For my teacher friends, the last half of this article poses some interesting methods on developing flow in student paragraphs.
If you teach Composition, or a general essay-writing class, perhaps you worry that your students don’t always make clear, easy to follow arguments.
Perhaps they hand in essays that often — to put it bluntly — don’t make sense. Their papers may display some interesting ideas; the students may appear to have worked hard and done some real research. Yet when you read those papers, sentence by sentence, you have to stop and scratch your head before you understand the logic of what they are trying to say.
If this is the case, read on: this post is for you.
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This is the sixth post in the series: How I Teach College-Level Writing.
The previous posts are here:
(Thank you to everyone who has read the posts so far!)
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Now, I’d like to…
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