writing assignments for consequences

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Teenagers: Writing: Consequences

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Play a game of consequences to practise writing skills with your students.

Consequences is one of my favourite classroom writing activities. Group writing, reason to read and usually hilarious.

• Hand out a sheet of paper to each student.
• They are to write one sentence after your cue.
• Fold the paper forward so the sentence cannot be seen, pass the paper to their right, or so that all students receive a different piece of paper for each cue.

A love story

• Write a sentence to describe a man . Give him a name. What does he look like? What is his character like?
• Fold the paper, pass it to your right.
• Now write ‘met’ and write a sentence to describe a woman . Give her a name. What does she look like? Etc
• Now write where they met . Describe this place. Remember to use good adjectives.
• What did the man say? Write it down.
• What did the woman say? Write it down.
• What happened in the end?
• Now open the paper and read the love story .

The students will be motivated to read what has been written and that can be the end of it. Students could also choose a story and work on it – improve the links, grammar, vocabulary etc. All sorts of topics can be covered and teacher can decide on the prompts. This activity never fails to make my students (adults and children) enjoy the result of the writing process.

• British English
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Choices and Consequences Lesson

One of the topics my 4th grade teachers wanted me to cover, per their needs assessment results, was responsibility. I’ve got to admit “Sorry I asked” and “Ugh, boring” were both thoughts that ran through my mind. I put that aside though and forged ahead in trying to plan engaging lessons for their second quarter unit, starting off with Choices and Consequences.

Shout out here to Kid President who had the most perfect video to use as a hook: “ Making Tough Choices .”

While watching, I stopped a few times to ask them:

• Kid President said we make thousands of choices a day. What are some choices you’ve already made today?
• Impulsive : What does this mean?
• Do Nothing : He said “If you do nothing, you’ll be nothing.” What does that mean?
• Follower : He said to “focus on being someone worth following.” What does that look like? When is it ok to follow what others are doing?
• Be Thoughtful : What does that mean?
• What is a small choice that might have a big consequence? (my students, unsurprisingly, discussed the lottery here)

Of course, it’s always good to have a backup when technology is concerned, so I also carried around my Chutes and Ladders game board. It’s a great visual example of different choices and their positive and negative consequences.

I had originally planned on students matching specific consequences to a few different scenarios . Teachers had said 80%+ of their students could identify the consequences of their choices and I thought the activity would deepen some of that understanding and connection. I also created an “I Have, Who Has” as a closing activity.

After doing this in the first classroom however, I realized this was an example of teachers being wrong about where their students’ social-emotional skills were at. Many groups had a tough time with the scenario consequence matching – they would have needed to do it, whole group, with me guiding. And the “I Have, Who Has” was really challenging for them, though I think this may have had more to do with the executive functioning skills needed (patience, processing, focus) for the activity than the content.

So then I made some more specific puzzles and had small groups tackle matching choices to consequences . This was much more successful. Even though it was simpler, the students were still engaging in meaningful conversations about it as they were doing it. And then early finishers with that activity were given the scenarios with “fill-in-the-blank” consequences  to work through.

As an exit ticket, I asked students to identify 1 good choice and 1 not-so-good choice they’d made lately, and a consequence of each.

This quarter, I’ve also been doing differentiated lessons with one of our 4th grade ELL pull out groups. They’re normally in their homerooms for my lesson but some scheduling changes this year made that a bit different. Because these students’ English proficiency levels are generally below “intermediate” (especially in regards to reading and writing), I’ve been doing different activities with them. With this group, we did some “fill-in-the-blank” with both choices and consequences whole group; I projected it using the document camera and they told me what to write.

I know my 4th graders are tired of adults talking to them about being responsible and about their behavior which is why I was a little nervous about this lesson just being one more “you better act right” speech to them. Thankfully, between the video and collaborative learning, they were able to have fun with it and I saw many students making connections they hadn’t made before. For example, I find that many of their brains don’t automatically think about how their choices affect others –  they’re still a bit egocentric. When questioned or prompted specifically, they can take the perspective of another and show empathy, but this isn’t coming as naturally as it does with some cohorts. Certainly more work to be done with this!

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• Filed Under: Responsibility/Decision Making , SEL and Guidance Lessons

6 Responses

Can you tell me how long you plan for this lesson to take? I’m just getting started in planning lessons and I want to be sure I’m giving myself ample time to teach the lesson.

Hello! For the video, talking about the video, students doing the matching (two-piece) puzzles in small groups, and exit tickets, I used 45 minutes. Some groups finished quickly, so I had some of the trickier puzzles or worksheets for them. Best, Sara

hello.. thank you for inspiring me to teaching my students about responsibility.. But, i want to know more about how to use the worksheet about “i have” “who has”.. Can you tell me about it, please? thank you..

best regard, maria

Hello! That activity is part of this resource I have here: https://shop.theresponsivecounselor.com/product/I-Can't-Believe-You-Said-That-Social-Filter-Activity-and-Lesson . In the activity, each student has a card with an “I have” and a “Who has?” The cards are related to one another and have to be read in a specific order to make sense. If you google “I have, who has” you might find some more examples and directions. Best, Sara

Thank you SOOOOOO much for this. I have to start this lesson tomorrow morning and this helped me TREMENDOUSLY.

Yay! I am so glad to hear this! 🙂

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Breakout English

Fun writing activity: The consequences game

Are you struggling to make essay writing more engaging for B2 and C1 exam students with fun writing activities? Often, the challenge with teaching writing lies in making learning these skills enjoyable. That’s where creative writing activities like this one come into play. We’ve developed a dynamic activity called the consequences essay-writing game, designed to spark creativity and improve writing skills in a collaborative way. This game makes essay writing enjoyable and helps students construct well-linked arguments using common linking words.

Why should you do fun writing activities?

In both B2 and C1 levels for Cambridge exams, writing an essay is obligatory. It comes up in Trinity and IELTS exams too. When writing essays, you are expected to express your ideas clearly and logically, making good use of a range of vocabulary and grammatical structures. The essays should be well-organised, with clear introductions, development of ideas, and conclusions. Linking words make sure that the essay flows and that the ideas are coherent.

So how can you do this in a fun way? With the consequences game, the writing is collaborative. Each student takes turns to continue an essay that another student or group started. The twist is that they can’t read the whole essay to know what was written before. This is a common creative writing task used to write stories, but it can be easily adapted. Each section of the game starts with a different linking word, so students are exposed to the useful language while having fun at the same time.

This type of fun writing activity helps to break up the monotony of potentially uninspiring writing lessons. Students will engage more with the task and care about their writing more. As an added bonus, it’s best when done collaboratively, so students will be using their speaking skills throughout the duration of the task also.

How the consequences game works

The game begins with several different essay topics. Each topic comes with a unique introduction and linking words. Then follow these steps carefully:

• Read the introduction.
• Continue the essay by writing the first paragraph.
• After writing each section, fold down the previous section so that only the most recent section is visible.
• Pass the essays to the next person or group.
• Take turns writing sections of the essay, using the provided linking words to maintain cohesion.

As the game progresses, players build upon each other’s contributions, but without knowing how the essay started, it can lead to entertainingly disjointed essays. Encourage imagination and silliness for added fun.

After completing the essay, you can review and discuss the final product, analysing the effectiveness of their linking words and the cohesiveness of the essay.

The materials

This consequences game revolves around five topics, each with a set of linking words to guide students in creating compelling essays:

• Climate change : Starting with the introduction, “Climate change is one of the most pressing issues of our time, affecting every aspect of the planet’s ecosystems.”
• Social media : This topic begins with, “Social media has revolutionised the way we communicate, but its impact on society still needs further analysis.”
• The future of work : With the introduction, “As automation and artificial intelligence continue to advance, the future of work is going to experience significant transformations.”
• Education : Starting with “Educational methods, which play a crucial role in shaping individuals and societies, are continuously evolving.”
• Art and culture : Beginning with, “Art and culture are not only entertainment. They also influence the values and dynamics of entire societies.”

By incorporating these topics into the consequences game, students learn to express their ideas with typical topics found in advanced language exams.

For more insights on using linking words effectively in your essays, don’t forget to check out our other linking words post on Breakout English .

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137 Intriguing Cause & Effect Essay Topics for Students

Teach critical thinking, logic, and the art of persuasion.

Cause-and-effect essays aren’t just a way to help students strengthen their writing skills. They’ll also learn critical thinking, logic, and the art of persuasion. In addition, they teach students to demonstrate how one thing directly influences another. Coming up with engaging cause-and-effect essay topics can be challenging, but we have you covered. This list of ideas includes a variety of topics that range from social and cultural movements to mental health and the environment.

Science and Environment Cause & Effect Essay Topics

• Describe the effect of urbanization on the environment.
• What is the impact of air pollution on health?
• What are the causes and consequences of plastics on marine life?
• What is the impact of rising sea temperatures on fish and marine life?
• Describe the impact of human behavior on global warming.

• What is the effect of social media on environmentalism?
• What causes volcanic eruptions?
• What causes trees to die?
• What are the effects of gravity?
• Why are plants green?
• Why do trees shed their leaves?
• What causes a species to become endangered?
• What are some of the causes of animals losing their habitats?
• Describe the effect of overpopulation on the environment.
• What are the effects of famine on human population?
• What are the causes and effects of Antarctica floods?
• What are the effects of pollution on the ocean?
• What effect do cars have on the environment?
• Why is it important to manage wildfires?
• What has been the impact of DNA on crime scene processing?

• What are the impacts of deforestation in Brazil?
• What are the effects of GMO foods on human health?
• What are the impacts of immunizations on human health?

Technology and Social Media Cause & Effect Essay Topics

• What are the effects of social media on adolescent development?
• How does technology affect productivity?
• What are the effects of video games on childhood development?
• How do cell phones affect human relationships?
• What are some reasons a teacher might ban cell phones from class?

• What effects do cell phones have on sleep?
• What effects did the invention of the Internet have on technology?
• What were the origins of cyberbullying?
• What are the effects of tablet use on small children?
• How has online dating changed relationships?
• What makes some people less likely to use social media?
• What are the effects of social media on privacy?
• How does the rise of TikTok affect Facebook and Instagram?
• In what ways could social media lead to extremism?
• What is the impact of social media on the increasing popularity of plastic surgery and other enhancements?

• What are some of the benefits of owning a smartphone and what are some of the drawbacks?
• What has been the impact of online shopping on brick-and-mortar stores?
• What has been the impact of smartphones on marriages and relationships?
• What are the causes and effects of texting while driving?
• What has the rise of “influencers” meant for Hollywood?
• In what ways have photo filters influenced young people’s self-esteem?

Culture and Social Issues Cause & Effect Essay Topics

• What are some of the reasons for substance abuse in young people?
• What are some of the effects of bullying?
• How does economic status affect the quality of health care?
• What are some of the causes of homelessness?
• Explain the effects of ignorance on discrimination.
• What are the impacts of death sentences on social justice?

• How does financial success affect societal privilege?
• What effects does growing up poor have on children?
• In what ways does religion influence society?
• What are the effects of immigration on a host country?
• What are the effects of ageism on job opportunities?
• What is the impact of LGBTQ+ representation in TV and movies?
• What are the effects of school shootings on politics?
• How do school uniforms affect students?
• What are the impacts of high student debt?
• What are the impacts of body shaming on people?
• What were the lasting impacts of the AIDS epidemic on society?

• What impact does banning abortion have in the United States?
• What has been the impact of marriage equality in the United States?
• What are the causes and effects of noise pollution?
• What are the causes and effects of inflation on the economy?
• What are the effects of TV shows on our behavior?

Sports Cause & Effect Essay Topics

• Examine the effects of exercise on mental health.
• What led to baseball being an iconic American sport?
• What drives people to participate in extreme sports?
• In what ways did globalization affect modern sports?
• What were the effects of doping on amateur and professional sports?
• Select a sport and write about the historical factors that led to the popularization of that sport.

• Describe the ways in which youth sports influence a child’s development.
• What were the driving forces behind the first Olympics?
• How can team sports help develop social skills?
• How have e-sports changed the sporting landscape?
• In what ways do race biases influence sports?

• What are the effects of regular workouts on immunity?
• How does participating in sports affect leadership skills?
• In what ways can sports lead to character development?
• What effect does famous athletes’ social commentary have on their fans?

History Cause & Effect Essay Topics

• What are the effects of the war in Syria on the United States?
• What have been the lasting effects of the Civil Rights Movement?
• What were the causes and effects of the attack on Pearl Harbor?
• What led up to the Berlin Wall being torn down and what effects did that have?

• What lasting impact did 9/11 have on modern American society?
• What were the causes of the Salem Witch Trials?
• What was the cultural impact of the Spanish-American War?
• How has globalization led to modern-day slavery?
• What events led to the fall of the Roman Empire?
• What were the impacts of the Great Depression on women’s employment?
• How did cartels come into existence? What effect have they had on the United States and Mexico?
• What were the causes and effects of the Women’s Liberation Movement?
• Give an example of colonialism in history and name the resulting impact to the affected society.

• What led to the rise of ISIS and what has the impact been on international security?
• What factors led to the Titanic’s sinking?
• What were the causes and effects of the Vietnam War?
• Choose an American president. What led him to become president and what were the effects of his presidency?

Mental Health Cause & Effect Essay Topics

• How can stress affect the immune system?
• How does social anxiety affect young people?
• How can high academic expectations lead to depression?
• What are the effects of divorce on young people?
• How does service in the armed forces lead to post-traumatic stress disorder?

• What are the effects of mindfulness on mental health?
• Describe the ways in which the COVID-19 pandemic has impacted mental health.
• How does childhood trauma impact childhood development?
• What impact does witnessing violence have on mental health?
• What is behind increasingly high levels of anxiety in modern American society?

• What are the causes and effects of panic attacks?
• What are the causes and consequences of high stress in the workplace?
• What are some of the causes of insomnia and in what ways does it affect mental health?
• What is the impact of staying home for an extended period of time?

Current Events Cause & Effect Essay Topics

• Choose a local public education campaign. What are the effects of that campaign?
• What are the causes and effects of migration?
• What are the causes and effects of terrorist attacks?

• What are the effects of legalizing genetic engineering research?
• How do low voting rates impact elections and government?
• What is the effect of raising the minimum wage?
• What are the effects of globalization on society?
• How does gerrymandering affect election outcomes?
• What are the causes and effects of police brutality?
• What are the causes and effects of political polarization?

• What are the causes and effects of fake news?
• What are the effects of global war on citizens?
• What is the effect of international aid on poverty or health?
• Why do some countries have nuclear weapons, and what does this mean for other countries?

Education Cause & Effect Essay Topics

• What are the effects of teacher quality on student success?
• What are the causes and effects of student loan debt?
• What are the causes and effects of low graduation rates?

• What are the effects of assigning homework?
• What are the causes and effects of school funding disparities?
• What are the causes and effects of the digital divide in education?
• What is the effect of AI on education?
• What are the causes and effects of student burnout?
• Should students be required to study a foreign language in school, and what are the effects of learning a foreign language?

• What effect has the COVID pandemic had on education?
• What are the effects of same-sex classrooms or schools?

What are your best cause-and-effect essay topics for students? Come exchange ideas in the We Are Teachers HELPLINE group on Facebook.

Plus, check out our list of interesting persuasive essay topics for kids and teens..

