Points
For extra credit, students will write a blog (title: Extra Credit) on the Chomsky video we partially watched in class. For every 100 words, you write, you will be awarded ONE point extra credit on your quiz grade, up to five points. For every 100 words you write beyond 500 words, you will be awarded extra credit on your midterm exam, up to five points.
Task
First, summarize what you believe to be the most important three points of Chomsky's interview; these can be the points you found most interesting. React to each point by reflecting on what you find valuable, challenging, or interesting about it. You could agree, disagree, or both.
Then, reflect on how your own educational experiences compared to Chomsky's: what was most memorable about your own education? What teachers influenced you, and why?
Finally, Chomsky makes connections between his pedagogical philosophy and the larger importance of education to American culture and democracy. After defining yours, can you connect your pedagogical philosophy to these larger dimensions of life? What is this all for? What should we be doing and why?
Monday, July 29, 2013
Thursday, July 25, 2013
School to Prison Pipeline
We are blogging a little bit today about the school to prison pipeline. I wanted to offer a few links to the wider issue of the drug war and incarceration.
The Drug War - some facts.
The New Jim Crow.
Drugs and New Jim Crow.
On Mass Incarceration.
My own thoughts on the subject tend to tie back to two things: money and race. First, targetting low-income kids of color makes sense for the criminal justice 'industry;' that is, all the jobs and salaries that depend on increasing amounts of criminals. Ever-expanding police and prison forces need new bodies to fill their cells - and coffers. Getting students into the system early is like tobacco companies marketing cigarettes to children: the young are your best customers. Eerily enough, students are the young "customers" for the criminal justice industry.
So why do they target low-income communities of color? Well, here race and class co-exist in a self-perpetuating cycle. Low-income communities of color have been historically disadvantaged - decades, if not centuries, of disinvestment by mostly white politicians and leaders have left many communities without many options, particularly for education. The lack of resources means that these young "customers" make for inviting targets. They can't afford lawyers, bail, and court costs like higher-income neighbors and citizens, whether those neighbors are white or not. So even if the individual cops making arrests aren't overtly racist themselves (just "following the law"), they are operating in a system where the consequences and effects of their actions are explicitly racialized: this is called institutional racism. It's how we get a racist criminal justice system even though no one administering the system believes they themselves are racist.
On the subject of black on black crime, which is a favorite mark of newspapers like the The Wall Street Journal, I have a few quick thoughts. Like Police Commissioner Kelly or Mayor Bloomberg with Stop and Frisk, these folks like to argue that low-income neighborhoods of color get targeted because that's "where the crime happens." I have to arguments: one, this is where class comes in. People without opportunities and choices tend to make decisions that only make short-term sense in the larger scope of their lives. Why invest years in a bad education in a bad school system when you can provide for yourself faster by making different choices, such as dealing drugs for quick cash? If people had better choices to make, they might make them. Two, if you look for crime in certain places, you'll find it, because "crime" exists everywhere. If you start to police other neighborhoods, perhaps you'll find more illegal behavior - that is, if you start Stopping and Frisking NYU students, you're bound to find drugs on their person. Then crime rates will go up and - wallah - that, too, will be "where the crime is." In part, their tactics rely on a self-fulfilling prophecy.
The Drug War - some facts.
The New Jim Crow.
Drugs and New Jim Crow.
On Mass Incarceration.
My own thoughts on the subject tend to tie back to two things: money and race. First, targetting low-income kids of color makes sense for the criminal justice 'industry;' that is, all the jobs and salaries that depend on increasing amounts of criminals. Ever-expanding police and prison forces need new bodies to fill their cells - and coffers. Getting students into the system early is like tobacco companies marketing cigarettes to children: the young are your best customers. Eerily enough, students are the young "customers" for the criminal justice industry.
So why do they target low-income communities of color? Well, here race and class co-exist in a self-perpetuating cycle. Low-income communities of color have been historically disadvantaged - decades, if not centuries, of disinvestment by mostly white politicians and leaders have left many communities without many options, particularly for education. The lack of resources means that these young "customers" make for inviting targets. They can't afford lawyers, bail, and court costs like higher-income neighbors and citizens, whether those neighbors are white or not. So even if the individual cops making arrests aren't overtly racist themselves (just "following the law"), they are operating in a system where the consequences and effects of their actions are explicitly racialized: this is called institutional racism. It's how we get a racist criminal justice system even though no one administering the system believes they themselves are racist.
