metacognition

Embodying Process: A Making-Based Writing Challenge

Activities, demystifying writing assignments, metacognition, Process, reflection, Threshold concepts, visual/multimodal rhetorics, writing myths and anxiety /

Franziska Tsufim Assignments & Activities Archive Activity Description Writing classes routinely ask students to engage in a lengthy process of drafting and revising their work. As instructors, we emphasize to students the need to “fail” (Carr), call “shitty first drafts” messy yet generative (Lamott) and position these ideas as “writing thresholds” (Adler-Kassner & Wardle). At […]

Embodying Process: A Making-Based Writing Challenge Read More »

Critical AI Literacy as a Tool for Building Writing Skills

Activities, critical thought and analysis, demystifying writing assignments, genAI, genre and discourse community, metacognition, rhetorical appeals and argument, writing across the curriculum, writing technologies /

Kerri Rinaldi Assignments & Activities Archive Activity Description This structured classroom activity offers an agency-centered approach to teaching critical AI literacy in the writing classroom through a feminist methodology lens. Rather than approaching AI literacy as training students how to use generative AI tools, the activity positions students as rhetorical judges and critical witnesses, aligning

Critical AI Literacy as a Tool for Building Writing Skills Read More »

Analyzing AI-to-AI Debate as Rhetorical Observation

Activities, critical thought and analysis, digital literacy, genAI, genre and discourse community, observation, reflection, rhetorical appeals and argument, rhetorical situation, writing technologies /

Daewoo Jin Assignments & Activities Archive Activity Description This activity aims at developing students’ ability to distinguish statistical text generation from human meaning-making by observing how two AI systems exchange directed arguments in response to short, human-written prose. Students analyze rhetorical clarity, disruption, and absence in AI-to-AI debate transcripts, within one class meeting, and in

Analyzing AI-to-AI Debate as Rhetorical Observation Read More »

Multimodal FAQ Assignment

Assignments, metacognition, Process, reflection, rhetoric, visual/multimodal rhetorics /

Mary Laughlin Assignments & Activities Archive Assignment Description This assignment reflects my ongoing attempts to build transfer-oriented reflective opportunities into first-year writing projects. It was inspired in part by pedagogical advice in John C. Bean’s Engaging Ideas; specifically, his emphasis on giving students opportunities to consider purpose and audience. For example, Bean suggests an imagined

Multimodal FAQ Assignment Read More »

Reflecting with Zines: A Multimodal Alternative to the Final Reflective Essay

Assignments, metacognition, reflection, visual/multimodal rhetorics /

Kelli R. Gill Assignments & Activities Archive Assignment Description While reflective writing assignments can be an excellent way to have students look back on a past term and ask how their writing has grown, these assignments can also be challenging for both teachers and students. Often these projects come at the end of a term

Reflecting with Zines: A Multimodal Alternative to the Final Reflective Essay Read More »

Reflective Artist’s Statement for Multimodal Assignments

Activities, digital literacy, metacognition, narrative and storytelling, reflection, visual/multimodal rhetorics /

Benjamin Djain & Angela Geosits Assignments & Activities Archive Activity Description The challenge of providing a multimodal assignment to students is encouraging creativity and experimentation with tools that are unfamiliar while, at the same time, ensuring that their work can be marked to a standard. Having students craft a substantive artist’s statement fulfills this dual

Reflective Artist’s Statement for Multimodal Assignments Read More »

The Twine Project: Engaging Metacognition and Remediation with Digital Narrative

Assignments, collaboration and group work, digital literacy, metacognition, narrative and storytelling, visual/multimodal rhetorics /

Brian Ernst Assignments & Activities Archive Assignment Description The Twine Project invites students to reconceptualize a previously written paper, ideally a personal narrative or argumentative essay, into a non-linear experience that can easily be shared or published on the internet as a single hypertext markup language (html) file without prior coding knowledge. Twine, an open-source

The Twine Project: Engaging Metacognition and Remediation with Digital Narrative Read More »

Using a Growth Mindset and Revision Plan to Interpret and Apply Instructor Comments

Assignments, drafting and revising, Feedback, metacognition, Process, reflection /

Roger Powell Assignments & Activities Archive Assignment Description The purpose of this revision plan assignment is to help students in first-year composition courses effectively process teacher comments on their writing and make a plan to use them to revise their writing. The assignment rests on the notion that if students approach comments on their writing

Using a Growth Mindset and Revision Plan to Interpret and Apply Instructor Comments Read More »

Using Reflection and Metacognition to Develop Your Half Essay

critical thought and analysis, drafting and revising, Racial Literacy, reflection, Writing Transfer /

Lindsay Knisely Assignments & Activities Archive Activity Description I created an exercise for first-year writing students titled “Using Reflection and Metacognition to Develop Your Half Essay” because I wanted my students to use reflection recursively, as a tool to strengthen the analysis in their essays while they were still engaged in writing the essays themselves.

Using Reflection and Metacognition to Develop Your Half Essay Read More »