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Short Writing and Deep Thinking. Richard Price UTB. UTMB Oct 10, 2013. Gula Nonsense. Crit Thinking Barnes/Bedau Cover. Barnes/Bedau Chklist. How Thnk Clearly Erlandson. CT Assessment. CrtTnk Resp Care Wood. Crt Thnk Resp Care Mishoe/Welch. Face0. Two Faced.

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slide1

Short Writing

  • and
  • Deep Thinking

Richard Price

UTB

UTMB Oct 10, 2013

slide14

Paragraph Writing

  • as Panacea
  • Course content leaves no
  • time for “extras.”
slide15

Paragraph Writing

  • as Panacea
  • Course content leaves no
  • time for “extras.”
  • Subject matter instructors lack
  • confidence to teach writing.
slide16

Paragraph Writing

  • as Panacea

Course content leaves no

time for “extras.”

Subject matter instructors lack

confidence to teach writing.

Grading is a time sink.

slide17

How to Implement

  • Paragraph Writing
  • with Acceptable Pain
  • Writing mechanics
  • Rubric
slide18

How to Implement

  • Paragraph Writing
  • with Acceptable Pain
  • Writing mechanics
  • Rubrics
slide20

Popular Student Problems

  • with Writing Mechanics
  • Wrong words
  • Sentence boundaries
  • Agreement
  • Antecedents
slide21

Popular Student Problems

  • with Writing Mechanics
  • Wrong words
  • Sentence boundaries
  • Agreement
  • Antecedents
  • s
slide23

Popular Student Problems

  • with Writing Mechanics
  • Wrong words
  • Sentence boundaries
  • Agreement
  • Antecedents
slide24

Roman Greek history

Roman and Greek history, a two semester

sequence, perhaps the most populous course

on campus taken by almost all history majors

and many others, including some who thought

they would never take a history course.

slide25

Popular Student Problems

  • with Writing Mechanics
  • Wrong words
  • Sentence boundaries
  • Agreement
  • Antecedents
slide26

One should always be alert for a teaching

moment because with a student you can

never tell when they will have a major

breakthrough.

slide27

Popular Student Problems

  • with Writing Mechanics
  • Wrong words
  • Sentence boundaries
  • Agreement
  • Antecedents
slide29

How to Implement

  • Paragraph Writing
  • with Acceptable Pain
  • Writing mechanics
  • Rubrics
slide30

Minmalist rubric:

  • 60% for technical content
  • 40% for clarity
slide35

The smallest of the URF\'s (URFA6L), a 207-nucleotide (nt) reading

frame overlapping out of phase the NH2-terminal portion of the

adenosinetriphosphatase (ATPase) subunit 6 gene has been

identified as the animal equivalent of the recently discovered yeast

H+-ATPase subunit 8 gene. The functional significance of the other

URF\'s has been, on the contrary, elusive. Recently, however,

Immunoprecipitation experiments with antibodies to purified,

rotenone-sensitive NADH-ubiquinone oxido- reductase [hereafter

referred to as respiratory chain NADH dehydrogenase or complex I]

from bovine heart, as well a enzyme fractionation studies, have

indicated that six human URF\'s (that is, URF1, URF2, URF3, URF4,

URF4L, and URF5, hereafter referred to as ND1, ND2, ND3, ND4,

ND4L, and ND5) encode subunits of complex I. This is a large complex

that also contains many subunits synthesized in the cytoplasm.

slide36

PROMPT

  • In physics we learn that energy is conserved. Yet we are frequently reminded that we must conserve energy. In a single clear, coherent paragraph resolve this apparent paradox.
slide37

GOOD ANSWER

  • Words are used with precise meaning in science. The
  • word "energy," when used in a physics course, is an example: it means the total amount of all forms of energy, including electrical, chemical, heat energy and so forth. This total cannot be increased or decreased; the universe has a fixed amount of it. The word "energy," however, can have a different meaning when used in newspapers and by politicians; it means energy that is available to do useful work. As we drive our 8,000 lb SUV to school, we are converting the useful chemical energy of gasoline into useless hot exhaust and moving air. Nature conserves all of energy. We must conserve useful energy.
slide38

