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Biology of Women Scaffolding Writing activities:
 
1. Identify review vs. research article among several articles -sort them.
 2. Find 1 paper of each about a topic for research paper
3. Give out a paper for a topic; Work in teams to describe format: Identify purpose of each section. (class discussion)
4. Abstract and Intro
·         Use same paper for a topic; independently – List unfamiliar terms (Define 5). Next day - work in teams to identify purpose from abstract Intro (class discussion)
·          Use same paper for a topic; independently – List unfamiliar terms (Define 10). - work in teams to identify purpose and what was done and key background info. Why is this important? (class discussion)
5. Use same paper for a topic; List unfamiliar terms (Define 10). Work in teams to analyze a figure (Describe, interpret, conclude) (class discussion)
6. Write an outline (topic and transition sentences) find 6 references (my editing) –summarize my comments - how will you improve?
7.Write an introduction (feedback) summarize my comments - how will you improve?
8. Write draft.
9. Group work: give out 3 papers or 3 sections in a book for students to read and have students identify how the topics link together. What are the relevant connections? Present to class and students will write a paragraph.  
·         Develop a concept map
·         Write a paragraph: This paragraph should include a topic sentence that describes the importance of a common theme throughout the topic. This sentence should provide insight about how these topics are related biologically, (on a cellular, molecular, anatomical or physiological level) and why this common link is important. Subsequent sentences should describe how the unique aspect of each article fits into the main topic to add information or provide further support or explanation. Information should be concisely and accurately summarized. The explanation of the information should be clear and include enough detail to provide information about some aspect of cellular, molecular, anatomical or physiological process.) Paragraph should include a conclusion sentence that succinctly summarizes the link between the topics and why the link between these topics is relevant or important
o   Rubric below

 

 

 

 

 

Biology of Women Paragraph linking topics
Points
 
1.       Topic Sentence
 
 
 
Developing
Competent
Advanced
 
 
 
·          Topic sentence does not explain a common theme of the topic.
 
·         Topic sentence does not explain a biological link.
 
 
 
·         Topic sentence does not clearly explain how the concepts are important.
 
·         Topic sentence vaguely describes a common theme throughout the topic.
 
·         Topic sentence provides vague notion about how these topics are related biologically, (on a cellular, molecular, anatomical or physiological level) and why this common link is important.
 
·         Topic sentence identifies why the connection between the concepts is important.
 
·         Topic sentence clearly describes a common theme throughout the topic.
 
·         Topic sentence accurately provides insight about how these topics are related biologically, (on a cellular, molecular, anatomical or physiological level) and why this common link is important.
 
·         Topic sentence identifies why the connection between the concepts is important.
 
 
2.    Content/Support
 
 
Developing
Competent
Advanced
 
 
 
·      Sub-topics are not related to the main topic.
 
·      Little explanation is provided for how each article fits into the main topic.
 
·      Subtopics do not provide support for main topic.
 
·      Little evidence is given .
 
·      Connections between subtopics and main topic are not made.
 
·        Sub-topics somewhat support the overarching topic.
 
·        Some explanation is provided for how each article fits into the main topic.
 
 
·        Subtopics do not clearly provide relevant support for the main topic.
 
·        Evidence is provided, but unclear or cumbersome. 
 
·        Connections between subtopics and overarching topic are vaguely delineated.
 
·         Sub-topics are effectively used to support the overarching topic.
 
·         The unique aspect of how each article fits into the main topic is explained.
 
 
·         Each subtopic adds information or provides further explanation or relevant support for the main topic.
 
·         Relevant evidence is clearly and concisely summarized.
 
·         Connections between subtopics  and overarching topic are clearly delineated.
 
 
 
3.       Depth
 
 
 
Developing
Competent
Advanced
 
 
 
·         A molecular, cellular, physiological, or anatomical basis is not provided.
 
·         Some details are accurate.
 
·         Few details are relevant.
 
·         Some molecular, cellular, physiological, or anatomical basis for biological function, responses or diseases is given.
 
·         Most details are accurate.
 
·         Most details are relevant.
 
·      Information delineates  a molecular, cellular, physiological, or anatomical basis for biological function, responses or diseases.
 
·      Details are accurate.
 
·      Details are relevant.
 
 
 
4.       Conclusion sentence
 
 
 
Developing
Competent
Advanced
 
 
 
·      The conclusion sentence does not provide a link between the topics and has errors.
 
·      The conclusion statement does not explain the importance of the link by which the topics are connected to the main topic.
 
·      The conclusion sentence vaguely explains the link between the topics with few errors.
 
 
·      The conclusion statement hints at the importance of the link by which the topics are connect to the main topic.
 
·         The conclusion sentence summarizes the link between the topics clearly and accurately.
 
 
·         The conclusion statement succinctly captures the importance of the link by which the topics are connect to the main topic.
 
 
 
5.       Spelling and Grammar
 
 
 
Developing
Competent
Advanced
 
 
  
There are more than 4 spelling or minor grammatical errors or more than 1 major grammatical error.
There are fewer than 4 spelling or minor grammatical errors.
 
There are no spelling or grammatical errors
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Files 4

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 biology of women paragraph linking topics rubric.docx
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18.95 kB16:05, 29 Jun 2012cdeboyActions
 biology of women paper rubric.docx
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17.66 kB16:05, 29 Jun 2012cdeboyActions
 2012AssessmentFinalPresentation_DeBoy.pptx
The slides look good. I think it would be good to put a "sort of" date on some of your activities for your timeline. When will you finish the rubric? How will the spacing go for the scaffolding assignments?
127.25 kB20:20, 29 Jun 2012cdeboyActions
 Group work assignnment directi.docx
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14.87 kB07:37, 30 Jun 2012cdeboyActions
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