We’ll use Perusall to annotate and read together. Class Plans
I’ll use this page to add in-class prompts, slides, resources, materials, throughout the semester. I’ll link to our shared google slides here and on the calendar.
April 6:
March 30:
A plan:
- Brainstorm goals of paper
- Brainstorm plan for mock tutoring session
- Take turns giving/receiving feedback
- Work with your own draft & write memo. Share with Kim
Pairs:
- Joshua & Zachary
- Arie & Lauren
- Harry & Aaron
- Ben & Hayden
- Cassidy & Laura
- Taylor & Josie
Let’s brainstorm: what were the goals of the assignment?
Also brainstorm: Based on your experience meeting with a tutor from SLC, what makes a productive tutoring session? What might our protocols be for supporting each other with today’s drafts?
Turn taking focusing on each other’s drafts.
We should have time to incorporate ideas from your feedback session into your drafts too.
MEMO: Write memo before we leave:
- Where is this draft in your process (do you feel it’s complete or is there more you plan to add?) What is working in this draft? What insights did you glean from your peer response today? What might you revise in another draft given this feedback or other ideas you have about revision? What feedback would you like next (from Kim)?
- Share drafts with Kim (if google: kjaxon@mail.csuchico.edu)
Random info:
LaTex: https://www.latex-project.org/about/
Thesis citation in APA & MLA (from Purdue OWL):
APA
Lastname, F. M. (Year). Title of dissertation or thesis (Publication No.) [Doctoral dissertation or master’s thesis, Name of Institution Awarding Degree]. Database Name.
Duis, J. M. (2008). Acid/base chemistry and related organic chemistry conceptions of undergraduate organic chemistry students (Publication No. 3348786) [Doctoral dissertation, University of Northern Colorado]. ProQuest Dissertations and Theses Global.
MLA
Citation for electronic source in MLA (citation from online database)
Cite online databases (e.g. LexisNexis, ProQuest, JSTOR, ScienceDirect) and other subscription services as containers. Thus, provide the title of the database italicized before the DOI or URL. If a DOI is not provided, use the URL instead. Provide the date of access if you wish.
Alonso, Alvaro, and Julio A. Camargo. “Toxicity of Nitrite to Three Species of Freshwater Invertebrates.” Environmental Toxicology, vol. 21, no. 1, 3 Feb. 2006, pp. 90-94. Wiley Online Library, https://doi.org/10.1002/tox.20155. Accessed 26 May 2009.
Langhamer, Claire. “Love and Courtship in Mid-Twentieth-Century England.” Historical Journal, vol. 50, no. 1, 2007, pp. 173-96. ProQuest, https://doi.org/10.1017/S0018246X06005966. Accessed 27 May 2009.
March 23:
March 7:
Read through your field notes. Any patterns or recurring themes? Was there an interesting session to explore?
Take some notes to talk from with your group.
When we return from break, memo due: Highlight interesting portions from your data with your interpretation. This can be messy: you might copy and paste a few places in your data that work with a similar concept (for example, noticing how a mentor works with assignment descriptions or the kinds of questions students ask: are there any patterns in your notes?). You might annotate a day or two from your notes, noting class readings that might help unpack or shed light on what you noticed.
Getting Tutored paper: do you have a plan for writing?
Week 5 (Feb 21 & 23)
Fieldnotes exchange
What are writers learning to do in your internships? What are mentors learning to do?
Slide deck for Sommers & Saltz: link here
Prep for 131:
Link to 131 Consultation handout
English 130 assignments (shared folder)
Week 4 (Feb 14 & 16)
Wednesday (Feb 16) Slide deck for Mark Hall’s chapter
What is the “joint activity” in the contexts you’re interning in? What do mentors think they are doing? What do students think they are doing? What do interns think they are doing?
How might we borrow and add to Hall’s list of “valued practices”? How might this inform our fieldnotes?
How might our experiences with schooling shape what we’re noticing in our fieldnotes?
Prep for 131:
Link to 131 Consultation handout
English 130 assignments (shared folder)
Monday (Feb 14): feedback on fieldnotes. Let’s look at the notes from your group this time and then talk through. Link to our shared Google folder with fieldnotes
Some ideas to consider:
- What are the activities (what are students invited to do in the workshop or tutoring session)? Who participates?
- how many students talk? When they do talk, what do they talk about? Do they have questions about the assignments, questions about college more generally, talk about ideas from readings or ideas from the course?
- What is the language of the workshop or tutoring session? What’s the new lexicon you’re learning? i.e: how writing assignments are named, how writing is talked about, how drafts are talked about: what about this context is familiar and what is new to you?
Example work: Marc’s essay, a freshman at Chico State who talks about his experiences with languages (link to assignment). And Marc’s film
Week 2:
- Monday: Slide deck for Jaxon et al “Epic Learning…” HERE
- Wednesday: Slide deck for Situated Cognition article HERE
- (BTW, if you’re interested: link to full article from Educational Researcher here)
In class prompt to write and talk from:
Think about something you’ve learned how to do pretty well outside of school. What materials or spaces do you need? What or who supports your learning?
Week 1: Slide deck for Rodby and Fox “Basic Work and Material Acts…” HERE