GOOD ANSWER

  • Words are used with precise meaning in science. The
  • word "energy," when used in a physics course, is an example: it means the total amount of all forms of energy, including electrical, chemical, heat energy and so forth. This total cannot be increased or decreased; the universe has a fixed amount of it. The word "energy," however, can have a different meaning when used in newspapers and by politicians; it means energy that is available to do useful work. As we drive our 8,000 lb SUV to school, we are converting the useful chemical energy of gasoline into useless hot exhaust and moving air. Nature conserves all of energy. We must conserve useful energy.
slide39

GOOD ANSWER

  • Words are used with precise meaning in science. The
  • word "energy," when used in a physics course, is an example: it means the total amount of all forms of energy, including electrical, chemical, heat energy and so forth. This total cannot be increased or decreased; the universe has a fixed amount of it. The word "energy," however, can have a different meaning when used in newspapers and by politicians; it means energy that is available to do useful work. As we drive our 8,000 lb SUV to school, we are converting the useful chemical energy of gasoline into useless hot exhaust and moving air. Nature conserves all of energy. We must conserve useful energy.
slide40

GOOD ANSWER

  • Words are used with precise meaning in science. The
  • word "energy," when used in a physics course, is an example: it means the total amount of all forms of energy, including electrical, chemical, heat energy and so forth. This total cannot be increased or decreased; the universe has a fixed amount of it. The word "energy," however, can have a different meaning when used in newspapers and by politicians; it means energy that is available to do useful work. As we drive our 8,000 lb SUV to school, we are converting the useful chemical energy of gasoline into useless hot exhaust and moving air. Nature conserves all of energy. We must conserve useful energy.
slide41

GOOD ANSWER

  • Words are used with precise meaning in science. The
  • word "energy," when used in a physics course, is an example: it means the total amount of all forms of energy, including electrical, chemical, heat energy and so forth. This total cannot be increased or decreased; the universe has a fixed amount of it. The word "energy," however, can have a different meaning when used in newspapers and by politicians; it means energy that is available to do useful work. As we drive our 8,000 lb SUV to school, we are converting the useful chemical energy of gasoline into useless hot exhaust and moving air. Nature conserves all of energy. We must conserve useful energy.
slide42

GOOD ANSWER

  • Words are used with precise meaning in science. The
  • word "energy," when used in a physics course, is an example: it means the total amount of all forms of energy, including electrical, chemical, heat energy and so forth. This total cannot be increased or decreased; the universe has a fixed amount of it. The word "energy," however, can have a different meaning when used in newspapers and by politicians; it means energy that is available to do useful work. As we drive our 8,000 lb SUV to school, we are converting the useful chemical energy of gasoline into useless hot exhaust and moving air. Nature conserves all of energy. We must conserve useful energy.
slide43

GOOD ANSWER

  • Words are used with precise meaning in science. The
  • word "energy," when used in a physics course, is an example: it means the total amount of all forms of energy, including electrical, chemical, heat energy and so forth. This total cannot be increased or decreased; the universe has a fixed amount of it. The word "energy," however, can have a different meaning when used in newspapers and by politicians; it means energy that is available to do useful work. As we drive our 8,000 lb SUV to school, we are converting the useful chemical energy of gasoline into useless hot exhaust and moving air. Nature conserves all of energy. We must conserve useful energy.
slide44

GOOD ANSWER

  • Words are used with precise meaning in science. The
  • word "energy," when used in a physics course, is an example: it means the total amount of all forms of energy, including electrical, chemical, heat energy and so forth. This total cannot be increased or decreased; the universe has a fixed amount of it. The word "energy," however, can have a different meaning when used in newspapers and by politicians; it means energy that is available to do useful work. As we drive our 8,000 lb SUV to school, we are converting the useful chemical energy of gasoline into useless hot exhaust and moving air. Nature conserves all of energy. We must conserve useful energy.
slide45

