Several instructors have sent follow-up response to the program’s October’s workshop on Sequencing/Scaffolding assignments (see the video of the workshop here), discussing how they use strategies emphasized in that workshop in their own teaching. Below are the comments submitted by instructors Ian Kennedy, Abby Heiniger, and Katrina Newsom. Ian’s response: In our 10/3/2011 workshop on … Continue reading
In this recording of the second half or our December Workshop, workshop attendees discuss their own best practices for teaching basic writing courses as well as possibilities for integrating multiple intelligence theory into their pedagogy.
In this recording of the first half of our December Workshop, presenters Ruth Ray, Angela Meador, and Jennifer Weaver discuss multiple intelligence theory and its applications to basic writing pedagogy.
The past three semesters I’ve been teaching a modified version of the Rhetorical Analysis Project in my 1020 class. Based on my interests in the genres of music video and Hip Hop (ones often shared by my students), I teach a hybrid of projects 1 and 2 that asks students to perform an analysis of … Continue reading
As a new teacher, it is often very difficult to create an assignment, be excited to present it to your students, only to be unpleasantly surprised and disappointed by what your students produce. As instructors, especially new instructors, it is often difficult to determine what assignments will and will not work. You may have clear … Continue reading
It is safe to say that as long as there have been cell phones, there have been policies against their use in the classroom. When I began my undergraduate career, cell phones were a few years away from ubiquity and yet I struggle to recall a syllabus that didn’t include a line stating that they … Continue reading
Bear with me as I try not to mix any metaphors. Most of the time, digestion-related metaphors for (teaching) student writing fall on the negative side of things, showing what we don’t want students to do or produce (see regurgitation, crap). But this semester I have found myself using digestion in a much more positive … Continue reading
Admittedly, establishing authority in my classroom was never something on the forefront of my mind until this current semester. I had good days and bad days while teaching 1020, and every time I had a bad day, I would try that much harder the next class time to have a good day. But as long … Continue reading
Given that my last blog was a behemoth, this is a shorter entry acting as a bit more of an update on my own teaching practices and a follow up to a workshop I gave at the GTA orientation last Fall about the goals and methods for commenting on student drafts in 1020. Composition scholarship … Continue reading