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Need Behaviour Assignments for Consequences

Discussion in ' Behavior Management Archives ' started by dannyteach , Dec 6, 2010 .

dannyteach New Member

Dec 6, 2010

I'm looking for some help! I am in my 7th year of teaching and have a little guy in my grade 7 class this year. I taught him last year and was blessed with his sweet return to my class list this year. He is the most disruptive, disrespectful, high energy child I have yet to come across. am usually the teacher who invites challenges like this into my class...however this littleguy has got me, my principal, the admin beat! I am looking for support and help in ways to deal with him when he gets into his distructive states. I would like to come up with assignments for him to do that address his poor behaviour choices in class / on the playground. For example, if he swears at a teacher or pretends to shoot his classmates consistantly, having him write a journal entry from his teacher's perspective or classmates on what they may be feeling. Having him do a behavioural report when sent out of the classroom to reflect on his behaviours. I would like to come up with 10 or so behavior related assignments for him to do in the office when he is not ready to be in class. These can be kept with the principal and he must complete one before being permitted to return to class. Any ideas for assignments? reports? projects? readings? etc. It would be very much appreciated! I need to somehow survive this child this year and it is only December!!! Thanks! Danielle  

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StellatheSub Rookie

Dec 8, 2010

Age 7 or grade 7?  

Aliceacc Multitudinous

Hi Danielle, and welcome! I'm guessing 7th grade. And I've got to be honest and admit that I'm in a bit over my head; my typical "not bad enough for detention" assignment is to multiply your phone number by your zip code. The next time you stay after, you have to check it by long division. I tend not to have too many repeat offenders. How about an essay on the meaning of "respect", starting with a dictionary definition? Likewise "Civility" and "Cooperation"???  

Cerek Aficionado

The writing assignments sound like a good idea, because it will force him to actually THINK about what he is doing and how it affects other people. Having him describe his actions from the other person's POV might make him think about the impact his actions are having. I also like Alice's idea of writing a short paper on respect, civility, cooperation, etc by beginning with the dictionary definition. Other ideas for writing assignments could be: 1) Describe a typical school day from the time you wake up till you go to bed that night. Write about the things that happen on a normal day for you. (This might provide some insight from HIS POV about why he is so out of control. What is triggering all of that anger and disruption?) 2) List the name of 10 classmates and write one good quality or positive comment about each one. How does the person display this quality? What is unique about him/her? What affect (if any) does this quality or attribute have on other classmates? (Perhaps if he lists positive qualities of others and how it affects the classroom environment, he will begin to think about how some of those qualities or behaviors would work for him. You could also do this assignment several times, making him list 10 different classmates each time until he has eventually written one positive comment about each of them). 3) What do you want to do when you are grown and out of school? What kind of job do you think you would like to have? (hopefully, this will make him think about future goals and help him start focusing on what he needs to do to reach them). 4) If you had 1 day to do whatever you wanted, what would you do? (if he writes something like "play video games all day" or "sit around the house", then future assignments can focus more on describing a favorite hobby or activity OTHER than video games. Try to make him think of something that requires some energy and thought and describe what he enjoys most about that activity) 5) Imagine YOU are a middle school teacher. Describe what you think a normal day of school would be like for you then. What subject would you teach? What kind of lessons would you do? How would you make the lessons interesting for all the students? How much time do you think it would take to grade all the papers from every class you have? Those are some ideas off the top of my head. I'm not sure how much success you will actually have getting him to do any of these, but once he is removed from the situation that is upsetting him and has some time to calm down, maybe he will begin to reflect on these ideas and how he can use them to change his behavior. If he DOES complete the assignments, he will have been forced to think about his actions (and their impact) a little more deeply and will also provide insight to you about what is triggering these reactions and things he wishes were different about his environment.  

teacher12345 Cohort

Some other assignment ideas: 1. Writing a letter of apology to the teacher stating what he did, why it was not acceptable, how his actions impacted others, others point of view and what others think of him when he acts this way, how it makes his teacher feel when he acts this way, and what he could do next time instead. 2. Comparing and Contrasting his behavior with that of other students in his grade or class: IE: Other 7th graders treat their teachers with respect and use respectful words when talking with them, and I sweared at my teacher and then stating what other people may think of him if he keeps doing this behavior, ie: dissruptive, obnoxious, rude, don't want to be around him, direspectful, disobedient, defient, weird, goofs off alot, can't listen and follow directions, annoying to be around etc. 3. Write the following words and their defenitions from the dictionary 3 times each and use them in a sentence; cooperative/cooperate/cooperating, respectful, responsible, polite, curtious, rude, defient, and obnoxious. 4. Make a list of why his behavior was not appropriate: EX: it was disruptive, rude, not respecting teacher or peers trying to learn/teach, spoke out of turn, bad language, others were mad, etc. 5. Cause and Effect note cards: given a situation or behavior he will write down the effect 6. he will write a poem about how his behavior effected others/other people's point of view, teacher's point of view 7. He will write a diary entry as if he was the teacher and had a disrespectful, rude, uncooperative student in his classroom, stating why it was annoying, what the student did, why it made it hard for him to teach etc. 8. Write a diary entry as if he was a classmate of a student who acted like he did, disrespectful, rude, etc.  

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Dec 11, 2010

Name 50 careers that require a college education. Name 50 reasons that explain why you are bright, beautiful and just plain awesome. Imagine you are a superhero. Name 50 super powers you would like to have. Now describe 10 qualities you do have that can lead to good.  

Dec 12, 2010

Some of these sound downright fun! Detention in my school involves copying, word for word, a page of typed print. The last time I had detention duty, it concerned Brown vs the Board of Education. It used to be copying a page from the dictionay. Saturday detention is copying the Constitution. As you decide on the assignments, keep in mind: the point is that it's NOT fun. It's something to be avoided.  

Pisces_Fish Fanatic

Aliceacc said: ↑ Some of these sound downright fun! Detention in my school involves copying, word for word, a page of typed print. The last time I had detention duty, it concerned Brown vs the Board of Education. It used to be copying a page from the dictionay. Saturday detention is copying the Constitution. As you decide on the assignments, keep in mind: the point is that it's NOT fun. It's something to be avoided. Click to expand...

swansong1 Virtuoso

Here's my opinion as an ESE teacher: The children that Alice gives detention to are normal children with normal behaviors that have transgressed a little. Therefore, her punishment is absolutely acceptable. This 7th grader exhibits unusual and abnormal behavior ( as in a child with behavioral disabilities). He needs to have behavioral modification strategies to help him learn more acceptable behaviors in school. So, the writing assignments you all have suggested would act as behavioral modification strategies and would be be a good start for him to begin learning ways to change his behavior. I'm guessing he will not find these writing assignments easy. As a matter of fact, the fact that he will have to sit quietly and give some thought to his actions and then compose a response will give him difficulty because he has shown that those types of activities are not something he can handle easily..  

Excellent point swan!  

Teacherella Habitué

Jan 10, 2011

Whatever consequence you decide on, I would make sure that it won't make him hate writing. It would be a shame for him to associate writing as a punishment. I like the idea of him listing 50 positive traits about himself and maybe have him choose one to write about. I'm a firm believer in giving students logical consequences so I think it should directly relate to whatever reason he was send down to the office.  

MamaFisch New Member

Mar 7, 2011

I have several specially selected sections from our student code of conduct. Students have to copy it. If it is a short selection, I have them copy it several times and then I send home the page, with a note from me, to be signed by their parent. On our campus, three minor offenses that are documented and addressed result in a referral, so this also provides documentation and proof of parent notification. I also have students who make messes stay to clean up. Writing on desks and walls means erasing marks in the hallway. Students who run in the hall have to do 20 walking laps from one end of the hallway to the other, etc.  

sidhewing Rookie

Mar 11, 2011

Personal Responsibility Grade I believe in the "personal responsibility grade." I would suggest to give this to the whole class. It's a form that grades students on their behavior and is generally 15-20% of their overall grade. Each week you grades students on tardiness, absences, participation and respectful behavior. Allow yourself 2-3 sentences if they did something really disrespectful like curse, hurt a student etc. AND then allow them a space to "agree" or "disagree" with your grade and a space that allows them to answer: What could I do in the future to improve my grade? I've found that it is surprisingly effective and students sometimes are chillingly honest. If you don't want to do that have you considered a Behavior plan? Where you sit down with the students and together your brain storm was is disruptive/ productive and what the consequences/ rewards are? Or what about a progress chart where it's just between you and the student? So, that the students won't be embarrassed in front of his friends? Good luck!!  

m1trLG2 Companion

Apr 17, 2011

How are mom and dad? Here are some things we did in treatment as well as somethings I have used in the classroom. 1) Have him write a letter home to his parent that gets signed about his behavior. Do this in a guided writing style. "Dear Mom and Dad I was very disrespectful today. I made the choice to _______." Get it signed and returned (more effective if mom and dad are involved though). 2) Do "SODAS" with him as part of his journaling. S- Situation O- Options D- Disadvantages A- Advantages S- Solution Here is what it would look like: S- I want to color instead of do the work I'm supposed to do. O- Do my work or chose to color. D- If I chose to color my teacher will get upset, send a letter home, mom and dad will get upset, I will spend the rest of my day arguing. If I chose to do my work I don't get to do what I want and that upsets me. A- If I chose to do my work, perhaps I will finish early and be allowed to color and have some free time. My parents won't be upset, and my teacher won't get upset. If I chose to color, I get to do what I want. S- I think I will do my work and then color later and that way I don't have to deal with the upset people. This can be something he is allowed to do if he can recognize himself "losing control" it's a "stop and think" method. However it can also be used afterwards and then the solution would be the one he picked but why it didn't work out would be made clear in disadvantages. 3) This isn't a "punishment" but can be effective for helping to change behavior. A lot of behavior kids get overwhelmed very quickly and again need to "stop and think". Have him "take a break". This is good for ALL kids but mostly get utilized by behavioral kids. If he is being crazy and hyper and defiant tell him, "I think you need to take a break, please go have a seat facing the wall in the break chair." Give him 5 minutes and then ask him to join you OR tell him, "when you think you can make better choices let me know and you can join us" but if it's over five minutes have him make up the time during recess or with an assignment or something. This way he doesn't just go back to a corner and play. Sometimes these kids just get stuck in a loop and honestly don't know how to get out. 4) Have him do "self awareness" worksheets. Now, prior to teaching I was a behavioral therapist and I am a supporter of the cognitive behavioral school of thought. So, feel free to disagree I just wanted to say this is from that standpoint. A lot of behavioral kids are unable to put themselves in another person's shoes. This kid may be able to write a great response of how it would "feel" to be a teacher dealing with a kid like him but he doesn't "feel" that. He has observed your behaviors and listened and knows what to say. Giving assignments that require introspection will be more effective at changing his behaviors. Here are a few links. http://www.box.net/shared/fp9tziylhr http://www.stressgroup.com/ABCworksheet.html http://practicegroundprojects.wetpaint.com/page/Handouts,+Protocols+&+Client+Learning+Activities These are all similar to the SODAS approach and designed to have the child look inside to assess behaviors and slow down... again Stop and Think. If you google "Behavioral Therapy Worksheets" you will find lots of things he can work on. Also, ask the school guidance counselor if she/he has anything like these worksheets that he could work on. Lots of times the behavior is impulsive and there is no reason the child did it. So, the solution is learning to recognize impulsive behavior and then be able to stop and take charge of it. Hope some of this helps!  

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Reflective Essay Topics for Negative Behavior

Common Struggles in High Shcool

Written reflections on negative behaviors can focus on both past and future actions. By thinking about what happened and how it can help or hurt future goals, students can learn life lessons from their own reflection and through the advice of others.

Admiting What Went Wrong

One of the most important steps of changing negative behavior is understanding what went wrong. Have students carefully think through their actions and have them specifically write, in detail, what they did that was hurtful or disruptive to themselves or others. For example, a student who is calling other students names should stop and think through how her words made other students feel. One essay topic might be a journal entry from the perspective of a classmate. Ask the student to consider how she would feel if someone treated her in a similar way. The point is not to shame the student, but rather to make her aware of how actions affect others.

Developing Alternatives

Encourage students to write about how they could have handled a difficult situation in a more positive way. For instance, if a student is caught lying, ask him to write about the merits of honesty and ways the situation could have been handled better. Students could be required to write about two or three ways to deal with situations in which they might normally be tempted toward destructive behavior, such as disrupting class or fighting with classmates. This can serve as a preemptive tool for future scenarios.

Have Students Focus on the Future

Students can be inspired toward positive behavior and away from negative behavior by writing about their own future success. Teach for America suggests that students think of themselves in college or an exciting career and then write about how negative behavior distracts them from their goals. Allow students to keep these written reflections and encourage them to reread their essays often. Consistent reminders of plans can serve as ongoing encouragement well after the paper is complete.

Show Students Where to Seek Advice

Push students to seek the advice of others. Tell students to interview school staffers, parents, neighbors or older siblings to document their life experiences in making good and bad decisions. After they've talked with two or three people, have them compile the advice into thoughtful essays that reflect on the decisions they've made that have helped or hurt their individual progress. Encourage students to review these essays with parents or important adults in their lives to reinforce these life lessons through follow-up conversations.

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• Academic writing

What Is Academic Writing? | Dos and Don’ts for Students

Academic writing is a formal style of writing used in universities and scholarly publications. You’ll encounter it in journal articles and books on academic topics, and you’ll be expected to write your essays , research papers , and dissertation in academic style.

Academic writing follows the same writing process as other types of texts, but it has specific conventions in terms of content, structure and style.

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Table of contents

Types of academic writing, academic writing is…, academic writing is not…, useful tools for academic writing, academic writing checklist.

Academics mostly write texts intended for publication, such as journal articles, reports, books, and chapters in edited collections. For students, the most common types of academic writing assignments are listed below.

Different fields of study have different priorities in terms of the writing they produce. For example, in scientific writing it’s crucial to clearly and accurately report methods and results; in the humanities, the focus is on constructing convincing arguments through the use of textual evidence. However, most academic writing shares certain key principles intended to help convey information as effectively as possible.

Whether your goal is to pass your degree, apply to graduate school , or build an academic career, effective writing is an essential skill.

Prevent plagiarism. Run a free check.

Formal and unbiased.

Academic writing aims to convey information in an impartial way. The goal is to base arguments on the evidence under consideration, not the author’s preconceptions. All claims should be supported with relevant evidence, not just asserted.

To avoid bias, it’s important to represent the work of other researchers and the results of your own research fairly and accurately. This means clearly outlining your methodology  and being honest about the limitations of your research.

The formal style used in academic writing ensures that research is presented consistently across different texts, so that studies can be objectively assessed and compared with other research.

Because of this, it’s important to strike the right tone with your language choices. Avoid informal language , including slang, contractions , clichés, and conversational phrases:

• Also , a lot of the findings are a little unreliable.
• Moreover , many of the findings are somewhat unreliable.

Clear and precise

It’s important to use clear and precise language to ensure that your reader knows exactly what you mean. This means being as specific as possible and avoiding vague language :

• People have been interested in this thing for a long time .
• Researchers have been interested in this phenomenon for at least 10 years .

Avoid hedging your claims with words like “perhaps,” as this can give the impression that you lack confidence in your arguments. Reflect on your word choice to ensure it accurately and directly conveys your meaning:

• This could perhaps suggest that…
• This suggests that…

Specialist language or jargon is common and often necessary in academic writing, which generally targets an audience of other academics in related fields.

