I'm shifting through possible books online this weekend and a few questions have been popping up.
For example, how many books are too many? By this I mean is there a point where students are reading too much and the readings are taking away from writing time? At the moment, I'm looking at having three books: one handbook, one reader that deals with language and writing at the college level, and one with readings on contemporary America. I'm looking at books from St. Martin, mostly because I don't the time to look for any other publishers. Their website is also very helpful and has specific details on all of their books.
Thematically, I'm thinking that my class will revolve around the theme of contemporary American culture. Under this umbrella, topics can include things like pop culture, video games, national events/tragedies, conspiracy theories, etc. I admit, I'm choosing the theme on basically personal reasons - I don't want to read and assign books that I don't want to read (and conversely, I think I'll be more interested in student's writings on these subjects).
Now here's a problem I'm having.
I'm trying to decide among a few books - namely between books that have a bunch of editorial stuff (assignment ideas, writing prompts), and other books that don't have much in the way of writing guides (as far as I can tell from the websites) but really interesting chapters and thematic material. Which route would you guys take?
Are there any resources for writing assignments in general?
I'm also interested in what (if any) themes you guys will be using next semester.
Saturday, November 24, 2007
Tuesday, November 20, 2007
HELP tip of the iceberg?
hi guys,
so i'm grading student papers this morning and am having trouble with one of them. actually, i've had trouble with the writer all semester. her ideas are usually strong, but there's always a trillion "iceberg" errors. because of my teaching philosophy (which has received reinforcement from this class), i've let a lot of these errors slide. i do mark the bigger ones, such as incomplete sentences, but generally i was hoping they'd correct themselves over the semester.
well, she's just turned in another big paper and it's riddled with run-ons, misspellings, incomplete sentences, and so on. this is the fourth draft that i've seen, and thus the forth time i've suggested tightening up not only ideas but also the tip-of-the-iceberg stuff. i know it's small beans, but when you have so many! well . . . i told her that time spent proofreading will strengthen her argument.
so i'm not sure what to say on this fourth draft. i guess it's tighter in some areas, but others are still very sloppy. i don't know if i'm allowed to do this, but here's some examples of what i mean:
-I asked the students that I interview the reaction was mixed.
-I guess you background and the ways you were raised does play a big part in how you look at major things that our happen in our world.
-A lot of African Americans lean to democratic side and most Caucasions people lean to the republican side of things. A lot of the African Americans really support Gores efforts but are blinded and main points of global warming. However, both races were somewhat knowledge of the subject and gave strong opinions.
-Social group does have and affect on this because these are the things they surround themselves with on the everyday basis letting their mond wonder from important things as others would say.
-In my interview a lot of the students were not sure what the university was doing, there were a few that were as well.
so how do i grade something like this? yes, i can understand her points--but it takes effort and patience. and to be honest, i'm getting frustrated. on every paper i've given her extra opportunities to revise. we've met a few times as well, and she's been to the writing center. as mentioned, this is the fourth time i'm reading this paper.
any comments would be really helpful.
mel
so i'm grading student papers this morning and am having trouble with one of them. actually, i've had trouble with the writer all semester. her ideas are usually strong, but there's always a trillion "iceberg" errors. because of my teaching philosophy (which has received reinforcement from this class), i've let a lot of these errors slide. i do mark the bigger ones, such as incomplete sentences, but generally i was hoping they'd correct themselves over the semester.
well, she's just turned in another big paper and it's riddled with run-ons, misspellings, incomplete sentences, and so on. this is the fourth draft that i've seen, and thus the forth time i've suggested tightening up not only ideas but also the tip-of-the-iceberg stuff. i know it's small beans, but when you have so many! well . . . i told her that time spent proofreading will strengthen her argument.
so i'm not sure what to say on this fourth draft. i guess it's tighter in some areas, but others are still very sloppy. i don't know if i'm allowed to do this, but here's some examples of what i mean:
-I asked the students that I interview the reaction was mixed.
