Ungraded writing assignments in geography classes
Bibliographic Data
| ID | 11955382 |
|---|---|
| Authors | Thomas Maraffa (Youngstown State University, corresponding author) |
| Year | 1985 |
| Volume | 9 |
| Issue | 2 |
| Pages | 165-169 |
| Publication date | 1985-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Geography in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03098268508708938 |
| OpenAlex | W2006370312 |
| Language | EN |
| Citations received | 1 |
| References cited | 2 |
Two examples of ungraded writing assignments are described: in‐class writing and periodic writing. The purposes of these assignments are (1) to increase the use of writing as a learning tool to complement lectures and readings, and (2) to enable students to write more frequently in geography classes without unduly burdening the geography instructor with papers to correct
Class (philosophy · Complement (music · Mathematics education · Pedagogy · Sociology · Chemistry · Computer Science · Educational Assessment and Pedagogy · Educator Training and Historical Pedagogy · Geography Education and Pedagogy · Psychology · Artificial Intelligence
| Citations per year | 0.07 |
|---|---|
| Citation span | 2011 - 2011 (1) |
| Highly cited | No |