However, jargon should be used to make your writing more concise and accurate, not to make it more complicated. A specialist term should be used when:

• It conveys information more precisely than a comparable non-specialist term.
• Your reader is likely to be familiar with the term.
• The term is commonly used by other researchers in your field.

The best way to familiarize yourself with the kind of jargon used in your field is to read papers by other researchers and pay attention to their language.

Focused and well structured

An academic text is not just a collection of ideas about a topic—it needs to have a clear purpose. Start with a relevant research question or thesis statement , and use it to develop a focused argument. Only include information that is relevant to your overall purpose.

A coherent structure is crucial to organize your ideas. Pay attention to structure at three levels: the structure of the whole text, paragraph structure, and sentence structure.

Well sourced

Academic writing uses sources to support its claims. Sources are other texts (or media objects like photographs or films) that the author analyzes or uses as evidence. Many of your sources will be written by other academics; academic writing is collaborative and builds on previous research.

It’s important to consider which sources are credible and appropriate to use in academic writing. For example, citing Wikipedia is typically discouraged. Don’t rely on websites for information; instead, use academic databases and your university library to find credible sources.

You must always cite your sources in academic writing. This means acknowledging whenever you quote or paraphrase someone else’s work by including a citation in the text and a reference list at the end.

There are many different citation styles with different rules. The most common styles are APA , MLA , and Chicago . Make sure to consistently follow whatever style your institution requires. If you don’t cite correctly, you may get in trouble for plagiarism . A good plagiarism checker can help you catch any issues before it’s too late.

You can easily create accurate citations in APA or MLA style using our Citation Generators.

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Correct and consistent

As well as following the rules of grammar, punctuation, and citation, it’s important to consistently apply stylistic conventions regarding:

• How to write numbers
• Introducing abbreviations
• Using verb tenses in different sections
• Capitalization of terms and headings
• Spelling and punctuation differences between UK and US English

In some cases there are several acceptable approaches that you can choose between—the most important thing is to apply the same rules consistently and to carefully proofread your text before you submit. If you don’t feel confident in your own proofreading abilities, you can get help from Scribbr’s professional proofreading services or Grammar Checker .

Academic writing generally tries to avoid being too personal. Information about the author may come in at some points—for example in the acknowledgements or in a personal reflection—but for the most part the text should focus on the research itself.

Always avoid addressing the reader directly with the second-person pronoun “you.” Use the impersonal pronoun “one” or an alternate phrasing instead for generalizations:

• As a teacher, you must treat your students fairly.
• As a teacher, one must treat one’s students fairly.
• Teachers must treat their students fairly.

The use of the first-person pronoun “I” used to be similarly discouraged in academic writing, but it is increasingly accepted in many fields. If you’re unsure whether to use the first person, pay attention to conventions in your field or ask your instructor.

When you refer to yourself, it should be for good reason. You can position yourself and describe what you did during the research, but avoid arbitrarily inserting your personal thoughts and feelings:

• In my opinion…
• I think that…
• I like/dislike…
• I conducted interviews with…
• I argue that…
• I hope to achieve…

Long-winded

Many students think their writing isn’t academic unless it’s over-complicated and long-winded. This isn’t a good approach—instead, aim to be as concise and direct as possible.

If a term can be cut or replaced with a more straightforward one without affecting your meaning, it should be. Avoid redundant phrasings in your text, and try replacing phrasal verbs with their one-word equivalents where possible:

• Interest in this phenomenon carried on in the year 2018 .
• Interest in this phenomenon continued in 2018 .

Repetition is a part of academic writing—for example, summarizing earlier information in the conclusion—but it’s important to avoid unnecessary repetition. Make sure that none of your sentences are repeating a point you’ve already made in different words.

Emotive and grandiose

An academic text is not the same thing as a literary, journalistic, or marketing text. Though you’re still trying to be persuasive, a lot of techniques from these styles are not appropriate in an academic context. Specifically, you should avoid appeals to emotion and inflated claims.

Though you may be writing about a topic that’s sensitive or important to you, the point of academic writing is to clearly communicate ideas, information, and arguments, not to inspire an emotional response. Avoid using emotive or subjective language :

• This horrible tragedy was obviously one of the worst catastrophes in construction history.
• The injury and mortality rates of this accident were among the highest in construction history.

Students are sometimes tempted to make the case for their topic with exaggerated , unsupported claims and flowery language. Stick to specific, grounded arguments that you can support with evidence, and don’t overstate your point:

• Charles Dickens is the greatest writer of the Victorian period, and his influence on all subsequent literature is enormous.
• Charles Dickens is one of the best-known writers of the Victorian period and has had a significant influence on the development of the English novel.

There are a a lot of writing tools that will make your writing process faster and easier. We’ll highlight three of them below.

Paraphrasing tool

AI writing tools like ChatGPT and a paraphrasing tool can help you rewrite text so that your ideas are clearer, you don’t repeat yourself, and your writing has a consistent tone.

They can also help you write more clearly about sources without having to quote them directly. Be warned, though: it’s still crucial to give credit to all sources in the right way to prevent plagiarism .

Grammar checker

Writing tools that scan your text for punctuation, spelling, and grammar mistakes. When it detects a mistake the grammar checke r will give instant feedback and suggest corrections. Helping you write clearly and avoid common mistakes .

You can use a summarizer if you want to condense text into its most important and useful ideas. With a summarizer tool, you can make it easier to understand complicated sources. You can also use the tool to make your research question clearer and summarize your main argument.

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Professional editors proofread and edit your paper by focusing on:

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Use the checklist below to assess whether you have followed the rules of effective academic writing.

• Checklist: Academic writing

I avoid informal terms and contractions .

I avoid second-person pronouns (“you”).

I avoid emotive or exaggerated language.

I avoid redundant words and phrases.

I avoid unnecessary jargon and define terms where needed.

I present information as precisely and accurately as possible.

I use appropriate transitions to show the connections between my ideas.

My text is logically organized using paragraphs .

Each paragraph is focused on a single idea, expressed in a clear topic sentence .

Every part of the text relates to my central thesis or research question .

I support my claims with evidence.

I use the appropriate verb tenses in each section.

I consistently use either UK or US English .

I format numbers consistently.

I cite my sources using a consistent citation style .

Your text follows the most important rules of academic style. Make sure it's perfect with the help of a Scribbr editor!

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Procrastination

The art of writing is the art of applying the seat of the pants to the seat of the chair. —Mary Heaton Vorse

What this handout is about

This handout will help you understand why you procrastinate and offer strategies to combat this common writer’s ailment.

Introduction

Everyone procrastinates. We put things off because we don’t want to do them, or because we have too many other things on our plates. Putting things off—big or small—is part of being human. If you are reading this handout, however, it is likely that your procrastination is troubling you. You suspect that you could be a much better writer if only you didn’t put off writing projects until the last minute. You find that just when you have really gotten going on a paper, it’s time to turn it in; so, you never really have time to revise or proofread carefully. You love the rush of adrenaline you get when you finish a paper ten minutes before it’s due, but you (and your body) are getting tired of pulling all-nighters. You feel okay about procrastinating while in college, but you worry that this habit will follow you into your working life.

You can tell whether or not you need to do something about your procrastination by examining its consequences. Procrastination can have external consequences (you get a zero on the paper because you never turned it in) or internal consequences (you feel anxious much of the time, even when you are doing something that you enjoy). If you put off washing the dishes, but the dishes don’t bother you, who cares? When your procrastination leaves you feeling discouraged and overburdened, however, it is time to take action.

Is there hope?

If you think you are a hopeless procrastinator, take heart! No one is beyond help. The fact that you procrastinate does not mean that you are inherently lazy or inefficient. Your procrastination is not an untamable beast. It is a habit that has some specific origin, and it is a habit that you can overcome. This handout will help you begin to understand why you procrastinate and give you some strategies for turning things around. For most procrastinators, however, there are no quick fixes. You aren’t going to wake up tomorrow and never procrastinate again. But you might wake up tomorrow and do one or two simple things that will help you finish that draft a little earlier or with less stress.

You may not be surprised to learn that procrastinators tend to be self-critical. So, as you consider your procrastination and struggle to develop different work habits, try to be gentle with yourself. Punishing yourself every time you realize you have put something off won’t help you change. Rewarding yourself when you make progress will.

If you don’t care why you procrastinate—you just want to know what to do about it—then you might as well skip the next section of this handout and go right to the section labeled “What to do about it.” If you skip to the strategies, however, you may only end up more frustrated. Taking the time to learn about why you procrastinate may help you avoid the cycle whereby you swear up and down that you will never procrastinate again, only to find that the next time you have a paper due, you are up until 3 a.m. trying to complete the first (and only) draft—without knowing why or how you got there.

Why we do it

In order to stop putting off your writing assignments, it is important to understand why you tend to do so in the first place. Some of the reasons that people procrastinate include the following:

Because we are afraid

• Fear of failure: If you are scared that a particular piece of writing isn’t going to turn out well, then you may avoid working on it in order to avoid feeling the fear.
• Fear of success: Some procrastinators (the author of this handout included) fear that if they start working at their full capacity, they will turn into workaholics. Since we procrastinate compulsively, we assume that we will also write compulsively; we envision ourselves locked in a library carrel, hunched over the computer, barely eating and sleeping and never seeing friends or going out. The procrastinator who fears success may also assume that if they work too hard, they will become mean and cold to the people around them, thus losing their capacity to be friendly and to have fun. Finally, this type of procrastinator may think that if they stop procrastinating, then they will start writing better, which will increase other people’s expectations, thus ultimately increasing the amount of pressure they experience.
• Fear of losing autonomy: Some people delay writing projects as a way of maintaining their independence. When they receive a writing assignment, they procrastinate as a way of saying, “You can’t make me do this. I am my own person.” Procrastinating helps them feel more in control of situations (such as college) in which they believe that other people have authority.
• Fear of being alone: Other writers procrastinate because they want to feel constantly connected to other people. For instance, you may procrastinate until you are in such a bind that someone has to come and rescue you. Procrastination therefore ensures that other people will be involved in your life. You may also put off writing because you don’t want to be alone, and writing is oftentimes a solitary activity. In its worst form, procrastination itself can become a companion, constantly reminding you of all that you have to do.
• Fear of attachment: Rather than fearing separation, some people procrastinate in order to create a barrier between themselves and others. They may delay in order to create chaos in their lives, believing that the chaos will keep other people away.

Whether these fears appear in our conscious or subconscious minds, they paralyze us and keep us from taking action, until discomfort and anxiety overwhelms us and forces us to either a) get the piece of writing done or b) give up. (The preceding is a summary of Chapters 2-4 of Jane B. Burka and Lenora M. Yuen’s Procrastination: Why You Do It, What to Do About It.)

Because we expect ourselves to be perfect

Procrastination and perfectionism often go hand in hand. Perfectionists tend to procrastinate because they expect so much of themselves, and they are scared about whether or not they can meet those high standards. Perfectionists sometimes think that it is better to give a half-hearted effort and maintain the belief that they could have written a great paper, than to give a full effort and risk writing a mediocre paper. Procrastinating guarantees failure, but it helps perfectionists maintain their belief that they could have excelled if they had tried harder. Another pitfall for perfectionists is that they tend to ignore progress toward a goal. As long as the writing project is incomplete, they feel as though they aren’t getting anywhere, rather than recognizing that each paragraph moves them closer to a finished product.

Because we don’t like our writing

You may procrastinate on writing because you don’t like to re-read what you have written; you hate writing a first draft and then being forced to evaluate it, in all its imperfection. By procrastinating, you ensure that you don’t have time to read over your work, thus avoiding that uncomfortable moment.

Because we’re too busy

Practical concerns: jobs, other classes, etc.

Because it works

Unfortunately, procrastination helps reinforce itself. When we avoid doing something we dread (like writing) by doing something we enjoy (such as watching TV, hanging out with friends, etc.), we escape the dreaded task. Given such a choice, it’s no wonder that many of us choose to procrastinate. When we write a paper at the last minute and still manage to get a good grade, we feel all the more compelled to procrastinate next time around.

What to do about it

Now that you know a little bit about why you may have procrastinated in the past, let’s explore some of the strategies you might use to combat your procrastination tendencies, now and in the future. Experiment with whichever of these strategies appeals to you; if you try something and it doesn’t work, try something else! Be patient; improvement will come with practice.

Take an inventory

Figuring out exactly when and how you procrastinate can help you stop the behavior. It can be difficult to tell when you are procrastinating. Think about the clues that tell you that’s what you’re doing: for example, a nagging voice in your head, a visual image of what you are avoiding or the consequences of not doing it, physical ailments (stomach tightness, headaches, muscle tension), inability to concentrate, inability to enjoy what you are doing.

How do you procrastinate?

• Try to ignore the task, hoping against hope that it will go away?
• Over- or under-estimate the degree of difficulty that the task involves?
• Minimize the impact that your performance now may have on your future?
• Substitute something important for something really important? (For example, cleaning instead of writing your paper.)
• Let a short break become a long one, or an evening in which you do no work at all? (For example, claiming that you are going to watch TV for ½ hour, then watching it all night.)
• Focus on one part of the task, at the expense of the rest? (For example, keep working on the introduction, while putting off writing the body and conclusion).
• Spend too much time researching or choosing a topic

Once you better understand how you procrastinate, you will be better able to catch yourself doing it. Too often, we don’t even realize that we are procrastinating—until it’s too late.

Create a productive environment

If you have made the decision to stop delaying on a particular writing project, it is critical that you find a place to work where you have at least half a chance of actually getting some writing done. Your dorm room may not be the place where you are most productive. Ditto the computer lab. If you have a laptop computer, try going someplace where you can’t connect to the Internet (e-mail and the Web are the bane of the procrastinator’s existence—as you probably already know). If you are a procrastinator, then chances are you are already pretty exasperated; don’t risk frustrating yourself even more by trying to write in an environment that doesn’t meet your needs.

CAUTION: The most skilled procrastinators will be tempted to take this suggestion too far, spending an inordinate amount of time “creating a productive environment” (cleaning, filing, etc.) and not nearly enough time actually writing. Don’t fall into that trap! While cleaning and filing are indeed worthy and necessary activities, if you only do this when you have an approaching writing deadline, then you are procrastinating.

While you are thinking about where to write, consider also when you will write. When are you most alert? Is it at 8 a.m., mid-morning, mid-afternoon, early evening, or late at night? Try to schedule writing time when you know you will be at your best. Don’t worry about when you “should” be able to write; just focus on when you are able to write.

Challenge your myths

In order to break the procrastination habit, we need to get past the idea that in order to write, we must have all the information pertaining to the topic, and we must have optimal writing conditions. In reality, writers never have all the information, and conditions are never optimal.

Think of a writing project that you are currently putting off. On one side of a piece of paper, write down all the reasons for your delay. On the other side, argue (as convincingly as possible!) against the delay.

Myth #1: “I can’t function in a messy environment. I can’t possibly write this paper until I have cleaned my apartment.”

Challenge: There are no conditions that are necessary in order for you to write, save two: 1) You must have a writing implement (e.g., a keyboard or a pen) and 2) you must have someplace for writing to go, such as into a computer or onto a piece of paper. If, when faced with a writing project, you start piling up prerequisites for all the things you must do before you can possibly start writing, consider whether you might in fact be making excuses—in other words, procrastinating.