-I guess you background and the ways you were raised does play a big part in how you look at major things that our happen in our world.
-A lot of African Americans lean to democratic side and most Caucasions people lean to the republican side of things. A lot of the African Americans really support Gores efforts but are blinded and main points of global warming. However, both races were somewhat knowledge of the subject and gave strong opinions.
-Social group does have and affect on this because these are the things they surround themselves with on the everyday basis letting their mond wonder from important things as others would say.
-In my interview a lot of the students were not sure what the university was doing, there were a few that were as well.
so how do i grade something like this? yes, i can understand her points--but it takes effort and patience. and to be honest, i'm getting frustrated. on every paper i've given her extra opportunities to revise. we've met a few times as well, and she's been to the writing center. as mentioned, this is the fourth time i'm reading this paper.
any comments would be really helpful.
mel
Monday, November 19, 2007
Pratical Concerns
Okay. So I am just going to start a list of the pratical concerns for the next semester. I am begining to get a little nervous because the time is approaching to teach, and I am not sure if I am armed with everything I need to know. I am ovbiously nervous, it is 3:30 in the morning and I cannot sleep. Ha.
Actually not all of these concerns are mine. Some of these stem from conversations I have had with a few of you. I realize that some of us are not worried or nervous about next semester so feel free to participate or not accordingly.
It is just that I have had a few days away from school and all things Kent, and that little bit of distance has given me the courage to brings things up that I have been afraid to bring up because of what everyone might think. Like I said not all of these are my questions, and I am sure I will forget a few, but add or subtract as you like. Join in or not, but I just wanted to use this space as a way to bring up some of the conversations that have been happening outside. I am just the voice here, only because I know we are running out of time.
a.) Syllabus--this is not so problematic as the course outline portion. How do we plan a course from day to day, what if we finish a lesson early, or need more time. And what exactly are the policies that need to go in this thing? It is difficult to talk about workshopping something that I am not even sure I know how to write.
b.) What should students call us? What if we are uncomfortable with them calling us by our first name? We are not technically professor so and so, but Mr. or Ms. is so second grade. Will using our first names detract from our authority in the classroom?
c.) Who do we report to at the writing center with questions/concerns? Bascially, do we have a boss?
d.) Where do we go for more information on different texts? What other options do we have? When do book orders have to be in, how does that all work?
e.) Who do we go to if we want to familarize ourselves with just plan ole' operation of the technology in the classroom? I am not talking about setting up blogs or vista; I am talking about being able to do more than just turn the lights on.
f.) Who do we go to or what do we do if we feel that we have a disruptive student in the class or the like?
g.) What is the university's policies about student athletes in the class?
h.) Grading? Grading? Grading? What does everything think? Are you going to use a point system, percentages, what?
i.) What ideas do you have for the type of technology you want to include?
j.) What do we do in case of emergencies or class cancellations? What if uncle fred or aunt lousie suddenly dies, and we have to go back home for a few days? And I know some of us will be gone for a while in Jan. to attend AWP, what do we do with our class then?
k.) Assignments!! How the hell do we write a syllbus, plan a course, think about dynamics and class management when we don't even know when we are teaching.
Alrigt, that is all I can remember in my half sleep state. I realize that most of these questions have to do with classroom mechanics, but hey we'll be managing a classroom right? Like I said, not all of these questions are mine; they are the offspring of several conversations. I am sure you may have other concerns; these are just the few I can remember while I am sitting here in my mother's kitchen dreading the drive back to Ohio at the butt crack of dawn.
See you all in a few hours!!
Actually not all of these concerns are mine. Some of these stem from conversations I have had with a few of you. I realize that some of us are not worried or nervous about next semester so feel free to participate or not accordingly.
