DNP 965-Discussion: Opportunity to practice skills.

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Select a skill—based on a rhetorical concept, ( Do not use multimedia presentations)—that is generalizable across genres (although the skill may play out differently within particular genres). This should be a skill that could be applied to a variety of types of writing.
2. Develop a name for the skill (if necessary).
3. Develop 5 lesson plans that provide students with an opportunity to practice the skill. As with the previous two lesson plans, this one should rely on fully developed lesson plans and environmental learning. Make sure these opportunities for practice cut across the several genres. In other words, the rhetorical skill you choose should be evident in several of the genres you developed earlier in this course. Each lesson plan must provide varied practice (because the genres vary and how the skill will play out within a genre will likely vary). Also make sure that the lesson plans involve a variety of techniques for teaching for transfer (such as bridging and metacognition).
4. Use theories of writing and transfer, explain how your lesson plans develop the relationship between conceptual knowledge, practice, metacognition, and learning writing. To do so, reflect on the following (1,500 words):
a. Why did you choose the skill you chose, and how does it change across genres?
b. In what ways do your lesson plans emphasize teaching for transfer?
c. Why did you choose the techniques for teaching for transfer that you included (perhaps over other techniques)?
d. In what way will those techniques for teaching for transfer lead to a learner’s ability to adapt the skill to other contexts? Think about the extent to which a learner may develop conceptual knowledge, have opportunities for varied practice, and think metacognitively.)
e. To what extent do you think your learners, after having experienced these lesson plans, be able to adapt the skill to other contexts? Why?

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.