Thursday, June 27, 2013
Class Agenda 6.27
1. Quiz
2. Brief reaction to diagnostic essays. (Life lessons, humor, firmness, communication, control, patient, calm, flexible, creative, fun, optimistic, faithful, active, empowering, caring, blunt, personal, enthusiastic)
3. Brief discussion of text: what was new to the class? What was already known? What does the class now need to know?
4. Pair work. The goal of this exercise to teach the rest of the class some of the key ideas from the reading. Your pair should answer the following questions as you define the ideas assigned to you, and write brief answers (bullets, not sentences) on the board with dry erase marker (for extra credit, you may compose a short blog about your term and post it to your blog (worth 5 quiz points):
a. What is the definition of your idea, in your own words?
b. How does one practice it as a tutor?
Natalia-Marielli: stage-process model & recursive stage-process model
Annie-Fizza: culture and politics of writing
Candace-Jarisel: priority of concerns
Shanice-Lauren: student-centered tutoring/collaborative tutoring/teacher centered tutoring
Shanae-Rebecca: chaos of tutoring/ complexity of tutoring
Jamie-Guadalupe: fuzziness of tutoring
Margo-Angela?: Body language
5. Log in to Blogger and create a blog page for yourself. Directions at right or HERE. I'll try and model basic sequence.
6. Email the link to your blog to me (this is the screen visible to the outside world, not your "dashboard" screen, which only you can see. Hit "View Blog" to get the "front door" screen to your blog, and email this link to jrogers@lagcc.cuny.edu
7. Go over Moffett research assignment.
8. View short Moffett video(s). Take notes.
9. Blog number 1: Practice the techniques of summary and reflection. Blog goal: To summarize what Moffett discussed in his video for a sophisticated LaGuardia student, and to reflect on his ideas. What seems productive to you? How would you practice it? What questions or concerns do you have?
10. (Time-allowing) - Begin to research Moffett for the paper due next week. Note you will bring a draft for Peer Review (see syllabus).
2. Brief reaction to diagnostic essays. (Life lessons, humor, firmness, communication, control, patient, calm, flexible, creative, fun, optimistic, faithful, active, empowering, caring, blunt, personal, enthusiastic)
3. Brief discussion of text: what was new to the class? What was already known? What does the class now need to know?
4. Pair work. The goal of this exercise to teach the rest of the class some of the key ideas from the reading. Your pair should answer the following questions as you define the ideas assigned to you, and write brief answers (bullets, not sentences) on the board with dry erase marker (for extra credit, you may compose a short blog about your term and post it to your blog (worth 5 quiz points):
a. What is the definition of your idea, in your own words?
b. How does one practice it as a tutor?
Natalia-Marielli: stage-process model & recursive stage-process model
Annie-Fizza: culture and politics of writing
Candace-Jarisel: priority of concerns
Shanice-Lauren: student-centered tutoring/collaborative tutoring/teacher centered tutoring
Shanae-Rebecca: chaos of tutoring/ complexity of tutoring
Jamie-Guadalupe: fuzziness of tutoring
Margo-Angela?: Body language
5. Log in to Blogger and create a blog page for yourself. Directions at right or HERE. I'll try and model basic sequence.
6. Email the link to your blog to me (this is the screen visible to the outside world, not your "dashboard" screen, which only you can see. Hit "View Blog" to get the "front door" screen to your blog, and email this link to jrogers@lagcc.cuny.edu
7. Go over Moffett research assignment.
8. View short Moffett video(s). Take notes.
9. Blog number 1: Practice the techniques of summary and reflection. Blog goal: To summarize what Moffett discussed in his video for a sophisticated LaGuardia student, and to reflect on his ideas. What seems productive to you? How would you practice it? What questions or concerns do you have?
10. (Time-allowing) - Begin to research Moffett for the paper due next week. Note you will bring a draft for Peer Review (see syllabus).
