HIP Writing Assignments:
Where to send writing:
Additionally, in the Spring semester
CSURF—Colorado Springs Undergraduate Research Forum https://uccs.edu/csurf/
MAC—PPCC’s Multicultural Awareness Conference https://www.ppcc.edu/multi-cultural-awareness-conference
What is it?
• Students produce and revise writing as a process (repeated practice)
• Students practice writing in various genre based on academic and actual situations varied purposes, audiences (with emphasis outside class) within different disciplines (career paths)
How to make it HIP:
Challenge/Time—multiple steps, meaningful to student
Substantive Interactions/Diversity—critical consideration of other viewpoints, experiences
Feedback/Reflection—constructive, frequent feedback with opportunity to reflect and revise
Real World/Public—writing with a purpose and audience outside of class
Huskin, Patricia R. "Engagement Strategies for Increasing Student Writing Success." Education, vol. 136, no. 3, Spring2016, pp. 283-290.
Colabroy, Keri L.. "A Writing-intensive, Methods-based Laboratory Course for Undergraduates." Biochemistry and Molecular Biology Education, vol. 39, no. 3, 2011, pp. 196–203.
Below is an example of a AAA109 student's project and her experience.
Essential Learning Outcomes:
Writing Intensive Course Development -- Essentials
Additional Writing Intensive Development Tools
Pikes Peak Community College Libraries
Information ∞ Inquiry ∞ Learning