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GUIDELINES FOR ECE WRITING ASSIGNMENTS

There are three levels of writing assignments in the South Puget Sound Community College Early Childhood Education program.
Your instructor will describe each assignment as Writing to Learn, Writing to Share, or Writing to Publish. Each has a different
purpose and different expectations for quality. This chart gives the general characteristics. See your assignment sheet or syllabus for
precise expectations.

WRITING TO LEARN WRITING TO SHARE WRITING TO PUBLISH

PURPOSE Writing to Learn gives you a Writing to Share gives you the Writing to Publish gives you a chance to edit a
chance to process your opportunity to share your piece of writing so that you can share your
personal experiences, organize knowledge and experience with knowledge and skills with parents, colleagues,
your thoughts to prepare for a other students, teachers, or co- supervisors, agencies or the general public.
discussion, write to clarify your workers.
thinking or enhance your
memory.

EXAMPLES Note taking on reading, Letters to friends Newsletters


lectures, meetings or Notes to co-workers Letters to parents
observations, Curriculum plans Publicity brochures
reflective journals, Observation records Referral letters
webbing/clustering, Article reviews Research Papers
brainstorming Reading logs Developmental Summaries
notes or plans for yourself. Working drafts of papers Resume’
Self evaluation of work Portfolio self reflections
Application assignments

ESSENTIAL Answers the questions asked or This includes all Writing to Learn This is professional ready-to-publish writing and
follows the directions given qualities plus: includes all Writing to Share qualities plus:
QUALITIES
basic ideas are evident meaningful, relevant content message is strong, clear and insightful
These may be
required for the message and logic are clear all parts of the writing enhance the meaning (no
assignment to be filler)
accepted or may be in your own voice; a product of
a significant part of your own thinking word choice reveals understanding of
the grade. professional theory and vocabulary and
word choices goes beyond parroting interprets/ translates it into lay terms
text or instructor
Additional clear, concise, fluent sentences effective
expectations may each sentence makes sense one introduction, body, conclusion
be included on the legible writing in ink topic per paragraph details support most important ideas are emphasized
assignment sheet main idea logically sequenced paragraphs
one idea flows smoothly to the next
generally correct spelling and
punctuation; only light editing fully edited for spelling, punctuation,
needed to make it publishable capitalization, word usage

neat writing or typed, one side of typed, no errors


page.

EXCEPTIONAL Evidence of student Expresses fresh ideas Evidence of critical thinking


QUALITIES engagement
Clear, concise, fluent sentences Well-crafted sentences

Supports main ideas with vivid Topic springs to life with author’s own voice
connects personal experience details
and course content In-depth connections between ideas and between
Strongly connects knowledge and knowledge and application.
practical application

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