Wednesday, June 26, 2013
ROOM CHANGE FOR TOMORROW
Lab E-140 has been reserved on Thursday, June 27 from 9:15 - 11:30 am and the remainder of the semester.
Review of college paragraphs
here is the link to They Say / I Say (it's also at the right-hand side of this screen, near the top, under "blogger instructions").
And here is a sample paragraph that contains a direct quote. I will note the particular parts of the sentence that contains the direct quote.
1. topic sentence. Statement or re-statement of a supporting claim for the thesis.
2. Defining vocabulary from the topic sentence. Define the key terms you are using.
3. Introduction of text you're using to support the claim. Author, title, publication, any additional information.
4. Brief summary of the major argument of the text.
5. Brief summary of the immediate context from which you are pulling the direct quote. You do not want your reader to be confused by the meaning of the quote, or where it's coming from. Consider, too, that the text you're using was itself in conversation with other texts and authors. If you know anything about that conversation, this part of the paragraph is the time to demonstrate that.
6. The direct quote.
a. The signal phrase. She writes
b. The "direct quotation" (remember that the quote must be 'integrated' into the voice of your sentence. Avoid "dangling quotations" or "dropped quotations," in which the quote lacks even a signal phrase.
c. The (citation).
7. The paraphrase of the direct quote
8. Critical Thinking
a. agree/disagree/both
b. connect to another idea from the same text
c. connect to another idea from a different text
d. connect to another idea from another form of media (film, etc)
e. if you've already connected to other textual ideas, you can relate a useful and appropriate personal experience, or a topic from the news
f. re-state the topic sentence claim by connecting your critical thinking discussion back to your thesis
Note: as you relate the supporting ideas from the direct quote and critical thinking, it may be that all of your connections aren't a "perfect fit." be conscious of that, and honest about it. Constantly define the words you use, and be clear about what "works" with your thesis and what doesn't. In order to raise these thoughts, you'll have to ask yourself critical questions: is this really a neat fit? am I missing something? Is there a problem with the point of view I'm using? Could someone disagree with this? how?
And here is a sample paragraph that contains a direct quote. I will note the particular parts of the sentence that contains the direct quote.
1. topic sentence. Statement or re-statement of a supporting claim for the thesis.
2. Defining vocabulary from the topic sentence. Define the key terms you are using.
3. Introduction of text you're using to support the claim. Author, title, publication, any additional information.
4. Brief summary of the major argument of the text.
5. Brief summary of the immediate context from which you are pulling the direct quote. You do not want your reader to be confused by the meaning of the quote, or where it's coming from. Consider, too, that the text you're using was itself in conversation with other texts and authors. If you know anything about that conversation, this part of the paragraph is the time to demonstrate that.
6. The direct quote.
a. The signal phrase. She writes
b. The "direct quotation" (remember that the quote must be 'integrated' into the voice of your sentence. Avoid "dangling quotations" or "dropped quotations," in which the quote lacks even a signal phrase.
c. The (citation).
7. The paraphrase of the direct quote
8. Critical Thinking
a. agree/disagree/both
b. connect to another idea from the same text
c. connect to another idea from a different text
d. connect to another idea from another form of media (film, etc)
e. if you've already connected to other textual ideas, you can relate a useful and appropriate personal experience, or a topic from the news
f. re-state the topic sentence claim by connecting your critical thinking discussion back to your thesis
Note: as you relate the supporting ideas from the direct quote and critical thinking, it may be that all of your connections aren't a "perfect fit." be conscious of that, and honest about it. Constantly define the words you use, and be clear about what "works" with your thesis and what doesn't. In order to raise these thoughts, you'll have to ask yourself critical questions: is this really a neat fit? am I missing something? Is there a problem with the point of view I'm using? Could someone disagree with this? how?
Moffett Research Assignment
ENG 220 Research & Writing Assessment Paper
“The Ideas of James Moffett”
Research Question: What are the most important and enduring ideas James Moffett has contributed to the field of teaching writing?
