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A case analysis approach giving students an opportunity to identify and review past, current, and emerging legal issues and theories in education. Topics include students’ rights (for example search and seizures, due process), institutional liability and teacher’s rights at the elementary and secondary levels and in the college setting. (EDUC 133S)
Student Writing Assignment
Here is information about the kind of writing students will be doing in this course and the expected context for that writing. This should help both students and their readers understand the aims of this particular writing task.
Context for student writing assignment
What are students writing? Appellate Briefs
For whom? Experts in Constitutional, Education or Tort Law
Where would such writing typically be found? Submitted to an appellate court judge
Why would someone usually read it? Attorneys who argue a case at the appellate level typically submit a “brief” to the court. In a brief, an attorney argues his/her position in the case, putting forth supportive law as well as refuting opposing law. A brief is therefore written as a highly persuasive document.
Sept 20: Student-reader matches announced.
By Sept 22: Students and readers schedule their Introductory Meeting.
By Sept 25: Introductory Meeting completed.
By Oct 20: Student sends rough but coherent draft to reader; reader gives feedback ASAP but within one week. (Please see note on Feedback below.)
By Nov 15: Students and readers to meet (via webcam, skype, phone…) to discuss revisions and feedback.
Dec 8: Final paper due to professor and reader.
Note to Students: The earlier you submit the drafts the more time you will have to make use of reader feedback before turning in your work to your professor! You can also ask whether your reader will be available to give you less formal input at other points in the process, such as when you are considering options or developing particular ideas or wording.
Note to Readers: While you should provide feedback at the stages outlined above, you may also offer to give feedback or chat informally with the student about the work in progess at other moments during the student’s work on this paper. At some point, feedback should be given either in person, webcam or phone to allow for discussion.
Giving feedback for students in the Reader Project requires special considerations.
READERS: Here is what we suggest you do before you look at a draft:
- Read our guide to giving feedback
- Let the student know what form of feedback you plan to use.
- If you choose to use our recommended form, think-aloud response, please see How to Do a Think Aloud Response before you begin. An instructional video on how to record this response is also available.
- If you choose not to record a Think Aloud Response, email the student and the Project Manager (firstname.lastname@example.org) a copy of your written feedback.
- Find out whether your reader is planning on doing a “think-aloud response” for you. If so, please read “How to Use a Think-Aloud Response: A Guide for Students.”
- Regardless of the type of feedback your reader provides, it is crucial that you maintain ownership of the document. This means that you should take the reader’s comments seriously, but that you should decide on (and take responsibility for) all changes to your document. When in doubt, ask you instructor.
Recording Audio Feedback
To record or listen to audio feedback for this course, click the link below. Then enter your name in the upper box marked SCREEN NAME and click SUBMIT.
If the recorder page does not open, or if it does not work properly, contact the project manager immediately (see the CONTACT US tab).
If you want to practice using the recorder, click here.