On the subject of black on black crime, which is a favorite mark of newspapers like the The Wall Street Journal, I have a few quick thoughts. Like Police Commissioner Kelly or Mayor Bloomberg with Stop and Frisk, these folks like to argue that low-income neighborhoods of color get targeted because that's "where the crime happens." I have to arguments: one, this is where class comes in. People without opportunities and choices tend to make decisions that only make short-term sense in the larger scope of their lives. Why invest years in a bad education in a bad school system when you can provide for yourself faster by making different choices, such as dealing drugs for quick cash? If people had better choices to make, they might make them. Two, if you look for crime in certain places, you'll find it, because "crime" exists everywhere. If you start to police other neighborhoods, perhaps you'll find more illegal behavior - that is, if you start Stopping and Frisking NYU students, you're bound to find drugs on their person. Then crime rates will go up and - wallah - that, too, will be "where the crime is." In part, their tactics rely on a self-fulfilling prophecy.
Class Agenda 7.25
1. Problem Posing Exercise Presentation
2. Films:
The US Schools to Prisons Pipeline
School to Prison
Chomsky on the Purpose of Education
3. Quick in-class blog reaction
4. Video teams: screenplays
2. Films:
The US Schools to Prisons Pipeline
School to Prison
Chomsky on the Purpose of Education
3. Quick in-class blog reaction
4. Video teams: screenplays
Wednesday, July 24, 2013
Letter to Bert
Assignment: Letter to Bert Eisenstadt Evaluating Tutoring at
the Writing Center
Peer Review: Wed 7.31
Due: TH 8.1
Peer Review: Wed 7.31
Due: TH 8.1
For this assignment, you will turn the problem-posing assignment shared in your groups and present it as a letter to the Manager of the Writing Center. The Manager, Mr. Bert Eisenstadt, knows about this assignment and is looking forward to reading what you have to say.
The letter should be 2 single-spaced pages, and should address the 3 steps from the problem-posing exercise you worked with to produce your group
presentation. While what you presented in groups was excerpts from the
observations of particular individuals in your group, the primary evidence in your
letter should be based on your own personal observations. As you did in your
problem-posing exercise, name strategies, cite sources for strategies named, and
describe observations in detail. It is especially important that whenever you
identify a strategy or diagnose a problem, you provide support for your ideas
by quoting from the course reading materials, citing all sources, and providing
a works cited page at the end of the letter. You will want to take certain moments and link them your overall teaching philosophy.
Mr. Eisenstadt will be much more likely to follow your advice if you seem like you’re basing your assessments on up-to-date tutoring theory. He may also want to read for himself certain sections of a text to which you refer.
Mr. Eisenstadt will be much more likely to follow your advice if you seem like you’re basing your assessments on up-to-date tutoring theory. He may also want to read for himself certain sections of a text to which you refer.
In establishing the voice you will use in this letter, try
to use the tutoring skills you have learned this semester. Remember that while
it is often important and useful to be critical, it is also important that you
be constructive. Remember that tutors can have bad days just like anyone else;
don’t make your criticisms personal, but instead try phrasing things as
problems that may need for the overall improvement of the center. Think of the Writing Center, like an essay draft, as a work
in progress. Imagine your audience, Mr. Eisenstadt, as someone who will
continue with his practice of managing the center long after you give him this
feedback. There is a future for the Writing
Center, and by writing
this letter you can become a part of it.
Class Agenda 7.24
1. Tutoring! We are heading to E-229 at 9.23 on the dot. Please come there if you arrive late.
2. Return to class: write up your notes on the experience.
3. break
4. quiz
5. Problem-posing exercise.
6. Video teams
7. Video: Difficult Situations
2. Return to class: write up your notes on the experience.
3. break
4. quiz
5. Problem-posing exercise.
6. Video teams
7. Video: Difficult Situations
Monday, July 22, 2013
Class Agenda 7.22
1. Welcome to the new class.
On Monday we will meet in room C-128 and Wednesday we will meet in room C-245 from 9:15 - 12:45 pm.
2. Quiz
3. Writing Center Rules: discussion.
4. Blog roll: Shanae; Fizza; Lauren.
5. Group work / problem posing.
Shanice; Lupe; Rebecca
Shereen's Letter to Bert
6. Discuss Perl and Rose.
7. Film: The US Schools to Prisons Pipeline
School to Prison
8. Film: Video: Chomsky on the Purpose of Education
9. In-class writing.
On Monday we will meet in room C-128 and Wednesday we will meet in room C-245 from 9:15 - 12:45 pm.
2. Quiz
3. Writing Center Rules: discussion.
4. Blog roll: Shanae; Fizza; Lauren.
5. Group work / problem posing.
Shanice; Lupe; Rebecca
Shereen's Letter to Bert
6. Discuss Perl and Rose.
7. Film: The US Schools to Prisons Pipeline
School to Prison
8. Film: Video: Chomsky on the Purpose of Education
9. In-class writing.
Shereen's Letter to Bert
To Mr. Bert Eisenstadt,
My
name is Shereen Brown and I am a student in Dr. Justin Rogers- Cooper's Seminar
in Teaching Writing. I registered for this course because I have a genuine love
for writing and I wanted the opportunity to improve on my skills while helping
others. This course provides the perfect blend and I am thankful for the learning
experience. The course texts Tutoring
Writing by Donald A. Mc Andrew and Thomas J. Reigstad and Active Voice by James Moffett outline key
strategies in teaching writing. These books provide the necessary tools for a
student tutor to have in their arsenal. However, in order to truly learn the
art of tutoring writing, I believe it is necessary to see these written
theories in practice. As you know, an important component of the course is
observing actual tutoring sessions in the Writing Center. It is an involved,
yet rewarding process that should be taken seriously as many students rely on
their tutor for guidance during the writing process. As I completed the four observations
at the Writing Center, I observed Collaborative Learning tutoring styles that
were effective as well as excessive emphasis on LOCs that may need to be
omitted for higher efficiency in the Writing Center.