Myth #2: “I know it’s time for me to start writing, but I just haven’t done enough research yet. I’ll spend one more night at the library, and then I’ll start writing my paper.”

Challenge: Truth be told, you will never collect all the information you possibly could for your paper. Better to write a tightly-crafted argument with the information you have NOW, AT THIS VERY MOMENT, than to keep doing research and risk throwing your paper together at the last minute.

Myth #3: “I do my best work under pressure.”

Challenge: There are lots of other ways to create pressure for yourself, besides waiting until the night before the paper is due to start writing it. You can set a time limit for yourself—for example, “I will write this paragraph in ½ hour”—or you can pretend that the paper is a timed essay exam. If you do this a week or two before the paper is due, you’ll have a draft in plenty of time to revise and edit it.

Myth #4: “In order to work on my paper, I must have six uninterrupted hours.”

Challenge: You can and should work on a paper in one hour blocks (or shorter). This will help you break the writing task down into smaller pieces, thereby making it seem more manageable. If you know that you can work on one part of the paper for one hour, then it won’t seem so daunting, and you will be less likely to procrastinate.

Some writers find, however, that they do need longer blocks of time in order to really produce anything. Therefore, like all of the strategies outlined here, if this one doesn’t work for you, throw it out and try something else. You might still find, however, that you are more productive when you plan to write “all morning” rather than “all day.”

Myth #5 : “What I write has to be perfect, ” AND/OR “I can’t write anything until I have a perfect thesis statement/intro.”

Challenge: A first draft (or a second, or a third, or even—egad!—the final product) does not have to be perfect. When we write an early draft, we need to turn off our internal critic and just get some words down on the page. The great thing about starting early on a writing project is that it leaves us plenty of time for revision, editing, and proofreading; so, we can set ourselves free to just let our writing flow, without worrying about sentence-level concerns such as grammar, punctuation, and style. You’ll find some other thoughts on editing in our video on proofreading and our handout on revision .

Break it down

The day you get the paper assignment (ideally), or shortly thereafter, break the writing assignment up into the smallest possible chunks. By doing this, the paper never has a chance to take on gargantuan proportions in your mind. You can say to yourself, “Right now, I’m going to write the introduction. That’s all, just the introduction!” And you may be more likely to sit down and do that, than you will to sit down and “write the paper.”

Get a new attitude

We shoot ourselves in the foot, to begin with, by telling ourselves how horrible a particular writing assignment is. Changing our attitude toward the task, when possible, may go a long way toward keeping us from procrastinating. Tell yourself that the task isn’t so bad or difficult, that you either know how to do it, or that you can learn how while you’re doing it. You may find, too, that if you start early on a particular assignment, your attitude never has a chance to get very negative in the first place! Simply starting to write can often help us feel more positive about writing.

Ask for help

• Get an anti-procrastination coach. If you are really determined not to procrastinate, then get help from the supportive people in your life. Tell someone about your writing goal and timeline, and ask them to help you determine whether or not your plan is realistic. Once or twice a week, email with a friend, relative, or mentor, in order to report (admit?) on your progress, and declare your promise for the next week (or few days). If, despite your very good intentions, you start procrastinating again, do not think, “All is lost!” Instead, talk to someone about it. They may be able to help you put your slip into perspective and get back on track.
• Get a buddy. See if you can find a friend to work alongside you. They don’t have to be writing a paper; in fact, they can be playing Solitaire, for all you care. What matters is that you arrange to meet them at the library (or wherever you have decided to write) at a particular time and stay there for a specific period of time, thus creating accountability.
• Get help with your writing. If you are procrastinating because you think you are a weak writer, then ask someone (a Writing Center writing coach, a current or former professor or teaching assistant, a friend) to help you improve.
• Form a writing group. A writing group is a great way for undergraduate and more advanced writers alike to create accountability, get feedback, and simply get reminded that you are not alone in the struggle to produce and to improve your writing. See our writing group packet at for more information on how to form and sustain a writing group. Dissertation writers may benefit not only from joining a writing group but also from reading our handout on the dissertation . This handout was written by a former Writing Center staff member who eventually completed her dissertation.

Get unblocked

Sometimes, we procrastinate because we feel stuck on a particular essay or section of an essay. If this happens, you have several options:

• Turn off the screen. Type with a dark screen, so you can’t see what you’ve written, decide you don’t like it, and delete it immediately. Sometimes procrastination stems from insecurity about what to say, or whether we have anything to say. The important thing, in that case, is to get started and KEEP GOING. Turning off the screen may help lessen your fear and turn off your internal critic. When you turn it back on (or print out what you’ve written), you may find that you do have something to say, after all.
• Write about writing. Take 15 minutes and write a letter to yourself about why you don’t want to write this. This lets you vent your frustrations and anxieties. Then, Take 15 minutes and write about what you could do to get unstuck. You can also try writing about what you’re going to write, making an initial assessment of the assignment. You won’t have the pressure of writing an actual draft, but you will be able to get something down on paper.
• Write the easiest part first. You don’t have to start at the beginning. Whatever section you can do, do it! If you think that’s wimpy, and you would rather do the hardest part first so that you can get it out of the way, that’s fine—whatever works for you. If you start writing and you get stuck, write about why you’re stuck.
• Talk it out. Try tape-recording yourself speaking the ideas you want to include in the paper, and then transcribe the tape.

Make yourself accountable

Set a writing deadline (other than the paper’s due date) for yourself by making an appointment at the Writing Center or telling your TA (or a former TA) that you’re going to give them a draft on such-and-such a date. If you make your Writing Center appointment for several days before the paper is due, then you may be motivated to have a draft finished. Or set an earlier appointment at the Writing Center to have a conversation about your plans for the draft. Talking out your ideas with someone will help you get them organized for subsequent writing.

Leave your work out

Keeping your work (books, notes, articles, etc.) physically out, in full view, gives you a reminder that you are in the middle of the paper, or that you need to start. Also, if you write in more than one shift, it can be helpful to leave off in the middle of a paragraph and leave your ‘tools’ where they are. When you return to the paper, you’ll be able to “warm up” by finishing that paragraph. Starting a new section cold may be more difficult.

Work on improving your writing when you don’t have a deadline

Investigate your writing process. First of all, you may not think you have a thing called a “writing process.” But you do—everyone does. Describe your writing process in detail.

Ask yourself:

• When do I usually start on a paper?
• What tools do I need (or think I need) in order to write?
• Where do I write?
• Do I like quiet or noise when I write?
• How long a block of time do I need?
• What do I do before I start?
• What do I do at the end?
• How do I feel at the end (after I have turned it in)?

Then ask yourself:

• What do I like about my writing process?
• What do I want to change?

Once you can see your writing process, then you can make a decision to change it. But take it easy with this—only work on one part at a time. Otherwise, you’ll get overwhelmed and frustrated—and we all know where that leads, straight down the procrastination road.

Evaluate your writing’s strengths and weaknesses

If you aren’t ready to evaluate your writing process completely (and it’s okay if you aren’t), then you could try just listing your strengths and weaknesses as a writer. For instance, perhaps you are great at creating thesis statements, but you have trouble developing arguments. Or, your papers are very well-organized, but your thesis and argument tend to fall a little flat. Identifying these issues will help you do two things: 1) When you write, you can play to your strength; and 2) You can choose one weakness and do something about it when you DON’T have a deadline.

Now, doing anything when you don’t have a deadline may sound strange to a procrastinator, but bear with me. Let’s say you’ve decided that your writing is too wordy, and you want to work on being more concise. So, some time when you don’t have a paper—but you do have a free hour—you waltz into the Writing Center and tell your tutor, “Hey, I want learn to how to write more clearly.” You confer, and you come away with some simple strategies for eliminating wordiness.

Here is why this may make a difference the next time you write a paper, regardless of whether or not you have procrastinated (again!): You print out your draft. It’s 1 a.m. You go to bed. The next morning, you read over your paper (it’s due at noon). You say to yourself, “Hmmm, I notice I’m being too wordy.” BUT, rather than concluding, “Oh, well, it’s too late, there isn’t anything I can do about that,” (as you may have in the past), you can choose to employ some of what you learned (previously, when you weren’t under the gun) to make your writing more concise. You edit the paper accordingly. You turn it in.

When your instructor hands the papers back the following week, there are far fewer instances of “awkward,” “unclear,” etc. in the margins. Voila! You’ve made a positive change in your writing process!

What does this have to do with procrastination? Well, making one small change in your writing process creates momentum. You begin to feel more positive about your writing. You begin to be less intimidated by writing assignments. And—eventually—you start them earlier, because they just aren’t as big a deal as they used to be.

Evaluating the strengths and weaknesses in your writing gives you a sense of control. Your writing problems are solvable problems. Working on your writing when you don’t have a deadline helps you gain insight and momentum. Soon, writing becomes something that, while you may not look forward to it, you don’t dread quite as much. Thus, you don’t procrastinate quite as much.

This strategy also accounts for the fact that if you perceive procrastination as having been successful for you in the past, you aren’t going to give it up right away

Hone your proofreading and editing skills

If you procrastinate on writing because you don’t like to re-read what you have written, the good news is this: you can learn specific proofreading , revising , and editing strategies. If you finish your paper ahead of time, and you re-read it, and you don’t like it, you have options. Writing a first draft that you don’t like doesn’t mean you’re a terrible writer. Many writers—in fact, I would venture to say most—hate their first drafts. Neither Leo Tolstoy nor Toni Morrison produce(d) brilliant prose the first time around. In fact, Morrison (a big fan of revision) said recently that you don’t have to love your writing just because you wrote it! If you practice some revision and editing strategies, you may feel more comfortable with the idea of re-reading your papers. You’ll know that if you find weaknesses in the draft (and you will), you can do something to improve those areas.

Learn how to tell time

One of the best ways to combat procrastination is to develop a more realistic understanding of time. Procrastinators’ views of time tend to be fairly unrealistic. “This paper is only going to take me about five hours to write,” you think. “Therefore, I don’t need to start on it until the night before.” What you may be forgetting, however, is that our time is often filled with more activities than we realize. On the night in question, for instance, let’s say you go to the gym at 4:45 p.m. You work out (1 hour), take a shower and dress (30 minutes), eat dinner (45 minutes), and go to a sorority meeting (1 hour). By the time you get back to your dorm room to begin work on the paper, it is already 8:00 p.m. But now you need to check your email and return a couple of phone calls. It’s 8:30 p.m. before you finally sit down to write the paper. If the paper does indeed take five hours to write, you will be up until 1:30 in the morning—and that doesn’t include the time that you will inevitably spend watching TV.

And, as it turns out, it takes about five hours to write a first draft of the essay. You have forgotten to allow time for revision, editing, and proofreading. You get the paper done and turn it in the next morning. But you know it isn’t your best work, and you are pretty tired from the late night, and so you make yourself a promise: “Next time, I’ll start early!”

Make an unschedule

The next time you have a writing deadline, try using an unschedule to outline a realistic plan for when you will write. An unschedule is a weekly calendar of all the ways in which your time is already accounted for. When you make an unschedule, you consider not only your timed commitments such as classes and meetings, but also your untimed activities such as meals, exercise, errands, laundry, time with friends and family, and the like. It is not a list of what you should do in a given week; rather it is an outline of the time that you will necessarily spend doing other things besides writing.

Once you have made your unschedule, take a look at the blank spaces. These represent the maximum number of hours that you could potentially spend writing. By starting with these blank spaces as a guide, you will be able to more accurately predict how much time you will be able to write on any given day. You may be able to see, for instance, that you really don’t have five hours to spend writing on the night before the paper is due. By planning accordingly, you will not only get a better night’s sleep, you may also end up with a better paper!

The unschedule might also be a good way to get started on a larger writing project, such as a term paper or an honors thesis. You may think that you have “all semester” to get the writing done, but if you really sit down and map out how much time you have available to write on a daily and weekly basis, you will see that you need to get started sooner, rather than later. In addition, the unschedule may reveal especially busy weeks or months, which will help you budget time for long-term projects.

Perhaps most importantly, the unschedule can help you examine how you spend your time. You may be surprised at how much (or how little) time you spend watching television, and decide to make a change. It’s especially important that you build time for fun activities into your unschedule. Otherwise, you will procrastinate in order to steal time for relaxation.

You can also use the unschedule to record your progress towards your goal. Each time you work on your paper, for example, mark it on the unschedule. One of the most important things you can do to kick the procrastination habit is to reward yourself when you write something, even if (especially if) that writing is only a little piece of the whole. Seeing your success on paper will help reinforce the productive behavior, and you will feel more motivated to write later in the day or week.

Set a time limit

Okay, so maybe one of the reasons you procrastinate on writing projects is that you just plain hate writing! You would rather be at the dentist than sitting in front of your computer with a blank Microsoft Word document staring you in the face. In that case, it may be helpful to set limits on how much time you will spend writing before you do something else. While the notation “Must work on Hemingway essay all weekend” may not inspire you to sit down and write, “Worked on Hemingway essay for ½ hour” just might. Or, if you tell yourself that you will write “all weekend,” for instance, the sheer agony of the thought may keep you from doing any writing at all. If, however, you say that you will write for two hours on Saturday afternoon, you may actually accomplish something. The important thing here is to keep your commitment to yourself. Even if, at the end of the two hours, you think you could keep going, stop. Go outside and enjoy the weather. Your procrastinating self needs to be able to trust your new non-procrastinating self the next time you say you will only write for a certain amount of time. If you go overboard this time, then the next time you say, “I’ll write for two hours and then stop,” the procrastinator within will respond, “Yeah, right! I’m going rollerblading!”

On the other hand, it may work better for you to trick yourself into working on your paper by telling yourself you’re only going to write for two hours, but then continuing to work if you’re feeling inspired. Experiment with both approaches and see which one seems to work best for you.

Be realistic about how long it takes you to write

Procrastinators tend to be heroic about time; they estimate that it will take them two hours to complete a task that would take most people four. Once you have determined that procrastination is hurting your writing, begin taking notice of how long it actually takes you to write. Many students have a “page an hour” rule. Perhaps you can write a page in an hour if you are totally rested, fed, and focused, your roommate isn’t home, and the wind is blowing just right. But what if the phone rings, what if you are tired, and what if you have to go to the bathroom? When you estimate how long it will take you to write something, expect that there will be interruptions along the way.

Parting thoughts

As you explore why you procrastinate and experiment with strategies for working differently, don’t expect overnight transformation. You developed the procrastination habit over a long period of time; you aren’t going to stop magically. But you can change the behavior, bit by bit. If you stop punishing yourself when you procrastinate and start rewarding yourself for your small successes, you will eventually develop new writing habits. And you will get a lot more sleep.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Burka, Jane M., and Lenora M. Yuen. 1983. Procrastination: Why You Do It, What to Do About It Now . Boston: Addison-Wesley Publishing.

Ellis, Albert, and William J. Knaus. 1977. Overcoming Procrastination . New York: Signet.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Appropriate Consequences for Student Misbehavior

Logical Responses for Student Behavior Problems

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• M.Ed., Curriculum and Instruction, University of Florida
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Students will misbehave in class. Teachers may not be able to stop all forms of misbehavior before they start. However, educators do have control over their reactions to student behavioral issues. Therefore, teachers should choose their responses wisely, making sure that they are appropriate and logical. The old adage, "the punishment must fit the crime," is especially true in a classroom setting. If a teacher enforces an illogical response, students will learn less than if the response directly relates to the situation, or they might miss out on important information being taught in class that day.

Following are a series of situations that illustrate appropriate classroom responses to help establish behavior management . These are not the only appropriate responses, but they do show the difference between appropriate and inappropriate consequences.

A Student Uses a Cellphone During Class

• Appropriate: Tell the student to put the phone away.
• Inappropriate: Ignore the phone use or continue to ask the student to put the phone away during the class period or throughout the day.

A cellphone policy should be clearly stated in the student handbook and reviewed with students whenever there is an infraction. Teachers should report to the office and/or parents that the student is a repeat offender.

Some districts have specific rules regarding cellphone use, such as a warning on the first occurrence of cellphone use during class time, confiscation of the phone until the end of class or day on the second offense (at which point the student can retrieve the phone), and confiscation with a call to parents to pick up the phone after a third offense. Some districts even forbid the student from bringing the phone to school after a third offense. In other districts, teachers are allowed to choose how to deal with cellphone misuse. For example, some teachers have a hanging pocket chart to hold cellphones or even a cellphone "jail" (bucket or container), where students who misuse their cellphones deposit the distracting objects until the end of class or school day.

Rosalind Wiseman, writing on the website of Common Sense Education, an education advocacy group, says that teachers and schools need to plan for device use that considers digital citizenship and student safety. Regardless, digital devices like cellphones should only be used in class when there are specific goals in mind, such as critical thinking exercises or collaboration.

A Student Comes Late to Class

• Appropriate: A warning for the first offense, with increasing consequences for further tardies
• Inappropriate: The teacher ignores the situation, and the student has no consequences for the tardiness.

Tardiness is a big deal, especially if left unchecked. Students who come late to class "can disrupt the flow of a lecture or discussion, distract other students, impede learning, and generally erode class morale," says the Eberly Center at Carnegie Melon University. Indeed, left unchecked, tardiness can become a classwide problem, says the center, which focuses on improving teaching practices.

Teachers should have a tardy policy in place to deal with problem tardies. Hero, a firm that helps schools and districts manage tardies and attendance digitally, says a good tardy policy should include a structured series of consequences, such as the following:

• First tardy: warning
• Second tardy: more urgent warning
• Third tardy: detention, such as a half-hour to an hour after school
• Fourth tardy: a longer detention or two detention sessions
• Fifth tardy: Saturday school

Having a daily warmup exercise is one way to give students an immediate benefit for coming to class on time. One note of caution: A student who is frequently tardy could build up a large number of zeros for not completing the warmup activity. In this case, the activity could be used for extra credit points. There is a difference between grading for ability and grading for behavior.

A Student Does Not Bring Their Homework

• Appropriate: Depending on the school policy, the student could lose points off their homework assignment . The student could also receive a lower rating in academic behavior.
• Inappropriate: A lack of homework results in the student failing the class.

By definition, students do homework outside of the control of the classroom. For this reason, many schools do not penalize missing homework. If teachers grade only in-class or summative assessments (an assessment that measures what the student has learned), then the grade accurately reflects what students know. However, keeping track of homework for completion can be valuable information to share with parents. The National Education Association suggests that all stakeholders—teachers, parents, and students—work together to set homework policies, stating:

"Policies should address the purposes of homework; amount and frequency; school and teacher responsibilities; student responsibilities; and, the role of parents or others who assist students with homework."

A Student Does Not Have Materials Needed for Class

• Appropriate: The teacher provides the student with a pen or pencil in exchange for collateral. For example, the teacher might hold on to one of the student's shoes to ensure that the pen or pencil is returned at the end of the class.
• Inappropriate: The student does not have materials and cannot participate.

Students cannot finish any classwork without materials. Extra equipment (such as paper, a pencil, or a calculator) or other basic supplies should be available in class.

A Student Does Not have Their Book in Class

• Appropriate: The student does not have a textbook during the lesson for the day.
• Inappropriate: The teacher gives the student a textbook to use without comment.

If textbooks are required in the day-to-day classroom, it is important for students to remember to bring them. Textbooks present a different issue than basic supplies like pencils, paper, or calculators, which are generally inexpensive, often provided as part of classroom budget, and easy to lend or give to students who may have forgotten them. By contrast, it is a rare situation where a teacher will have more than a couple of extra textbooks in the class. If students accidentally take an extra text with them, the teacher will most likely have lost that text forever.

A Student Blurts Out Answers

• Appropriate: The teacher does not respond to students who call out without raising their hands and does not call on them.
• Inappropriate: The teacher allows individuals to answer without having to raise their hands.

Requiring students to raise their hands is an important part of wait time and effective questioning techniques. Having students wait three to five seconds before calling on one of them to answer can actually help increase thinking time—the time a student spends actually thinking about an answer instead of just giving an offhand response. If a teacher does not continuously uphold this rule—making students raise their hands and wait to be called on—then they will no longer raise their hands in class. Chaos will result.

A Student Uses a Curse Word in Class

• Appropriate: The teacher reprimands the student saying, "Do not use that language."
• Inappropriate: The teacher ignores the curse word.

Profanity should have no place in the classroom. If a teacher ignores its use, students will take note and continue to use curse words in class. Realize that if the profanity was used against someone else in the class, a form of bullying or harassment, the consequences should be greater than if a curse word just slips out. Record the event.

• " Hero Whitepaper Series: Best Practices for Tardy Management " herok12.com.
• Mulvahill, Elizabeth. “ Cell Phones in Class Driving You Nuts? Try One of These Clever Ideas .”  WeAreTeachers , 9 Sept. 2019.
• " Policies: Examples of Middle School 'Away For The Day' Cell Phone Policies ." awayfortheday.org.
• “ Research Spotlight on Homework .”  NEA , www.nea.org.
• " Students Come to Class Late ." Eberly Center - Carnegie Mellon University.
• Wiseman, Rosalind. “ Creating a Cellphone Policy That Works for Everyone .”  Common Sense Education , Common Sense Education, 25 Oct. 2019.
• Discipline in Schools
• 7 Ways to Take Control of Your Classroom to Reduce Student Misbehavior
• The Ultimate Teacher's Guide to Discipline Referrals
• Making Discipline Decisions for Principals
• Tips for Teachers to Make Classroom Discipline Decisions
• What Teachers Can Do About Misbehavior in the Classroom
• Helpful Classroom Management Strategies Every Teacher Should Try
• Dealing With Tardiness
• Strategies to Handle a Disruptive Student
• Choice Motivates Students When Rewards and Punishment Don't Work
• 4 Principles of Classroom Management and Social Emotional Learning
• Dealing With a Class Clown
• Dealing With Discipline Problems in the Classroom
• Dealing With Confrontational Students
• Tardy Policies for Students
• Classroom Strategies for Improving Behavior Management

Thursday, March 12, 2009

How to discipline your difficult child -writing assignments.

Some of these assignments worked better than others. Sometimes the assignment wasn't so great, but it was a good conversation starter. I was/am frequently amazed that the children actually complied - possibly because of the delay in the consequences. I wasn't standing there yelling at them in the heat of the moment when they were in "fight, flight or freeze" mode - when nothing I said was going to get through to them or get them to do what I wanted. It also gave me a chance to calm down and think of a creative logical consequence instead of just yelling, spanking, grounding or timeouts. Sometimes it was a good creative outlet for me! I have also found that the need for the FAIR Club has really tapered off, especially with the bio kids, and it has become more of a warning to behave then a required discipline method.

Because of their emotional age, the adopted kids usually did better with consistent Structure and Caring Support rather than the FAIR Club. 

FYI this assignment did NOT work well and all ended up having to do something on their own. (See following for new assignments)

Some of these assignments worked better than others. Sometimes the assignment wasn't so great, but it was a good conversation starter. I was/am frequently amazed that the children actually complied - possibly because of the delay in the consequences. I wasn't standing there yelling at them in the heat of the moment when they were in "fight, flight or freeze" mode - when nothing I said was going to get through to them or get them to do what I wanted. It also gave me a chance to calm down and think of a creative logical consequence instead of just yelling, spanking, grounding or timeouts. Sometimes it was a good creative outlet for me! I have also found that the need for the FAIR Club has really tapered off, and it has become more of a warning to behave then a required discipline method.

4 comments:

I'm looking for great examples of Family Safety Contracts. Can you help with where to find examples? You can email me if you like. sanitysrchr(at)gmail(dot)com

I have been visiting various blogs for my dissertation research. I have found your blog to be quite useful. Keep updating your blog with valuable information... Regards

Hello I am wondering where i can find th earticle mentioned above about lying and breeching trust in bear's examople. It says to have them read the article and answer the questions above. Can you please send me the link to the article you are reffering to as well as some ideas beyond just answering the questions after the article to write a paper on to make them learn from and think about what they are doing to me as their step parent who loves them unconditionally and often times get into fights with their father to stand up for them but they continue to lie to me and hurt me badly and I just want a POSSITIVE punishment they can learn from instead of just a typical grounding which is hard for me to follow through with typically. Thank you so much in advance. I hope this blog is still read and answered regularly as i am seing the last post was made in 2010. Sincerely, a concerned mother of a 13 and 12 year old.

Hi Ashlie - Yes, this blog is still read and answered regularly! My most recent post was only a couple of weeks ago. If you look on the right sidebar you will see that while the FAIR Club has not been used at our house for awhile (my children are now 15, 18, 19 and 21), I still post advice and resources. The articles you seek and more information about dealing with lying and stealing are posted here: http://marythemom-mayhem.blogspot.com/2013/01/lying.html. Feel free to let me know if you need additional assistance and I'll see if I can help and/ or find resources for you.

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Using AI ethically in writing assignments

The use of generative artificial intelligence in writing isn’t an either/or proposition. Rather, think of a continuum in which AI can be used at nearly any point to inspire, ideate, structure, and format writing. It can also help with research, feedback, summarization, and creation. You may also choose not to use any AI tools. This handout is intended to help you decide.

A starting point

Many instructors fear that students will use chatbots to complete assignments, bypassing the thinking and intellectual struggle involved in shaping and refining ideas and arguments. That’s a valid concern, and it offers a starting point for discussion:

Turning in unedited AI-generated work as one’s own creation is academic misconduct .

Most instructors agree on that point.  After that, the view of AI becomes murkier. AI is already ubiquitous, and its integrations and abilities will only grow in the coming years. Students in grade school and high school are also using generative AI, and those students will arrive at college with expectations to do the same. So how do we respond?

Writing as process and product

We often think of writing as a product that demonstrates students’ understanding and abilities. It can serve that role, especially in upper-level classes. In most classes, though, we don’t expect perfection. Rather, we want students to learn the process of writing. Even as students gain experience and our expectations for writing quality rise, we don’t expect them to work in a vacuum. They receive feedback from instructors, classmates, friends, and others. They get help from the writing center. They work with librarians. They integrate the style and thinking of sources they draw on. That’s important because thinking about writing as a process involving many types of collaboration helps us consider how generative AI might fit in.   

Generative AI as a writing assistant

We think students can learn to use generative AI effectively and ethically. Again, rather than thinking of writing as an isolated activity, think of it as a process that engages sources, ideas, tools, data, and other people in various ways. Generative AI is simply another point of engagement in that process. Here’s what that might look like at various points:

Early in the process

• Generating ideas . Most students struggle to identify appropriate topics for their writing. Generative AI can offer ideas and provide feedback on students’ ideas.  
• Narrowing the scope of a topic . Most ideas start off too broad, and students often need help in narrowing the scope of writing projects. Instructors and peers already do that. Generative AI becomes just another voice in that process.
• Finding initial sources . Bing and Bard can help students find sources early in the writing process. Specialty tools like Semantic Scholar, Elicit, Prophy, and Dimensions can provide more focused searches, depending on the topic.
• Finding connections among ideas . Research Rabbit, Aria (a plug-in for Zotero) and similar tools can create concept maps of literature, showing how ideas and research are connected. Elicit identifies patterns across papers and points to related research. ChatGPT Pro can also find patterns in written work. When used with a plugin, it can also create word clouds and other visualizations.
• Gathering and formatting references . Software like EndNote and Zotero allow students to store and organize sources. They also save time by formatting sources in whatever style the writer needs.
• Summarizing others’ work . ChatGPT, Bing and specialty AI tools like Elicit do a good job of summarizing research papers and webpages, helping students decide whether a source is worth additional time.
• Interrogating research papers or websites . This is a new approach AI has made possible. An AI tool analyzes a paper (often a PDF) or a website. Then researchers can then ask questions about the content, ideas, approach, or other aspects of a work. Some tools can also provide additional sources related to a paper.
• Analyzing data . Many of the same tools that can summarize digital writing can also create narratives from data, offering new ways of bringing data into written work.
• Finding hidden patterns . Students can have an AI tool analyze their notes or ideas for research, asking it to identify patterns, connections, or structure they might not have seen on their own.
• Outlining . ChatGPT, Bing and other tools do an excellent job of outlining potential articles or papers. That can help students organize their thoughts throughout the research and writing process. Each area of an outline provides another entry point for diving deeper into ideas and potential writing topics.
• Creating an introduction . Many writers struggle with opening sentences or paragraphs. Generative AI can provide a draft of any part of a paper, giving students a boost as they bring their ideas together.

Deeper into the process

• Thinking critically . Creating good prompts for generative AI involves considerable critical thinking. This isn’t a process of asking a single question and receiving perfectly written work. It involves trial and error, clarification and repeated follow-ups. Even after that, students will need to edit, add sources, and check the work for AI-generated fabrication or errors.
• Creating titles or section headers for papers . This is an important but often overlooked part of the writing process, and the headings that generative AI produces can help students spot potential problems in focus.
• Helping with transitions and endings . These are areas where students often struggle or get stuck, just as they do with openings.
• Getting feedback on details . Students might ask an AI tool to provide advice on improving the structure, flow, grammar, and other elements of a paper.
• Getting feedback on a draft . Instructors already provide feedback on drafts of assignments and often have students work with peers to do the same. Students may also seek the help of the writing center or friends. Generative AI can also provide feedback, helping students think through large and small elements of a paper. We don’t see that as a substitute for any other part of the writing process. Rather, it is an addition.

Generative AI has many weaknesses. It is programmed to generate answers whether it has appropriate answers or not. Students can’t blame AI for errors, and they are still accountable for everything they turn in. Instructors need to help them understand both the strengths and the weaknesses of using generative AI, including the importance of checking all details.

