metacognition

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 […]

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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

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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

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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.

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