GOOD ANSWER

  • Words are used with precise meaning in science. The
  • word "energy," when used in a physics course, is an example: it means the total amount of all forms of energy, including electrical, chemical, heat energy and so forth. This total cannot be increased or decreased; the universe has a fixed amount of it. The word "energy," however, can have a different meaning when used in newspapers and by politicians; it means energy that is available to do useful work. As we drive our 8,000 lb SUV to school, we are converting the useful chemical energy of gasoline into useless hot exhaust and moving air. Nature conserves all of energy. We must conserve useful energy.
slide47

PROMPT

  • A student who receives high grades has gotten more from his or her college education than a student who receives low grades. Tuition therefore should be based on the grade point average. At the end of a semester students with low grades should receive a rebate.
slide48

RESPONSE 1

  • Students must learn fairness as well as subject matter. I feel that the proposed system wouldn’t be right and just. It would not be a fair system. I have always felt that the grading system was fair and I am passionate about fairness. I would feel very bad about the proposed change.
slide49

RESPONSE 2

  • Tuition is way too high. Students go to college to achieve a better life. Many of these students are poor. High tuition means that a student who is poor is destined to remain poor. College education is free in the more progressive countries of Western Europe; it should be free here also.
slide50

RESPONSE 3

  • Grades are standardized measurements of varying levels of comprehension within a subject area. The GPA can be used by potential employers or further post-secondary institutions to assess and compare applicants. Tuition payments are charged by educational institutions to assist with funding of staff and faculty course offerings, lab equipment, computer systems, libraries, facility upkeep and to provide a comfortable student learning experience.
slide51

RESPONSE 4

  • Tuition is not like payment for an appliance; it is a payment for services and resources provided to you. In this sense, college can be compared to a restaurant in which you are provided with services and a resource: the meal. The payment for the meal does not depend on how much you end up enjoying it. Payment based on outcome would not only be unfeasible, it would undermine both the restaurant and the college. To minimize expenses, diners would claim lack of enjoyment and students would strive for low, inexpensive grades.
slide53

Examples of Critical

  • Thinking Prompts
slide55

Bad: Summarize chapters 5 through 12 of the Jones textbook.

Good: What was the single most important lesson in today\'s reading?

.

slide56

Bad: Summarize chapters 5 through 12 of the Jones textbook

Good: What was the single most important lesson in today\'s reading?

Bad: Review and contrast English common law and Napoleonic law.

slide57

Bad: Summarize chapters 5 through 12 of the Jones textbook

Good: What was the single most important lesson in today\'s reading?

Bad: Review and contrast English common law and Napoleonic law.

Good: Explain the different roles of “precedent” in English common law and the Napoleonic code.

slide58

ONE TWO THREE

One two three four five

slide59

TEST DAY STRATEGY

  • Choose the right seat.
  • Write down key facts.
  • Start with the big picture.
  • Directions count, so read them.
  • Mark up the questions.
  • Be precise when taking a machine-scored
  • test.
  • Work from easy to hard.
  • Watch the clock.
  • Take a strategic approach to questions you
  • cannot answer.
  • Use special techniques for math tests.
slide61

Bad: How should you prepare on test day? Explain in a single clearly written paragraph.