A range of AI use

Better understanding of the AI continuum provides important context, but it doesn’t address a question most instructors are asking: How much is too much ? There’s no easy answer to that. Different disciplines may approach the use of generative AI in very different ways. Similarly, instructors may set different boundaries for different types of assignments or levels of students. Here are some ways to think through an approach:

• Discuss ethics . What are the ethical foundations of your field? What principles should guide students? Do students know and understand those principles? What happens to professionals who violate those principles?
• Be honest . Most professions, including academia, are trying to work through the very issues instructors are. We are all experimenting and trying to define boundaries even as the tools and circumstances change. Students need to understand those challenges. We should also bring students into conversations about appropriate use of generative AI. Many of them have more experience with AI than instructors do, and adding their voices to discussions will make it more likely that students will follow whatever guidelines we set.  
• Set boundaries . You may ask students to avoid, for instance, AI for creating particular assignments or for generating complete drafts of assignments. (Again, this may vary by discipline.) Just make sure students understand why you want them to avoid AI use and how forgoing AI assistance will help them develop skills they need to succeed in future classes and in the professional world.
• Review your assignments . If AI can easily complete them, students may not see the value or purpose. How can you make assignments more authentic, focusing on real-world problems and issues students are likely to see in the workplace?
• Scaffold assignments . Having students create assignments in smaller increments reduces pressure and leads to better overall work.
• Include reflection . Have students think of AI as a method and have them reflect on their use of AI. This might be a paragraph or two at the end of a written assignment in which they explain what AI tools they have used, how they have used those tools, and what AI ultimately contributed to their written work. Also have them reflect on the quality of the material AI provided and on what they learned from using the AI tools. This type of reflection helps students develop metacognitive skills (thinking about their own thinking). It also provides important information to instructors about how students are approaching assignments and what additional revisions they might need to make.
• Engage with the Writing Center, KU Libraries , and other campus services about AI, information literacy, and the writing process. Talk with colleagues and watch for advice from disciplinary societies. This isn’t something you have to approach alone.

Generative AI is evolving rapidly. Large numbers of tools have incorporated it, and new tools are proliferating. Step back and consider how AI has already become part of academic life:  

• AI-augmented tools like spell-check and auto-correct brought grumbles, but there was no panic.
• Grammar checkers followed, offering advice on word choice, sentence construction, and other aspects of writing. Again, few people complained.
• Citation software has evolved along with word-processing programs, easing the collection, organization, and formatting of sources.
• Search engines used AI long before generative AI burst into the public consciousness.

As novel as generative AI may seem, it offers nothing new in the way of cheating. Students could already buy papers on the internet, copy and paste from an online site, have someone else create a paper for them, or tweak a paper from the files of a fraternity or a sorority. So AI isn’t the problem. AI has simply forced instructors to deal with long-known issues in academic structure, grading, distrust, and purpose. That is beyond the scope of this handout, other than some final questions for thought:

Why are we so suspicious of student intentions? And how can we create an academic climate that values learning and honesty?

(Updated July 2024)

Other AI-Related Materials

• Helping Students Understand the Biases in Generative AI
• Maintaining Academic Integrity in the AI Era
• AI as a Tutor on Research Projects

Additional resources

Research on ai and writing.

Ai.llude: Encouraging Rewriting AI-Generated Text to Support Creative Expression , by David Zhou and Sarah Sterman. Proceedings of the 2024 ACM Conference on Creativity and Cognition (28 May 2024).

AI and Its Consequences for the Written Word , by Thomas Helstrom. Frontiers in Artificial Intelligence 6 (4 January 2024).

AI and Writing Classrooms: A Study of Purposeful Use and Student Responses to the Technology , by Laura Dumin. Teaching and Generative AI , Beth Buyserie and Travis N. Thurston, eds., chapter 8. Utah State University, 2024.

AI vs. Human-Authored Texts: A Multidimensional Comparison , by Tony Berber Sardinha. Applied Corpus Linguistics 4 (April 2024).

ChatGPT: A Powerful Technology Tool for Writing Instruction , by Sarah W. Beck and Sarah R. Levine. Phi Delta Kappan 105 (28 August 2023).

ChatGPT Is Bullshit , by Michael Townsen Hicks, James Humphries, and Joe Slater.  Ethics and Information Technology  26 (2024).

Embracing AI in English Composition: Insights and Innovations in Hybrid Pedagogical Practices , by James Hutson, Daniel Plate, and Kadence Berry.  International Journal of Changes in Education  1 (2024):19-31.

Exploring an AI-based Writing Assistant's Impact on English Language Learners , by John Maurice Gayed, May Kristine Jonson Carlon, Angelu Mari Oriola, and Jeffrey S. Cross. Computers and Education: Artificial Intelligence  3 (2022).

Improving Writing Feedback for Struggling Writers: Generative AI to the Rescue? , by Anya S. Evmenova, Kelley Regan, Reagan Mergen, and Roba Hrisseh.  TechTrends  (14 May 2024).

The Use of ChatGPT in Creative Writing Assistance , by Svitlana Fiialka, Zoia Kornieva, and Tamara Honcharuk.  XLinguae: European Scientific Language Journal 17 (January 2024) 

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Using Sources Effectively and Responsibly

When submitting assignments, all work submitted must be your own and created specifically for each course. The only exceptions are instructor-assigned group projects and preapproved dual submissions.  Below Dean Spreadbury shares a personal message to you, our students, about the importance of academic integrity.

When crafting essay and papers you are required to follow standard academic guidelines for proper citation (e.g., APA , MLA , or Chicago Manual of Style ). You must distinguish your own ideas and language from information derived from sources. Do not, intentionally or unintentionally, incorporate facts, ideas, or specific language taken from another source without citation.

This is also true of other assignments such as computer programs, take-home exams, online exams, lab reports, quizzes, etc. All work you submit in your courses must be your own and when it is not, it needs to be cited.

Student Responsibility

You are responsible for understanding Harvard Extension School policies on academic integrity and how to use sources responsibly. Not knowing the rules, misunderstanding the rules, running out of time, submitting “the wrong draft,” or being overwhelmed with multiple demands are not acceptable excuses. There are no excuses for failure to uphold academic integrity.

Instructor Responsibility

Instructors review student work for incidents of plagiarism (e.g., uncited or incorrectly cited source material) and cheating (e.g., unauthorized collaboration). If suspected, the assignment in question is sent directly to the Dean of Student Policy and Governance. The Dean of Student Policy and Governance works with both the instructor and the student to ensure fair and judicious due process of each case before the Administrative Board .

Consequences of Plagiarism and Cheating

The consequences for academic dishonesty (cheating and plagiarism) are severe, but appropriate given that it constitutes stealing others’ ideas and attempting to earn college credit for their work. Sanctions may include an RQ grade for the course—a permanent failing grade on your transcript—and suspension of registration privileges. Intention is not considered when adjudicating cases. The penalty can be the same if you intentionally or unintentionally plagiarize, if it is your first offense, or if it was a final paper, small assignment, or draft.

Resources to Support Academic Integrity

Harvard University, in general, and Harvard Extension School, in particular, offer resources to support your understanding of academic integrity and responsible use of sources.

The Harvard Guide to Using Sources

The Harvard Guide to Using Sources offers essential information about the use of sources in academic writing. To receive the most benefit, read the guide from beginning to end. You will gain a deep appreciation for why and how we use sources in academic writing and the ethical implication of improper citation. The guide is your must-consult resource throughout your entire Harvard Extension School career. It offers time-saving, step-by-step advice on how to properly integrate sources into your academic writing.

Online Tutorials

To support your commitment to academic integrity, the Career and Academic Resource Center and the Writing Program have developed two 15-minute online tutorials as companions to The Harvard Guide to Using Sources .

The tutorials are anonymous open-learning tools, not evaluation tools. While they take the form of yes-or-no and true-or-false exams, they are resources for you to use without the concern about passing or failing. You may need to complete the tutorials several times before you can answer all the questions confidently and correctly.

In the first tutorial, Using Sources, Five Scenarios , you work through examples based, in part, on real academic honesty cases. Upon completing the tutorial, you will be acquainted with the most common misunderstandings about academic integrity, and you will know more about how to integrate sources responsibly into your writing.

You’ll then be ready for the second tutorial, Using Sources, Five Examples . The examples, which are based on passages from real student essays, illustrate problems with summarizing, paraphrasing, and quoting sources. By taking the tutorial, you gain a deeper understanding of the most common forms of plagiarism and a solid sense of how to use sources effectively.

Links to The Harvard Guide to Using Sources are provided throughout each tutorial. The guide offers a comprehensive discussion of issues relevant to academic integrity. Clicking on the links gives you an opportunity to further develop your knowledge of how to use sources—and it helps you avoid the kinds of problems that can lead to a charge of plagiarism and a required withdrawal from the Harvard Extension School.

The Writing Center

The Harvard Extension School Writing Center offers individual tutoring appointments to help you with your writing assignments and offer advice on the proper use of sources. Visit the site to schedule an appointment. 

Citation Management Software

If you are interested in citation management software, you can read more about your options on the Harvard Library website. They also provide a form to request help with citation software on that page.

Guidelines for Using Sources Effectively and Responsibly

• All sources must be cited, including not only print books and scholarly articles, but anything you borrow to craft your assignment. This includes primary sources, such as letters, diaries, federal documents, music, and films. It includes online sources for programming and coding challenges. Also includes secondary sources, such as online books, online articles, websites, instructor’s lectures, and open source websites with no identifiable author, like Wikipedia. If you didn’t write it (or create it), cite it. 
• Be sure you understand the assignment. Read the directions carefully to learn if your instructor wants you to use outside sources for an assignment. If your instructor doesn’t, don’t. Once you start surfing the Internet for ideas, it is more difficult to distinguish your thoughts and words from online sources. If your instructor does want you to use outside sources, clarify the citation style (e.g., MLA or APA).
• Give yourself plenty of time to succeed. Don’t take on too much or procrastinate. When you are overwhelmed with multiple demands or run out of time, you can be tempted to hand in an assignment that is not cited properly. The consequences of plagiarism are far greater than the consequences of handing in an assignment late.
• When using sources in academic writing, be methodical, not haphazard.  Always—starting with the first draft—include the reference information when you are adding quoted or paraphrased material in your paper. Adding sources is not the final cleanup activity; it is an essential first step.
• When writing an academic paper, you are joining an intellectual conversation, not observing one. The goal is not to string a bunch of quotes from experts together, but to actively engage with the material and to add your unique voice.

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

• [email protected]

Teaching with Detention

Introduction

Far too often, students and educators struggle to see eye to eye. Teachers regularly disagree on methods of disciplining their students. Controversy arises, even, with the question of whether or not teachers should apply any discipline to their students, or leave it up to the parents. One of the most common practices in dealing with misbehaving students is holding after school detention. But by keeping students after school hours, are teachers exercising their rights, or going too far? Is detention an effective solution to class disruptions, or would it spur future problems?

Free resources across the internet allow for teachers to weigh detention and all of its possible alternatives.

• Lesson Plan
•   Behavior Worksheets : Here, Worksheet Place provides dozens of worksheets for students that assist them in assessing their behavior and emotions. The worksheets include behavior contracts, bullying analyses, conflict resolutions, goal setting, and more. The page also includes resources for teachers, including classroom management checklists, and class rules that teachers can display on their walls. These tasks can be used as opportunities for reflection in place of punishment or can serve as activities to be completed during detention. These worksheets are mostly intended for younger students and can be completed inside or outside of regular class time.
• Reflection Document : Pivotal Education provides this reflection worksheet to give to detention-serving students. The document is meant to outline an activity more productive than what is normally presented for students, and to prevent further behavior issues in the future. The questions on the worksheet force the student to identify and reflect on the people affected by their actions and ideas for preventing future issues. The open-ended questions within the document allow for flexibility for the worksheet to be used with virtually any age range.
• Discipline Packet : This online packet from Teacher Beacon provides worksheets and for responding to misbehavior. The packet includes printable warning slips, a behavior contract, and a sample letter to parents. Also included are writing assignments to be completed by students who break classroom ground rules. Most of these assignments serve as consequences for minor infringements such as gum-chewing, tardiness, and disruptive behavior. The writing assignments can serve as lesser consequences to stop the behavior before further action becomes necessary. Teachers can utilize items within this packet to establish ground rules and to keep track of recurring offenses.
• Do Detentions and Suspensions Work? : Here. Education World interviewed Annemarie Hillman, a policy fellow at Connecticut Voices for Children, to analyze whether detentions and suspensions prove themselves effective in schools. She classifies suspensions as ineffective since students tend to view them like vacations. Detentions, however, can work “if done right.” They can serve as an incentive to keep students from repeating misbehavior. When students serve detention during lunch, they miss out on a social opportunity and in turn will be less likely to act up in the future. 
• New Direction : James Paterson from District Administration Media examines ways that adults are trying to implement disciplinary action into their schools. The article establishes that African American and special needs students face disproportionate rates of exclusionary punishment. According to a number of cited studies, students who receive detentions are more likely to drop out of school altogether. This article highlights alternatives that teachers have found to the standard sit-silently style of confinement. Allowing students to reflect on their actions and for teachers to coach struggling students proves much more productive. Teachers can read this article to determine improvements for the established practice.
• Student-Run Courts : This article from The Guardian acknowledges the disproportionality of detentions in school systems and outlines a recent alternative to the custom: mock court systems. Rather than serve detention for certain offenses, students are to stand before a committee of their peers, make their case, and ultimately face fair consequences for their actions. The article praises this new approach, arguing that it prevents student-teacher discrimination in disciplinary systems and consequently fights the impelling school-to-prison pipeline.
• Informational Sites
• Defining Detention : Queensland Government provides a foundational understanding of detention and the common practices associated with it. The site outlines parameters for responsible behavior in a linked study, titled “Safe, Supportive and Disciplined School Environment Procedure.” This page can serve helpful for those who may desire a better understanding of what detention is, or for educators unfamiliar with how to lead a session.
• Responding to Bad Behavior : University of Florida’s College of Education lists possible ways in which educators can respond to bad behavior. The items on this list can serve as alternatives to detention, a practice which may be the first thing that comes to mind. The actions can be applied to students of most ages. The approaches range from keeping a behavior log, to requiring a writing assignment, to revoking parking privileges for older students. While detention is one of the listed consequences, teachers can choose from any item on the list to enforce in their own classrooms.
• Task Ideas : Study.com provides this list of tips and ideas for teachers choosing to hold students after school. The goal of the article and the tradition is to provide students with tasks that will prevent future mishaps and improve classroom behavior. The site lists tactics that teachers can employ, such as dialogue journals and reflection sheets, and links supporting articles for each strategy. The site lists four strategies for teachers, all of which can be stretched to fit students of almost any age range.

Young people often rave about how educational institutions take up so much of their time and teach them no real-life skills. They are, after all, full-time students by the age of six. Perhaps by making the time spent with students, detention included, more productive, teachers can allow students to further appreciate their education and apply themselves more in the future. Educators should make sure that any disciplinary measures they take have the students’ best interests in mind. Schools should weigh circumstances to decide what method of discipline would be most fair for the students’ and teacher’s time.

Additional Resources

• Middle-School : This neaToday article criticizes forms of discipline for middle-school-aged children. Author Sabrina Holcomb references the school-to-prison pipeline, a theory that correlates higher rates of suspensions and expulsions with a higher likelihood of those same students becoming unemployed and going to prison. When a student’s learning is interrupted by such punitive measures, they are more likely to drop out of school and rely mainly on government-provided welfare programs. Holcomb acknowledges that the issue is not the fault of the teachers, but rather that of the broader school disciplinary system.
•   Detention Is Not The Answer : This literature review by Stephanie McCann from Northwestern College examines practices of institutional discipline, especially detention, and attempts to determine the most productive method for everyone involved. In the past, the practice has discriminated harshly against certain students. The author gathers that students for whom detention becomes a pattern experience major social and emotional consequences that affect them “for the rest of their life.” She acknowledges alternatives for the penalty and suggests that schools find a consensus for what works for their students. 

