Atlanta, Georgia Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p396124_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Semester after semester professors receive student work that lacks originality, and student ownership of language. Students seem to shy away from questions that might challenge them to think about issues that they are truly interested in. This paper deals directly with ideas and strategies for improving our students’ writing. Considering different ways that we might assign writing in the classroom such as high stacks and low stacks writing; in addition, this paper suggests how professors might better use their time to comment on student papers, provides strategies for pre-writing, and proposes alternate ways for professors as teacher scholars to leave students with a lasting impression to aide in the students’ writing after their class. Different strategies are discussed in types of assignments, how one approaches writing, and acknowledges some of the benefits and difficulties of college professors at all levels may have with implementing these strategies in their classrooms.


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