Remind the students that they should practice their presentation together before they speak before the class, and they should critique each other’s delivery and content so that the group effort is as polished as possible. A group project that was used for an Intermediate Accountingcourse appears on pages INTERPERSONAL SKILLS The discussion of projects pointed out that these assignments help students improve their interpersonal skills because they give students experience working together cooperatively. The projects will require them to divide duties and then to combine work done individually into a cohesive whole. In addition, the students may also encounter problems in their projects that require group problem solving. The best way to guide students in these projects so that they develop the interpersonal skills they need is to monitor the progress of the group, discussing with them problems they encounter and ways they might solve those problems. It will usually be sufficient to meet with each group together only once or twice. In the case of problems with an individual student, of course, an individual conference may be necessary. The remainder of this section presents another activity that helps students improve their interpersonal skills, at the same time it improves their writing: peer reviews of the papers. Peer Reviews of Students’ Papers Pages 109–113 contain a handout you can use with your classes for a peer review of a writing assignment. This handout explains the peer review process in detail, suggests guidelines the students can use for their reviews, and provides the forms needed for the assignment. When students review the writing done by other members of the class, they learn a number of helpful skills. They learn to read carefully and to edit the writing done by another person. This practice of careful reading and review should carry over into the editing and revising of their own writing. Students also improve interpersonal skills when they participate in peer reviews, because they learn to give and receive constructive criticism with tact and mutual respect. To foster these qualities, stress these guidelines when you assign a peer review: 1. Students should submit their best work to their classmates for review. Hasty, incomplete papers waste the reviewers’ time and prevent the writer from receiving full benefit of the review process.
Remind the students that they should practice their presentation together before they speak before the class, and they should critique each other’s delivery and content so that the group effort is as polished as possible. A group project that was used for an Intermediate Accountingcourse appears on pages INTERPERSONAL SKILLS The discussion of projects pointed out that these assignments help students improve their interpersonal skills because they give students experience working together cooperatively. The projects will require them to divide duties and then to combine work done individually into a cohesive whole. In addition, the students may also encounter problems in their projects that require group problem solving. The best way to guide students in these projects so that they develop the interpersonal skills they need is to monitor the progress of the group, discussing with them problems they encounter and ways they might solve those problems. It will usually be sufficient to meet with each group together only once or twice. In the case of problems with an individual student, of course, an individual conference may be necessary. The remainder of this section presents another activity that helps students improve their interpersonal skills, at the same time it improves their writing: peer reviews of the papers. Peer Reviews of Students’ Papers Pages 109–113 contain a handout you can use with your classes for a peer review of a writing assignment. This handout explains the peer review process in detail, suggests guidelines the students can use for their reviews, and provides the forms needed for the assignment. When students review the writing done by other members of the class, they learn a number of helpful skills. They learn to read carefully and to edit the writing done by another person. This practice of careful reading and review should carry over into the editing and revising of their own writing. Students also improve interpersonal skills when they participate in peer reviews, because they learn to give and receive constructive criticism with tact and mutual respect. To foster these qualities, stress these guidelines when you assign a peer review: 1. Students should submit their best work to their classmates for review. Hasty, incomplete papers waste the reviewers’ time and prevent the writer from receiving full benefit of the review process.
Solution-Manual-Effective-Writing-10th-Edition-May.docx