We’ll use Perusall to annotate and read together. Weeks 9-11 (Oct 19-Nov 8)
Weeks 9, 10 & 11 (Oct 19-Nov 8: “this one goes to 11″)
Please take our Doodle poll to see if we can find a time to Zoom with Professor Mark Hall from UNC, Charlotte. (Either: Oct 26 11:00-12:00, Oct 27 10:00-11:00, Oct 29 11:00-12:00, or Nov 2 12:00-1:00). Hoping to choose the time asap so Professor Hall’s calendar does not get filled. thank you!
Week 9: Oct 19-25
By Friday, Oct 23
I’m hoping to give you a shorter reading with a bit of choice this week. And instead of a long reading, I’m going to invite you to do a bit of informal writing about what you know so far from your internships. In three weeks, we have a paper due that will ask you to work with the internships and the readings in our class so far. I’d like to use some writing this week to get started on that project. Here’s a suggested approach:
Read through all your field notes so far and keep track of ideas that are interesting to you. Then do some informal writing:
What common ideas emerge from reading through the last eight weeks of notes? What would you say is working in the workshop? What growth have you seen from students or the way the workshop is functioning? Then, what problems do you notice? Have the problems changed over time or has there been some constant struggles for the students and the workshop (struggles with the writing, with Zoom, with something else?)
I’d like this writing to be at least 2 pages: think of it as a summary of the notes so far and insights or problems that emerge.
End the writing by offering a couple of questions we might pursue in the next few weeks with our reading/writing for this class. For example: “how do we support participation in the workshop?” “How do we support student drafts?”
Share this in the category in Currents called “Summary of notes so far.” (due Friday, Oct 23)
By Sunday, Oct 25
Reading and workshop update:
- Choose one of the chapters from Bad Ideas About Writing from the “Bad Ideas About Assessing Writing” section and comment in Perusall. Choose from one of these five options:
- “Grading Has Always Made Writing Better” by Mitchell R. James (p 255)
- “Rubrics Save Time and Make Grading Criteria Visible” by Anne Leahy (p 259)
- “Rubrics Oversimplify the Writing Process” by Crystal Sands (p 264)
- “When Responding to Student Writing, More is Better” by Muriel Harris (p 268)
- “Student Writing Must be Graded by the Teacher” by Christopher R. Friend (p 273)
- Once you’ve read, you’ll do some Quote Gathering:
- Select a memorable passage or two from the reading. Copy and paste this quote(s)/passage(s) into your Currents area. Then, write, type, or draw your response to what you read (in any length or form) OR write at least two discussion questions/conversation starters. Upload a picture of your drawing or write out your thoughts or questions under your quotes. Our goal is to keep track of the ideas you are reading, noticing patterns of ideas you may be drawn to as you complete the readings. Keeping track of the quotes and your initial thoughts will also help a lot when you go to write the What I Know So Far paper.
- You’ll also still give us an update on your workshop. *NOTE: I made new categories in Currents so look for “Workshop Updates Week 9, etc.”
Week 10: Oct 26-Nov 1
By Thursday, Oct 29:
- Choose another one of the chapters from Bad Ideas About Writing from the “Bad Ideas About Assessing Writing” section and comment in Perusall. Choose a different selection from last week from one of these five options:
-
- “Grading Has Always Made Writing Better” by Mitchell R. James (p 255)
- “Rubrics Save Time and Make Grading Criteria Visible” by Anne Leahy (p 259)
- “Rubrics Oversimplify the Writing Process” by Crystal Sands (p 264)
- “When Responding to Student Writing, More is Better” by Muriel Harris (p 268)
- “Student Writing Must be Graded by the Teacher” by Christopher R. Friend (p 273)
-
- Once you’ve read, you’ll do some Quote Gathering:
- Select a memorable passage or two from the reading. Copy and paste this quote(s)/passage(s) into your Currents area. Then, write, type, or draw your response to what you read (in any length or form) OR write at least two discussion questions/conversation starters. Upload a picture of your drawing or write out your thoughts or questions under your quotes. Our goal is to keep track of the ideas you are reading, noticing patterns of ideas you may be drawn to as you complete the readings. Keeping track of the quotes and your initial thoughts will also help a lot when you go to write the What I Know So Far paper.
By Sunday, Nov 1:
Give us an update on your workshop. *NOTE: I made new categories in Currents so look for “Workshop Updates Week 10.”
Week 11: Nov 2-8
Monday, Nov 2, 5:00pm: optional to lesson plan and talk about/work on the draft. ;-)
By Sunday, Nov 8 Nov 13
Give us an update on your workshop. *NOTE: I made new categories in Currents so look for “Workshop Updates Week 11.”
Draft of paper due:
This is What I Know So Far…paper 20%
Draft due Nov 13 (date extended from Nov 8); we’ll revise via a memo (I’ll explain)
The purpose of this paper is to take a moment to synthesize what we’ve read and talked about to date in the class. The general prompt: What have you learned so far about the teaching of writing and supporting writers from the readings and your internships? As far as a picture in my head for these papers: I would expect that you’ll summarize and quote from at least three of the readings, maybe more. I would also expect that you’ll reflect on what you’re learning from your internship. Where it makes sense, it would be great if the readings help you to understand your internships. Even though you’re working with our readings, quoting from those sources, you could have an informal tone in this draft. I would see this as exploratory in nature…truly sitting with hmmmm, what do I know about supporting writers so far? I would use this paper to write your way to clarity; in other words, try out summarizing some of the readings that interested you as a way to figure out what you think. The drafts tend to be 4-6 pages.
Share with peer (your fieldnotes/workshop partner) and Kim in Google Doc: kjaxon@mail.csuchico.edu
Examples from previous semesters: