I’ve only read the excerpt here. I note that he was a Stuyvesant HS student, which I assume is the elite public HS in NYC since …..a long time(?) I believe Thelonious Monk was a student there. I know a couple of people who graduated there, and they are impressive.
My point—Gilyard was a high achieving student. Yes, he was “interrupted” by getting into drugs and crime. But he had to have had a strong foundation in traditional “academics.” So it’s not surprising to me he went on to be a professor and a writer.
For instance, to me, the excerpt we read is “standard written English.”
Not to say our students couldn’t do the same thing, or go on to be successful. But many of the students who have difficulty at City Tech do not have a strong “academic” foundation. We all know it’s easy to teach students who already have the “basics.”
Thus, we return to the same problem as from the beginning. How to engage the student who is not already motivated and “prepared” in a traditional academic sense.
Hi Everyone! We will reconvene on Wednesday, Oct 23 to talk about grading/ commenting on student essays. In preparation, there will be two readings: the classic (if you’re a Comp geek like me) “Responding to Student Writing” by Nancy Sommers and the very thought-provoking “Beyond Translingual Writing” by Jerry Won Lee.
We’ll be visited by Lubie Alatriste, the head of our ELL department, who will be talking with us about various linguistic and language issues. And we’ll talk about “minimal marking” strategies and other strategies that have worked for us when commenting on student papers. I’ll also be asking you about your commenting persona, if that makes sense: who are you trying to be in your comments? A coach, a buddy, a judge, etc… So think about that a little bit throughout the week.
We’ll be back in the President’s Conference Room, where we met last time– because we’re fancy. 4 pm as always.
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.)
Download (PDF, 292KB)