This weekend you will write a 3-5 page paper answering this question based on researching James Moffett. There are two reasons we are doing this: 1) so the professor can get a sense of your abilities to both locate information on line and evaluate which information is appropriate to both the assignment and the context of teaching writing; and 2) so the professor can evaluate a sample of your writing before the end of the “drop” period. In light of reason 2, be sure to pay close attention to writing well. Be conscious of producing an error-free paper which has a thesis that answers the question, and uses topic-centered paragraphs which support your thesis and offer evidence from your research. You must also include a works cited page. Remember: this is a course that gives you the opportunity to tutor in the LaGuardia Writing Center. As the professor, I have a serious responsibility to assess your skills in these areas before I let you tutor. This difficult assignment is one of the ways I will do that.
HINT 1: Be attentive to the exact language in the title of the assignment. Do not present information that does not concern the exact words of the main question: What are the most important and enduring ideas James Moffett has contributed to the field of teaching writing?
HINT 2: If you do not know how to use the library search engines to look in Academic Search Premier, ERIC, or any other search engine that you might need, figure out how to get help. This assessment is, in part, a test of your resourcefulness—what do you do when you are presented with something that seems challenging or beyond your current knowledge base?
HINT 3: I have already conducted this search myself, and am aware of what will come up on Google when you search for Moffett using a variety of key words. I expect you to use the most informative of the online resources available to you, not just the first 1-2 things that come up on Google.
HINT 4: Because I have done this research already, I am already very familiar with the materials you will find. I will surely recognize any plagiarized material instantly, so do not plagiarize. If you plagiarize, you will not only fail the assignment but will be formally held accountable for cheating. Use summary, paraphrase, and quotation from your research to help you describe Moffett’s ideas, and always cite sources.
Good Luck!
Diagnostic: What makes for good teaching?
Diagnostic Goal: The goal of this diagnostic is have students write 200-250 word reflections on what they believe makes for "good teaching."
Diagnostic Description: Before we write these reflections, we will reflect on a short video. You may decide to respond to the video in your reflection - it's up to you. If you choose to incorporate the video, however, remember this: we are writing in this class towards an audience that is "outside" our class. Imagine yourself writing to another sophisticated LaGuardia student, like yourself, but who is in another class. Therefore, you have to "introduce" the video (and its main ideas) if you incorporate it.
You may also decide to reflect on positive experiences you've had at LaGuardia or other institutions. I only ask that you don't cite specific individuals by name. It will be imperative for you explain why you feel you've encountered good teaching, and how it was done, too. Are there any strategies you've witnessed or participated in that you'd want to repeat yourself?
Finally, you may want to take a few moments at the beginning of your writing to jot down some notes, ideas, and plans for the piece. Do you want to simply write this as a straight reflection? Or is it possible to do some light organizing first, to make this a better read for the reader?
Diagnostic Description: Before we write these reflections, we will reflect on a short video. You may decide to respond to the video in your reflection - it's up to you. If you choose to incorporate the video, however, remember this: we are writing in this class towards an audience that is "outside" our class. Imagine yourself writing to another sophisticated LaGuardia student, like yourself, but who is in another class. Therefore, you have to "introduce" the video (and its main ideas) if you incorporate it.
You may also decide to reflect on positive experiences you've had at LaGuardia or other institutions. I only ask that you don't cite specific individuals by name. It will be imperative for you explain why you feel you've encountered good teaching, and how it was done, too. Are there any strategies you've witnessed or participated in that you'd want to repeat yourself?
Finally, you may want to take a few moments at the beginning of your writing to jot down some notes, ideas, and plans for the piece. Do you want to simply write this as a straight reflection? Or is it possible to do some light organizing first, to make this a better read for the reader?
Welcome to ENG 220! The Seminar in Teaching Writing
Welcome!
Today we will go over the syllabus, introduce ourselves, write a brief diagnostic,
Today we will go over the syllabus, introduce ourselves, write a brief diagnostic,
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