It is just that I have had a few days away from school and all things Kent, and that little bit of distance has given me the courage to brings things up that I have been afraid to bring up because of what everyone might think. Like I said not all of these are my questions, and I am sure I will forget a few, but add or subtract as you like. Join in or not, but I just wanted to use this space as a way to bring up some of the conversations that have been happening outside. I am just the voice here, only because I know we are running out of time.
a.) Syllabus--this is not so problematic as the course outline portion. How do we plan a course from day to day, what if we finish a lesson early, or need more time. And what exactly are the policies that need to go in this thing? It is difficult to talk about workshopping something that I am not even sure I know how to write.
b.) What should students call us? What if we are uncomfortable with them calling us by our first name? We are not technically professor so and so, but Mr. or Ms. is so second grade. Will using our first names detract from our authority in the classroom?
c.) Who do we report to at the writing center with questions/concerns? Bascially, do we have a boss?
d.) Where do we go for more information on different texts? What other options do we have? When do book orders have to be in, how does that all work?
e.) Who do we go to if we want to familarize ourselves with just plan ole' operation of the technology in the classroom? I am not talking about setting up blogs or vista; I am talking about being able to do more than just turn the lights on.
f.) Who do we go to or what do we do if we feel that we have a disruptive student in the class or the like?
g.) What is the university's policies about student athletes in the class?
h.) Grading? Grading? Grading? What does everything think? Are you going to use a point system, percentages, what?
i.) What ideas do you have for the type of technology you want to include?
j.) What do we do in case of emergencies or class cancellations? What if uncle fred or aunt lousie suddenly dies, and we have to go back home for a few days? And I know some of us will be gone for a while in Jan. to attend AWP, what do we do with our class then?
k.) Assignments!! How the hell do we write a syllbus, plan a course, think about dynamics and class management when we don't even know when we are teaching.
Alrigt, that is all I can remember in my half sleep state. I realize that most of these questions have to do with classroom mechanics, but hey we'll be managing a classroom right? Like I said, not all of these questions are mine; they are the offspring of several conversations. I am sure you may have other concerns; these are just the few I can remember while I am sitting here in my mother's kitchen dreading the drive back to Ohio at the butt crack of dawn.
See you all in a few hours!!
Sunday, November 18, 2007
Sommer's Article
I liked the Sommer's article in Practice in Context. I will probably use some of the same principles in my own class next semester. I like the idea of making students reflect on their drafts before they turn them in. Metacognition definitely aids in the learning process. Plus, I think it causes students to have more ownership over their work. Instead of just getting feedback from the teacher, they get feedback from themselves. While it would be nice to think that they would do this on their own. They probably won't. Students are reluctant to do work they are not required to. Hell, I am reluctant to do work I am not required to do some times. Requring reflection, will help students to understand the how and why of their writing. The understanding of that can really help them become better writers.
I also like the idea of early, middle, and late grading. Grade grades are too final to put on drafts. If a student recieves an A on a draft, they are not likely to go back and change anything. If they recieve a "late" grade, however, they are less likely to react this way. Late suggets that the draft is good, but not complete. Likewise, if a student recieves an F on a draft, they will probably get discouraged and think everything they have written down is worthless. If they get an "early," mark, they won't get so depressed, at least I don't think so. Early doesn't sound nearly as bad as "F." It is a good system of grading, overall.
I do not think I will tape record my comments to students. I don't think it is a bad idea, but I don't think that written comments are ineffective. I just don't see the point of the tapes. Written comments are nice!
I also like the idea of early, middle, and late grading. Grade grades are too final to put on drafts. If a student recieves an A on a draft, they are not likely to go back and change anything. If they recieve a "late" grade, however, they are less likely to react this way. Late suggets that the draft is good, but not complete. Likewise, if a student recieves an F on a draft, they will probably get discouraged and think everything they have written down is worthless. If they get an "early," mark, they won't get so depressed, at least I don't think so. Early doesn't sound nearly as bad as "F." It is a good system of grading, overall.
I do not think I will tape record my comments to students. I don't think it is a bad idea, but I don't think that written comments are ineffective. I just don't see the point of the tapes. Written comments are nice!
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