Example Guidelines : This site lists the guidelines for after-school detention at Lakewood Junior High School in California. The page delineates the school’s specific regulations, including commonly broken rules, expectations for those serving detention, and principles of conduct for future reference. Teachers can utilize this site to gain a better understanding of how one school approaches its academic disciplinary system. Should they choose to administer detentions, educators can look to these clear-cut guidelines when crafting their own system.

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Accountability

Merion Mercy Academy

In This Section

The effects of ai-assisted writing on education.

Recently, a number of articles have been published about AI (artificial intelligence)-assisted writing software, which can generate content ranging from advertising slogans and Instagram captions to blog posts and novels. From its roots in 1980’s PC spell checkers and more recently the Grammarly writing assistant (2009), today there are dozens of machine learning models that can generate human-like text when given a prompt. 

One example of these artificial intelligence tools is ChatGPT , which released in November and in just one week surpassed over one million users. To put this tool to the test, here are the unedited answers ChatGPT provided in response to my questions about its use:

Q: How can this tool be used?

A: As an artificial intelligence, I can assist with a wide variety of tasks, such as answering questions, providing information, and helping with decision making. I can also engage in general conversation and provide personalized recommendations. Some specific ways that I might be able to help include:

Answering questions: You can ask me about a wide range of topics, and I'll do my best to provide a helpful and accurate response.

Providing information: If you need information on a specific topic, I can help by looking up and providing relevant details.

Decision making: I can provide guidance and advice to help you make decisions by weighing the pros and cons of different options.

General conversation: I can carry on a conversation on a wide range of topics, and I'm always happy to learn more about you and your interests.

Personalized recommendations: Based on your interests and preferences, I can recommend things like books, movies, music, and more.

Overall, my main goal is to assist and help you in any way that I can. 

Q: How can AI-assisted software be misused?

A: AI-assisted writing software can be misused in several ways:

Plagiarism: Some students may use AI-assisted writing software to generate essays or other written assignments. This is considered cheating and can result in serious consequences, such as failing grades or expulsion from school.

Fraud: AI-assisted writing software can be used to create fake news or manipulate text to spread misinformation. This can cause confusion and harm reputations.

Invasion of privacy: AI-assisted writing software can be used to analyze large amounts of personal data and potentially expose sensitive information.

Discrimination: AI-assisted writing software can perpetuate and amplify biases present in the data it is trained on. This can lead to unfair and discriminatory outcomes, such as in hiring or lending decisions.

It's important to use AI-assisted writing software responsibly and ethically, and to consider the potential consequences of its use.

Q: The potential for students to use AI-writing assisted software to generate essays or other written assignments is of great concern to today’s teachers. How can you prevent students from using these tools inappropriately?

A:  There are a few ways that you can prevent students from using AI-assisted writing platforms:

Educate students about the importance of original work and the consequences of plagiarism. Make it clear that using AI-assisted writing platforms to generate essays or other written assignments is considered cheating and will not be tolerated.

Use plagiarism detection software to check for copied content in student assignments. This can help identify students who are using AI-assisted writing platforms and give you an opportunity to intervene before the assignment is submitted.

Use written assignments as an opportunity for students to demonstrate their own knowledge and understanding of a topic. Consider using open-ended questions or prompts that encourage students to express their own ideas and opinions, rather than just regurgitating information.

Consider incorporating activities into your course that require students to think critically and creatively, such as group discussions, debates, or problem-solving exercises. These types of activities can help students develop the skills they need to create original content on their own.  

In Response

On December 15, The Social Institute posted on its blog “ The Future of AI: What Chat GPT Means for Students .” An online learning platform used by Merion Mercy Academy to empower students to navigate their social world, The Social Institute reported on the genesis of ChatGPT and reflected on its impact on students. It warned that this AI tool:

May occasionally generate incorrect information

May occasionally produce harmful instructions or biased content

Has limited knowledge of the world and events after 2021

In keeping with The Social Institute’s mission, the post encouraged educators to support and equip students in navigating new technology of any kind so that they are truly prepared. 

For this post, Merion Mercy educators also shared their thoughts about AI-assisted writing tools. 

Long-time English teachers Carol Restifo and Patricia Sack acknowledge their concerns about AI’s effect on plagiarism. Sack, who serves as department chair, explains how the English department addresses it now:

“We provide every student with a detailed document that reviews various types of plagiarism and offers strategies for avoiding it. Additionally, students know that when they submit work through Turnitin.com and Google Docs it will be checked for originality. Although we believe that this type of accountability is necessary, we primarily focus on developing students' skills and confidence so that they are less tempted to cheat. I think we've been pretty successful at discouraging plagiarism, but the recent AI developments do present new concerns.” 

Sack explored ChatGPT and reached the following conclusions: 

The diction and organization in AI-generated writing is very good.

Responses to multiple prompts reveal the formulaic nature of AI writing.

Responses to prompts about contemporary or lesser-known literature tend to include factual inaccuracies. (I suspect this will not be the case in AI writing about classic texts such as Frankenstein.)

AI might prove to be a valuable tool for teachers, who can use it to generate examplars for student writing.

She suggests:

“I think the best way to combat the use of this technology will be to continue requiring students to work through the writing process: producing drafts, workshopping with peers and teachers, and learning the value of revising. Teachers can also rely on Google Docs to preserve a version history that allows students to track the development of their work, while  also enabling us to easily identify a final assignment that bears little or no resemblance to early drafts. Additionally, our English teachers have committed to allocating more time for one-on-one writing conferences with students because we know that type of personal and immediate feedback can have the greatest impact on students' writing.”

Science teacher Dr. John Durkin questions whether students may already be using AI for their assignments. He describes one recent occasion: 

"Around the time I was grading a wrap-up assessment in one of my classes late first semester, I began to overhear discussions about this bot-generated content on my Twitter feed, and then saw newspaper articles about it. I had one essay question on the assessment, and received several responses that were grammatically correct on the sentence level but did not say anything that addressed the prompt. The prompt involved interpreting a photograph, and I gather the user has to input text to the writing bot. If these essays were generated by a bot, the students didn't help themselves. The essays submitted simply did not answer the question. If a student uses one of these bots as a tool, the student has to recognize whether or not the product answers the question."

Mathematics teacher and department chair Daniel Badgio isn’t as concerned about cheating as he is about the effect of AI on the learning inherent in the writing process:

"I am generally concerned about the decline of language abilities due to technology. Lots of people use things like Grammarly, and Google is always trying to finish our sentences for us. It seems possible that the reliance on these tools could reduce word recall or the ability to find the right cadence for a sentence, similar to how the use of GPS impacts spatial memory . At the same time, these tools have been extremely helpful for those who process language differently, and the potential for AI to help us solve problems is enormous."

Along those lines, Spanish teacher Daniel Crossland sees the potential for AI to serve as “a powerful tool for teaching and learning.” Testing the technology, he asked ChatGPT, "How will the use of AI impact my high school Spanish classroom?" and found the response included two important highlights: 

•  AI might be valuable for personalizing lessons and feedback for students. 

Students could practice speaking in conversation with AI in Spanish.

Crossland feels, “Both of these are potentially transformational tools for a Spanish classroom.” He was also surprised that the AI was seemingly aware of a teacher’s potential skepticism about improper use of the technology. At the end of its response to his question, ChatGPT added, “It is important for teachers to carefully consider the benefits and potential limitations of using AI in their classrooms, and to ensure that it is used in a way that enhances, rather than replaces, human teaching and learning." 

Acknowledging that misuse of this technology will be tempting for students, Assistant Head of School for Academics Valerie Prucnal points to Merion Mercy’s integrity policies as outlined in the Student Handbook. “While tools like ChatGPT may not have been on the radar when our integrity policies were developed,” she says, “safeguards are already in place to deal with the possibility of students inappropriately using external sources.” The integrity policy states, in part: 

MMA students—whether in classroom-based or online settings—commit to take responsibility for their own learning and to demonstrate honesty in their work and in their interactions with peers, teachers, and staff. All work that students complete for which they receive credit must be their own (page 12).

Behaviors in violation of MMA’s Academic Integrity code include plagiarism and “using information inappropriately obtained from others.” Students are required to:

Maintain integrity when working online, which means not accessing information or resources that would provide an unfair advantage during assessment, or presenting another author’s analysis as your own (page 13).

In addition to acknowledging having read the student handbook, students are also asked to pledge that “I have not given or received any unauthorized help on this assignment, and that this work is my own.”

Computer Science teacher Rose Mary Gregitis agrees on the importance of student integrity when dealing with AI. She writes, “Some students will find answers online or will use whatever methods they feel will make their life easier, however, ultimately they are only cheating themselves. I do believe we need to hold students accountable and have high expectations that they adhere to integrity standards.”

As Director of Innovation, Teaching and Learning, Philip Vinogradov is playing a leading role in managing the use of AI in and outside the Merion Mercy classroom. He says, “Explicit conversations about appropriate use of AI as generative tools, and not a replacement for original work, along with our student pledge, will be important. This is similar to the conversations we have with students about appropriate use of calculators, Google Translate, Photomath, etc., although the level of sophistication is much greater.”

Vinogradov is leading MMA’s writing and research workgroup as they begin addressing this topic so that faculty can be prepared and coordinated in their approach with students. “The technology is only going to get more sophisticated,” he says. “There’s no going back.”

On “Going Back”

According to education news site Chalkbeat , on January 2, 2023, New York City school officials blocked ChatGPT after teachers and parents raised concerns that students can use the bot to do their research or assignments for them. 

NYC Education Department spokesperson Jenna Lyle said, "While the tool may be able to provide quick and easy answers to questions, it does not build critical-thinking and problem-solving skills, which are essential for academic and lifelong success." 

Vinogradov responded to NYC’s decision, saying: 

“The reflex to block is incredibly short sighted (digital whack-a-mole never works). It reinforces inequality (those with non-school issued devices can access the resource), and forgoes the responsibility to partner with learners in how to use emerging tools as complementary to the learning process, and the dangers of using them as shortcuts or substitutes to the learning process.”

For More on this Topic:

“ How Disruptive will ChatGPT Be ?” by Dr. Catlin Tucker 

“ All you need to know about ChatGPT & Why its a threat to Google ” by Deladem Kumordzie on Medium.com

“ ChatGPT Is a Tipping Point for AI ” by Ethan Mollick for Harvard Business Review

“ How Chat GPT will affect Education ” by Afzal Mohammed on TeachInTech.com

Past Blog Posts

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Common Writing Assignments

Welcome to the Purdue OWL

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Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.

Understanding Writing Assignments

This resource describes some steps you can take to better understand the requirements of your writing assignments. This resource works for either in-class, teacher-led discussion or for personal use.

Argument Papers

This resource outlines the generally accepted structure for introductions, body paragraphs, and conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your purpose and audience.

Research Papers

This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.

Exploratory Papers

This resource will help you with exploratory/inquiry essay assignments.

Annotated Bibliographies

This handout provides information about annotated bibliographies in MLA, APA, and CMS.

Book Report

This resource discusses book reports and how to write them.

Definitions

This handout provides suggestions and examples for writing definitions.

Essays for Exams

While most OWL resources recommend a longer writing process (start early, revise often, conduct thorough research, etc.), sometimes you just have to write quickly in test situations. However, these exam essays can be no less important pieces of writing than research papers because they can influence final grades for courses, and/or they can mean the difference between getting into an academic program (GED, SAT, GRE). To that end, this resource will help you prepare and write essays for exams.

Book Review

This resource discusses book reviews and how to write them.

Academic Proposals

This resource will help undergraduate, graduate, and professional scholars write proposals for academic conferences, articles, and books.

In this section

Subsections.

• Services & Software

Back to School: Using AI to Create Writing Assignments Students Actually Want to Do

You may even have fun grading them.

Getting students excited about the work you have to grade later can be one of the more frustrating things about teaching , but when an assignment hits the right chord, it has the potential to inspire and impact not just the classroom, but the whole school and beyond.

Reconciling the curriculum and assignments with standards and learning objectives sometimes established out of a teacher's control can really sap the creative side of your brain. 

Here's how artificial intelligence can help broaden your horizons when trying to create assignments that make a lasting impression and keep your classroom excited about learning. (And for more AI tips for the back-to-school season, check out CNET's guides on  how to use AI to keep up with important dates and  how to use Microsoft Copilot to create notes on pretty much anything.)

Since there will need to be a fair bit of refinement to create an assignment that is both fun to complete for students and fun to review and grade for educators, I've used ChatGPT , the AI chatbot that uses machine learning and large language models to generate conversational style answers to search queries, so that I could go back and forth brainstorming ideas.

Maintaining teacher and student sanity

My area of study is media and communications, so for this example I'm putting together an assignment on media literacy , or the ability to think and interact critically with everything from TikTok content to front-page news. 

The goal is to create an assignment that's fun, collaborative and impactful for college students who interact heavily with digital media but might not be questioning what they're consuming.

The secondary goal was to create an assignment I won't hate myself for creating when it comes time to grade it.

On my first attempt, ChatGPT gave me a fully built-out assignment according to specific learning objectives around media literacy for college-level students, but it was about as fun as you'd think writing a 500-word essay on media literacy might be -- not fun at all.

Refine for fun, collaboration and focus

Since this assignment is in part about getting students to actually interact with media online in a way that's more impactful than just lurking or liking from the digital shadows, I refined the prompt to include using the student body in the assignment somehow and requested less emphasis on written analysis that will ultimately only be seen and evaluated by the teacher.

Here's what it came back with:

I was actually impressed -- not only did ChatGPT have students interacting with and analyzing media, but it also created a multi-layered assignment that gave students the opportunity to see firsthand the impact media literacy can make on a community as well as an individual.

This assignment would also be a darn sight more enjoyable to grade than 30 to 50 500-word analytical essays about whether the source of a Brat summer post on TikTok can be trusted.

Finally, ChatGPT offered submission requirements (like linking to the social media content used in completing the assignment and screenshots of the online interactions) and grading criteria for the assignment and even some examples of how the assignment might be executed.

Its example in particular about analyzing the role of political memes was timely and felt like a fresh take on an evolving reality of campaign media.

I personally would love to see videos from students collaborating on a discussion with their peers about their perception of Kamala HQ 's content and the presence of former President Donald Trump across social media. 

And who knows -- maybe the students might actually enjoy it too.

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• Communicating With Your Child
• Creating Structure and Rules
• Giving Directions
• Using Discipline and Consequences
• Using Time-Out

Related Topics:

• Essentials for Parenting Teens

Tips for Using Consequences

What to know.

• A consequence is what happens immediately after your child's behavior.
• A positive consequence makes a behavior more likely to happen again and a negative consequence makes a behavior less likely to happen again.
• Find steps for using consequences that will improve your child's behavior.

From time to time, your child is going to do things you don’t like. They’ll also do a lot of things you do like. The consequence, or what happens right after your child’s behaviors, makes the behavior more or less likely to happen again. Consequences can be both positive and negative.

Positive and negative consequences

A consequence is what happens immediately after a behavior. Positive consequences show your child they have done something you like. Your child is more likely to repeat the behavior when you use positive consequences. Positive consequences include things like rewards, praise, and attention. Use positive consequences as much as possible for behaviors you would like your child to do again. Learn more about rewards , praise , and attention .

Negative consequences let your child know you do not like what they have done. Your child is less likely to repeat the behavior when you use negative consequences. Negative consequences are also called discipline. Negative consequences include things like ignoring, distraction, natural consequences, delay or loss of a privilege, and time-out.

