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ENG 1020

This category contains 9 posts

Digital Storytelling in First-Year Composition

I can vividly recall stumbling across “The World of Digital Storytelling” by Jason Ohler in late 2008. I was on winter break and I was looking for an innovative way to teach a personal narrative assignment to my soon-to-be first-year composition students. To be sure, I taught personal narrative assignments many different ways during many … Continue reading

Making the Most of Student Conferences: Instructor Feedback as Heuristic

  As teachers, we do all we can to ensure the success of our students.  We make syllabi, we develop assignments and rubrics, we grade, and we converse with our students.  It is our belief that these pedagogical practices matter to students, encourage learning, and produce the successful writers in the future.  And while most … Continue reading

My On-again, Off-again Love Affair with Collaborative Writing Projects

Collaborative writing projects are a very great good, and I will continue to assign them. Collaborative writing projects are problematic and I consider cutting them from my course plans every semester. From Kenneth Bruffee to Ira Shor, pedagogical theorists have maintained not only the value of student collaboration, but the necessity of it. Knowledge is … Continue reading

We’ve Always Taught Technology in Composition!

Joe Torok is a PhD candidate in Rhetoric and Composition as well as a Lecturer in the English Department at Wayne State University. He teaches Basic Writing and Technical Communication and has been instrumental in helping the department significantly expand the number of its online course offerings.   I don’t often see technology in scare quotes, but … Continue reading

How did IT get here? Part II: Strategies for Supporting Students’ Development of Metacognitive Inscription

    This is the second post of a two-part series written by Adrienne Jankens, Angela Meador, and Thomas Trimble on metacognition’s role in the WSU Composition sequence.   In our previous post, we provided an overview of the theoretical and pedagogical context behind the Composition Program’s interest in metacognitive awareness and reflection. The core argument … Continue reading

How did IT get here?

This is the first post of a two-part series written by Adrienne Jankens, Angela Meador, and Thomas Trimble on metacognition’s role in the WSU Composition sequence. Why Metacognition? Metacognition and reflection’s roles within the WSU Composition sequence can be traced to two related contexts, one of which was institutionally-specific to WSU, and another connected to … Continue reading

“Watch and Wait”: Some Thoughts About the End(s) of Reflection in an ENG 1020 Semester

The first year of blog posts have started a conversation that has helped me feel more connected with other teachers and more deliberate and informed in my own day to day teaching. The longest thread on reflection was an interesting and appropriate starting point for this blog too – giving insight into not only into … Continue reading

Piloting the New 1020, Part V: Teaching and Learning about Discourse and Discourse Communities in the Inquiry-Based Classroom

Note: This it the fifth in a series of blog posts chronicling the piloting of the new ENG 1020 Curriculum. You can find all entries in the series here. Each of us teaching pilot sections of ENG 1020 has our own angle to the course. While we have agreed on several components of the course … Continue reading

Piloting the New 1020: Viral Genres

Note: This it the first in a series of blog posts chronicling the piloting of the new ENG 1020 Curriculum. You can find all entries in the series here. One of the challenges of revising the 1020 curriculum for piloting this Fall, at least for this instructor, was the thought of giving up on assignments … Continue reading