Part of a series of incremental assignments designed to help students learn LaTeX, this assignment by Craig Desjardins asks students to make a figure of their choice and include it in a LaTeX document. The assignment is loosely specified, so this assignment will work best in a class of self-motivated learners.
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This is a basic handout for students beginning to teach themselves LaTeX.
Read more →This collection of resources for LaTeX novices includes a handout explaining how to get started with LaTeX as well as a template and a verbose template. The handout lists further resources.
Read more →This handout demonstrates how guiding text can be used to communicate the structure of logic or text.
Read more →This assignment provides guidance and a rubric to students as they critique each other’s proofs. From M.I.T.’s communication-intensive offering of Real Analysis.
Read more →This e-mail to graders in a large communication-intensive math class provides guidance for how to recognize plagiarism and what to do if they read a term paper that they suspect contains plagiarism.
Read more →Guidance for TAs about grading a short writing assignment that students will revise. We also met as a group to compare grades to ensure consistency. From M.I.T.’s large lecture-based class, Principles of Applied Mathematics.
Read more →This grid for evaluating a term paper includes such topics as general aspects (e.g., paper has a clear message), exposition, technical content, and insightfulness. Each category is weighted equally and includes subcategories. From Pedro Reis’ Undergraduate Seminar in Physical Applied Mathematics at MIT.
Read more →This student handout gives guidance for explaining algorithms clearly. Advice includes knowing the knowledge level of the audience, stating the algorithm’s purpose before going into details, indicating the structure of the explanation, defining new terms in context, viewing a draft from the point of view of a reader, asking for peer feedback, and proofreading. From MIT’s Principles of Applied Mathematics.
Read more →This case study describes an e-mail flame war. Discussion questions guide students to identify why each participant acted as they did and at which stages the flame war could have been diffused. Attribution for the case study goes to Les Perelman, and attribution for the discussion questions goes to Susan Ruff.
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