Use negative consequences for behaviors you would like your child to stop. It's a good idea to start with ignoring and distraction, especially for young children. Other consequences may be needed if ignoring and distraction don't work or are not possible. Delay or removal of privileges, and time-out can be used to stop misbehavior.

Steps for using consequences

The five steps for using consequences to stop misbehavior are listed below.

Step 1: Identify the misbehavior

It is important that you and your child are clear about which behaviors are okay and which are not okay. If your child is doing something you do not like and want to stop, let them know by giving a warning that the behavior needs to change or a consequence will be used (see Step 2).

Be specific when you tell your child what you expect. Saying something like, "If you don't play nicely, you're going to lose your toys" is vague. You and your child may have different ideas about what "playing nicely" means. State exactly what you want to see your child do. You might say, "If you throw the truck again, I'm going to take it away."

Step 2: Give a warning

Give your child a warning that the behavior needs to change. Let them know they will get a consequence they do not like if their behavior doesn't change. Using "if-then" statements are a good way to give the warning to your child. You might say, "If you don't stop throwing the toy, then I'm going to take it away."

Only use a warning if you are willing to follow through with the consequence. Follow through with the consequence every time you give a warning. If you don't, your child will not take the warning seriously. In the warning, be specific about what you expect from your child. If your child is banging pans on the table, you may say, "If you don't play gently with the pans, they will be put away for the rest of the day."

Step 3: Give a consequence

Once a warning is given, you must always follow-through with a positive or negative consequence. Give a positive consequence if your child did what you asked. This lets them know you like the choice they made. Give a negative consequence if your child didn't do what you asked. This lets them know you do not like the choice they made. Ignoring, distraction, time-out, and delay or restriction of privileges are examples of negative consequences. It is a good idea to try ignoring or distracting your child as potential consequences. If these do not work or are not possible, think about the common sense consequences related to the misbehavior.

• Ignoring: When you ignore, you take all your attention away from your child and their behavior. Learn more about when and how to ignore .
• Distraction: When children are distracted, their attention is redirected to something else. Distraction is easier to use when you plan in advance how you will handle situations that may be hard for your child. For instance, if your child misbehaves when you go out to dinner or on long car trips, bring crayons and paper or small games that can help distract your child.
• Delay of a privilege and logical (or common sense) consequences: Delaying a privilege means that your child has to wait to get something they like. When you remove privileges, you take away things or activities your child likes. For young children, the privileges you remove need to be logically related to the misbehavior. For example, you might take away a toy your children are fighting over.
• Time-out: Time-out moves your child to a place free of anything or anyone that might provide attention. Learn more about using time-out .

Step 4: Tell them why

Let your child know why the negative consequence is happening. Always follow through with the consequence. Remember timing is key. Consequences should occur immediately after the misbehavior. This way, your child clearly understands what they did to get the negative consequence. You may say, "Because you hit your brother with your doll, I am taking away your doll for the evening". At that point, the doll should be removed and placed out of the child's reach.

Your child may beg, plead, cry, and tell you what you want to hear once you use the consequence. Your child may also say things like they hate you or that you are a terrible parent. This should not affect your decision to follow through. If your child throws a tantrum and you give them what they want, the lesson they learn is "If I cry loud enough, mom/dad will give me what I want." In this case, you have actually rewarded your child for the tantrum and made it more likely they will throw a tantrum in the future.

Step 5: Go back to positive communication

After the consequence is over, go back to being positive with your child. If a privilege is removed or delayed, you can remind your child of the good behavior you want to see. For example, if you give your child their doll back after a morning time-out, you might say, “You can play with the doll as long as you play gently.” Watch for positive behaviors. Give praise and other rewards when your child does the right thing.

Essentials for Parenting Toddlers

Essentials for Parenting Toddlers and Preschoolers is a free resource for parents of 2 to 4-year-olds, providing information to build positive relationships.

How To Tackle The Weirdest Supplemental Essay Prompts For This Application Cycle

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Writing the college essay

How do you write a letter to a friend that shows you’re a good candidate for the University of Pennsylvania? What reading list will help the Columbia University admissions committee understand your interdisciplinary interests? How can you convey your desire to attend Yale by inventing a course description for a topic you’re interested in studying?

These are the challenges students must overcome when writing their supplemental essays . Supplemental essays are a critical component of college applications—like the personal statement, they provide students with the opportunity to showcase their authentic voice and perspective beyond the quantitative elements of their applications. However, unlike the personal essay, supplemental essays allow colleges to read students’ responses to targeted prompts and evaluate their candidacy for their specific institution. For this reason, supplemental essay prompts are often abstract, requiring students to get creative, read between the lines, and ditch the traditional essay-writing format when crafting their responses.

While many schools simply want to know “why do you want to attend our school?” others break the mold, inviting students to think outside of the box and answer prompts that are original, head-scratching, or downright weird. This year, the following five colleges pushed students to get creative—if you’re struggling to rise to the challenge, here are some tips for tackling their unique prompts:

University of Chicago

Prompt: We’re all familiar with green-eyed envy or feeling blue, but what about being “caught purple-handed”? Or “tickled orange”? Give an old color-infused expression a new hue and tell us what it represents. – Inspired by Ramsey Bottorff, Class of 2026

What Makes it Unique: No discussion of unique supplemental essay prompts would be complete without mentioning the University of Chicago, a school notorious for its puzzling and original prompts (perhaps the most well-known of these has been the recurring prompt “Find x”). This prompt challenges you to invent a new color-based expression, encouraging both linguistic creativity and a deep dive into the emotional or cultural connotations of color. It’s a prompt that allows you to play with language, think abstractly, and show off your ability to forge connections between concepts that aren’t typically linked—all qualities that likewise demonstrate your preparedness for UChicago’s unique academic environment.

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How to Answer it: While it may be easy to get distracted by the open-ended nature of the prompt, remember that both the substance and structure of your response should give some insight into your personality, perspective, and characteristics. With this in mind, begin by considering the emotions, experiences, or ideas that most resonate with you. Then, use your imagination to consider how a specific color could represent that feeling or concept. Remember that the prompt is ultimately an opportunity to showcase your creativity and original way of looking at the world, so your explanation does not need to be unnecessarily deep or complex—if you have a playful personality, convey your playfulness in your response; if you are known for your sarcasm, consider how you can weave in your biting wit; if you are an amateur poet, consider how you might take inspiration from poetry as you write, or offer a response in the form of a poem.

The goal is to take a familiar concept and turn it into something new and meaningful through a creative lens. Use this essay to showcase your ability to think inventively and to draw surprising connections between language and life.

Harvard University

Prompt: Top 3 things your roommates might like to know about you.

What Makes it Unique: This prompt is unique in both form and substance—first, you only have 150 words to write about all 3 things. Consider using a form other than a traditional essay or short answer response, such as a bullet list or short letter. Additionally, note that the things your roommate might like to learn about you do not necessarily overlap with the things you would traditionally share with an admissions committee. The aim of the prompt is to get to know your quirks and foibles—who are you as a person and a friend? What distinguishes you outside of academics and accolades?

How to Answer it: First and foremost, feel free to get creative with your response to this prompt. While you are producing a supplemental essay and thus a professional piece of writing, the prompt invites you to share more personal qualities, and you should aim to demonstrate your unique characteristics in your own voice. Consider things such as: How would your friends describe you? What funny stories do your parents and siblings share that encapsulate your personality? Or, consider what someone might want to know about living with you: do you snore? Do you have a collection of vintage posters? Are you particularly fastidious? While these may seem like trivial things to mention, the true creativity is in how you connect these qualities to deeper truths about yourself—perhaps your sleepwalking is consistent with your reputation for being the first to raise your hand in class or speak up about a cause you’re passionate about. Perhaps your living conditions are a metaphor for how your brain works—though it looks like a mess to everyone else, you have a place for everything and know exactly where to find it. Whatever qualities you choose, embrace the opportunity to think outside of the box and showcase something that admissions officers won’t learn about anywhere else on your application.

University of Pennsylvania

Prompt: Write a short thank-you note to someone you have not yet thanked and would like to acknowledge.

What Makes it Unique: Breaking from the traditional essay format, this supplement invites you to write directly to a third party in the form of a 150-200 word long letter. The challenge in answering this distinct prompt is to remember that your letter should say as much about you, your unique qualities and what you value as it does about the recipient—all while not seeming overly boastful or contrived.

How to Answer it: As you select a recipient, consider the relationships that have been most formative in your high school experience—writing to someone who has played a large part in your story will allow the admissions committee some insight into your development and the meaningful relationships that guided you on your journey. Once you’ve identified the person, craft a thank-you note that is specific and heartfelt—unlike other essays, this prompt invites you to be sentimental and emotional, as long as doing so would authentically convey your feelings of gratitude. Describe the impact they’ve had on you, what you’ve learned from them, and how their influence has shaped your path. For example, if you’re thanking a teacher, don’t just say they helped you become a better student—explain how their encouragement gave you the confidence to pursue your passions. Keep the tone sincere and personal, avoid clichés and focus on the unique role this person has played in your life.

University of Notre Dame

Prompt: What compliment are you most proud of receiving, and why does it mean so much to you?

What Makes it Unique: This prompt is unique in that it invites students to share something about themselves by reflecting on someone else’s words in 50-100 words.

How to Answer it: The key to answering this prompt is to avoid focusing too much on the complement itself and instead focus on your response to receiving it and why it was so important to you. Note that this prompt is not an opportunity to brag about your achievements, but instead to showcase what truly matters to you. Select a compliment that truly speaks to who you are and what you value. It could be related to your character, work ethic, kindness, creativity, or any other quality that you hold in high regard. The compliment doesn’t have to be grand or come from someone with authority—it could be something small but significant that left a lasting impression on you, or it could have particular meaning for you because it came from someone you didn’t expect it to come from. Be brief in setting the stage and explaining the context of the compliment—what is most important is your reflection on its significance and how it shaped your understanding of yourself.

Stanford University

Prompt: List five things that are important to you.

What Makes it Unique: This prompt’s simplicity is what makes it so challenging. Stanford asks for a list, not an essay, which means you have very limited space (50 words) to convey something meaningful about yourself. Additionally, the prompt does not specify what these “things” must be—they could be a physical item, an idea, a concept, or even a pastime. Whatever you choose, these five items should add depth to your identity, values, and priorities.

How to Answer it: Start by brainstorming what matters most to you—these could be values, activities, people, places, or even abstract concepts. The key is to choose items or concepts that, when considered together, provide a comprehensive snapshot of who you are. For example, you might select something tangible and specific such as “an antique telescope gifted by my grandfather” alongside something conceptual such as “the willingness to admit when you’re wrong.” The beauty of this prompt is that it doesn’t require complex sentences or elaborate explanations—just a clear and honest reflection of what you hold dear. Be thoughtful in your selections, and use this prompt to showcase your creativity and core values.

While the supplemental essays should convey something meaningful about you, your values, and your unique qualifications for the university to which you are applying, the best essays are those that are playful, original, and unexpected. By starting early and taking the time to draft and revise their ideas, students can showcase their authentic personalities and distinguish themselves from other applicants through their supplemental essays.

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17 Team-Building Activities for In-Person, Remote, and Hybrid Teams

• Rebecca Knight

Employees with strong relationships at work are more creative, collaborative, and likely to stay with their organization.

Managers sometimes turn to team-building activities to build connections between colleagues. But which activities and practices would work best for your team? And how can you put them into action most effectively? In this article, the author offers advice and recommendations from three experts. Their activity suggestions are intended to inspire ideas that you can then tailor to your team’s size, sensibilities, and circumstances. These activities don’t need to be extravagant or overly structured — what matters is being intentional about making team building happen. Stay attentive to your team members’ needs, involve colleagues in planning, and show sincere interest in getting to know them. By doing so, you’ll help build a positive, inclusive team culture that tackles loneliness and helps everyone succeed together.

In the era of remote work and scattered teams, managers face a key challenge: fostering connections among employees, no matter where they happen to be located.

• RK Rebecca Knight is a journalist who writes about all things related to the changing nature of careers and the workplace. Her essays and reported stories have been featured in The Boston Globe, Business Insider, The New York Times, BBC, and The Christian Science Monitor. She was shortlisted as a Reuters Institute Fellow at Oxford University in 2023. Earlier in her career, she spent a decade as an editor and reporter at the Financial Times in New York, London, and Boston.

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Automattic launches AI writing tool that aims to make WordPress blogs more readable and succinct

Automattic, the owner of WordPress.com, has launched a new AI tool designed to help bloggers write more clearly and succinctly.

The tool joins a swathe of writing assistants launched lately by the likes of privacy app maker Proton , as well as the mighty Google .

Write Brief with AI , as Automattic’s new tool is called, complements a generative AI writing assistant Automattic launched for WordPress last year that helps users construct content using text-based prompts , and tweak the tone of their posts to be more informal or empathetic, for example.

This latest tool is more about assisting users with existing content that they’ve written. It’s available now in beta as part of Jetpack , a suite of features that enhance WordPress.com-hosted websites’ functionality, though Jetpack is available separately via a plugin for self-hosted WordPress sites. For now, Write Brief with AI is only available for WordPress.com sites (for free) during the initial beta phase, and can be accessed through the Jetpack icon in the top right of the editor.

With Write Brief with AI, WordPress tells users whether they are using too many words to describe something, inviting them to click a “Suggest” button to automatically simplify a sentence.

Similarly, it can tell users if their language lacks confidence — for example, if they’re using words such as “possibly” too frequently, or whether they are using overly complex words that might alienate some readers.

At the side of the screen, the tool also gives the writers a readability score spanning three metrics — complexity, sentence length and confidence.

The WordPress web

While ChatGPT has emerged as the poster child for the generative AI movement, Automattic sits in a somewhat privileged position as the driving force behind much of the web as we know it. The company is both a contributor to the open source, self-hosted WordPress project and the developer behind the commercial WordPress.com business. Thus, baking AI smarts into its nigh-omnipresent blogging platform is likely to help it see significant uptake.

Automattic said Write Brief with AI emerged from an in-house hack week project, and after rolling it out internally, the company decided to make it available to everyone. “We saw just how useful and beloved it quickly became, and decided to release it into the world,” Automattic senior product designer Noam Almosnino wrote in a blog post .

While the broader AI writing assistant Automattic launched last year is available in a dozen languages, Write Brief with AI is limited to English for now.

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California AI bill SB 1047 aims to prevent AI disasters, but Silicon Valley warns it will cause one

SB 1047 has drawn the ire of Silicon Valley players large and small, including venture capitalists, big tech trade groups, researchers and startup founders.

California weakens bill to prevent AI disasters before final vote, taking advice from Anthropic

California’s bill to prevent AI disasters, SB 1047, has faced significant opposition from many parties in Silicon Valley. Today, California lawmakers bent slightly to that pressure, adding in several amendments…

Meta axed CrowdTangle, a tool for tracking disinformation. Critics claim its replacement has just ‘1% of the features’

Journalists, researchers and politicians are mourning Meta’s shutdown of CrowdTangle, which they used to track the spread of disinformation on Facebook and Instagram. In CrowdTangle’s place, Meta is offering its…

Rivian launches smaller $1,400 camp kitchen, 5 years after initial demo

The Rivian camp kitchen attracted buzz from almost the moment it appeared as a prototype in 2019 at Overland Expo West. Despite interest in the accessory, Rivian never actually sold…