Good: You are taking a one hour exam. Half the credit is for 30 short answers, and half the credit is for an essay covering the same material. How should you organize your time? Answer in a single, clear paragraph giving your plan for organizing your time and the justification for that plan.

slide63

Numerous Mexican immigrants and descendants

live in the United States in pursuit of what they perceive

as a better life. Why do many of them cheer for the

Mexican soccer team when it plays the US team?"

slide64

Arguments can be made that a 0% tax

on capital gains rate unfairly benefits

the rich, while a 90% capital tax rate

discourages investment. What is the

ideal capital gains tax rate, and why

would it be bad to have it 5% higher or

lower?

slide65

A ball is dropped from the top of a tall building. As it falls it

passes three identical windows, a, b, and c, as shown in

the figure to the right. Behind each window is a trained ocelot

who carefully notes the speed of the ball at the top of his window,

and the greater speed at the bottom. The ocelot subtracts the

speed at the top from the speed at the bottom and comes up

with a number for the increase in speed by his window. Which

ocelot observes the greatest increase in speed, the one behind

window a, window b, or window c? Or do all ocelots observe

the same increase in speed? Ignore air resistance. Give your

answer and explain it in a single coherent well written paragraph

with no displayed material. Answers without explanations will

get no credit.

slide67

View yourself in a struggle with the student. You want the

  • student to think; the student doesn\'t want to.
  • How to Make Up Good Prompts
slide68

View yourself in a struggle with the student. You want the

  • student to think; the student doesn\'t want to.
  • Avoid any question that most students would answer the same
  • way.
  • How to Make Up Good Prompts
slide69

View yourself in a struggle with the student. You want the

  • student to think; the student doesn\'t want to.
  • Avoid any question that most students would answer the same
  • way.
  • Assign the writer a well defined role and task.
  • How to Make Up Good Prompts
slide70

View yourself in a struggle with the student. You want the

  • student to think; the student doesn\'t want to.
  • Avoid any question that most students would answer the same
  • way.
  • Assign the writer a well defined role and task.
  • Avoid words like “review,” “summarize,” “list,” “include,”
  • “compare,”..
  • How to Make Up Good Prompts
slide71

View yourself in a struggle with the student. You want the

  • student to think; the student doesn\'t want to.
  • Avoid any question that most students would answer the same
  • way.
  • Assign the writer a well defined role and task.
  • Avoid words like “review,” “summarize,” “list,” “include,”
  • “compare,”..
  • Focus on a detail. Ask yourself “What is the heart of the
  • matter here?” and find a concrete detail connected to that
  • heart of the matter.
  • How to Make Up Good Prompts
slide72

View yourself in a struggle with the student. You want the

  • student to think; the student doesn\'t want to.
  • Avoid any question that most students would answer the same
  • way.
  • Assign the writer a well defined role and task.
  • Avoid words like “review,” “summarize,” “list,” “include,”
  • “compare,”..
  • Focus on a detail. Ask yourself “What is the heart of the
  • matter here?” and find a concrete detail connected to that
  • heart of the matter.
  • Remind the student to respond to the question.
  • How to Make Up Good Prompts
slide73

View yourself in a struggle with the student. You want the

  • student to think; the student doesn\'t want to.
  • Avoid any question that most students would answer the same
  • way.
  • Assign the writer a well defined role and task.
  • Avoid words like “review,” “summarize,” “list,” “include,”
  • “compare,”..
  • Focus on a detail. Ask yourself “What is the heart of the
  • matter here?” and find a concrete detail connected to that
  • heart of the matter.
  • Remind the student to respond to the question.
  • Remind the student to avoid emotion-laden words personal
  • phrases
  • .
  • How to Make Up Good Prompts
slide74

View yourself in a struggle with the student. You want the

  • student to think; the student doesn\'t want to.
  • Avoid any question that most students would answer the same
  • way.
  • Assign the writer a well defined role and task.
  • Avoid words like “review,” “summarize,” “list,” “include,”
  • “compare,”..
  • Focus on a detail. Ask yourself “What is the heart of the
  • matter here?” and find a concrete detail connected to that
  • heart of the matter.
  • Remind the student to respond to the question.
  • Remind the student to avoid emotion-laden words personal
  • phrases
  • Remind the student to write only a paragraph.
  • How to Make Up Good Prompts
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