Engaging Ideas. John C. Bean

Cultural Obstacles to Mindful Reading The Rhetorical Component of Reading Mindfully The Metacognitive Component of Reading Mindfully Suggested Strategies for Helping Students Become More Mindful Readers Developing Assignments That Require Students to Interact with Texts Conclusion: Promoting Mindful Reading 8 Using Small Groups to Coach Thinking and Teach Disciplinary Argument The Advantages of a Goal‐Oriented Use of Small Groups Sequence of Activities for Using Small Groups During a Class Period Suggestions for Designing Productive Small‐Group Tasks Making Small Groups Work The Controversy over Using Small Groups: Objections and Responses Conclusion: Some Additional Advantages of Small Groups 9 Bringing More Critical Thinking into Lectures and Discussions Increasing Active Learning in Lecture Classes Increasing Active Learning in Discussion Classes Conclusion: Engaging Ideas through Active Learning 10 Designing and Sequencing Assignments to Teach Undergraduate Research From Research Paper to Research Project: A Metacognitive Overview of Academic Research across the Disciplines Information Literacy Skills Needed to Do Undergraduate Research Pedagogical Strategies for Teaching Authentic Undergraduate Research Departmental Collaboration to Teach Undergraduate Research in the Major Conclusion: Engaging Students in Research

      10  PART FOUR: Responding to and Grading Student Writing 11 Helping Students Use Self‐Assessment and Peer Review to Promote Revision and Reflection The Benefits of Student Self‐Assessment Using Reflective Writing to Foster Metacognition Easy‐to‐Implement Ways of Integrating Reflection Assignments into a Course Making Self‐Assessment a Part of the Classroom Culture The Research on Why Peer Review Can Be as Useful as Instructor Response Conclusion: Shifting the Focus of Response from Teachers to Students 12 Using Rubrics to Develop and Apply Grading Criteria Controversies about Evaluation Criteria An Overview of Different Kinds of Rubrics Controversies about Rubrics John's Approach to Using Rubrics Dan's Approach to Using Rubrics Deciding on an Approach to Grading That Works for You Conclusion: The Role of Rubrics in Coaching the Writing Process 13 Coaching the Writing Process and Handling the Paper Load 1. Design Good Assignments 2. Clarify Your Grading Criteria 3. Build in Exploratory Writing or Class Discussion to Help Students Generate Ideas 4. Have Students Submit Something Early in the Writing Process 5. Have Students Conduct Peer Reviews of Drafts 6. Refer Students to Your Institution's Writing Center 7. Make One‐on‐One Writing Conferences as Efficient as Possible 8. Hold Occasional Group Brainstorming Conferences Early On 9. Use Efficient Methods for Giving Written Feedback 10. Put Minimal Comments on Finished Products Conclusion: A Review of Time‐Saving Strategies 14 Providing Effective and Efficient Feedback Students' Responses to Teachers' Comments The Purpose of Commenting: To Coach Revision General Strategy for Commenting on Drafts: A Hierarchy of Questions Suggestions for Writing End Comments That Encourage Revision Alternatives to Written Response: Audio and Video Feedback Conclusiown: A Review of General Principles 15 Responding to Grammar and Other Sentence‐Level Concerns The Difficulty of Teaching Editing What Does It Mean to “Know Grammar”? The Politics of Grammar and Language Difference What Teachers across the Curriculum Need to Know about Recent Studies of Error Responding to Error: Policies and Strategies for Teachers across the Disciplines A

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