Hey guys, thanks for a good session! I’ll try to get us a less sauna-like room for our next meeting.
For next time, please do the following:
- Read “Creating Mindful Readers in First-Year Composition Courses: A Strategy to Facilitate Transfer” by Carillo and “Introducing Difficulty” from The Elements (and Pleasures) of Difficulty by Salvatori and Donahue. (links are live). They’re both pretty short, and both could be used with your students if you so desired.
- Comment on at least 2 of the 3 discussion forums (they are just below this post.) These are the topics that we were talking about in class. All you have to do is add a comment to the post. Super easy!
- Upload the low-stakes assignments we discussed in class to “low-stakes assignments.”
That’s plenty, so I’m not going to ask you to write more, but if you DO happen to have any good handouts of reading assignments or strategies you have, please send them my way! I’m going to compile a packet of reading assignments and I would love to have more to add.
Also, in case you are interested, here is the handout I have about teaching students how to email a professor. Jackie has one that’s less corny, I think, but corny is kinda how I roll (you’re welcome to use this if it’s helpful to you.)
As we move from the old essay modes into more rhetorical and genre awareness, what are you afraid will get lost? How do you think we can fit in the skills we were teaching into the new curriculum?
To comment, simply click “leave a reply” above and say what you have to say!
What are your concerns about the teaching of grammar in the classroom? How do you teach grammar? When do you forgo the teaching of grammar?
To comment, simply click “leave a reply” above and add your sage remarks!
What are some ways you get a reticent classroom engaged? What are some ways you get reticent students engaged? What are some ways you foster classroom community?
To pipe in, click “leave a reply” above and…reply!