The
most effective tutoring session I witnessed occurred during my third
observation. The student came in with a paper that had been completely covered
in red ink by her professor. The professor also stated numerous times that the
student completely missed the subject of the assignment. The student was
discouraged and did not think she would be able to accurately complete the
assignment. The tutor, in this instance, encouraged the student by pointing out
that the overall language and tone of the paper was well done. To assist the
student in editing the piece, the tutor used Collaborative Learning to get a
better understanding of what the student wanted to convey in the piece. This
theory is fully explained in the book, Tutoring
Writing by Donald A. Mc Andrew and Thomas J. Reigstad. The Collaborative
Learning theory is described as a process in which "the tutor and the
writer are connected as they question, propose, and evaluate both the draft and
their interaction" (McAndrew and Reigstad 5). Using Collaborative Learning
is effective because it allows the writer's voice to be heard while the tutor
guides the process in the right direction. The Student needed assistance with
the structure and organization of her piece. The tutor used the strategy coined “just talk about it.” The
tutor simply held a conversation with the student, discussing
the thesis and the major issues within it. The student was able to refine her
thesis and further develop her draft (McAndrew and Reigstad 50). In Active Voice, Moffett asserts that
talking about ideas that a writer will add to a written work is a natural
process because
“people first learn to speak through vocal exchange”
(Moffett 46). Developing inner speech into writing often occurs later and in
stages, in other words, it is easier for one to speak about ideas before the
actual written work can be completed. This theory held true during this session
because the student was more confident that she could correct the piece and had
some good leads to finish the paper on her own. She promised to return to the
same tutor the following day and left with a smile on her face and I left the
session with a new technique to use when a student comes to tutoring deflated
and distressed.
On
the contrary, I also observed techniques that I would not use during my own
tutoring sessions. During my fourth observation, I witnessed a tutor that had a
great rapport with a student but it crossed the fine line between professional and “too friendly.” While it is
important that the student feel comfortable during the student session, I believe
the tutor should maintain an air of professionalism throughout the interaction.
The tutor was very honest with the student about errors made in the paper, even
pointing directly to the errors and telling the student to correct it. McAndrew
and Reigstad state that, "if a tutor zeroes in only on surface errors-
what we refer to as lower order concerns (LOCS)- the effect on the writer may
be harmful and adverse to the goals of tutoring" (McAndrew and Reigstad
17). This was evident during this session. The tutor mainly focused on LOCs
during the entire session with the student. The tutor explained that she had a
great rapport with the student and she could be blunt with her pointing out all
of the errors in the paper because the student should “know better.” The tutor
did not discuss any HOCs with the student at all. Instead of primarily focusing
in LOCs, the tutor could have concentrated on helping the writer perfect the
overall development of her ideas. Since the tutor and writer had a great
rapport, the tutor could have utilized their positive relationship and the
strategy of “Oral
Composing.” When a tutor uses this strategy, he/she instructs the writer to
speak about what the writer thinks he/she may write in the paper. As the writer
is speaking, the tutor takes notes. This strategy can help the writer develop
relevant ideas, sentences and phrases that will aid in making the paper more
cohesive (MsAndrew and Reigstad 46). Since the tutor only focused on the LOCs
it interfered with the tutoring process and the student left with a piece that
was grammatically correct but lacking the further structural development it
needed.
As I begin the process of tutoring
students, I am impelled to use as many of the positive strategies I witnessed
during the observation sessions. I realize that every student will be at a
different writing level and it is important to have many different tools to be
able to help any student. In addition to different writing levels, students
will enter the Writing Center at varying emotional states as writing can be an
emotional process. As I saw with the discouraged student, it is important to
give positive feedback while working with the student to improve the weaker
areas of their paper. Also, it is important not to become overly friendly. The
student needs to feel comfortable and the tutor must maintain an air of
professionalism at all times. I believe I am prepared to tutor student and I
look forward to the experience. Thank you for the opportunity.
Sincerely,
Shereen Brown
Thursday, July 18, 2013
Writing Center Rules
Note some of the Writing Center rules across the country. What do you think?
St. Phillip's College
Monroe Community College
Walden University
Skidmore College
City College
Mystery college
St. Phillip's College
Monroe Community College
Walden University
Skidmore College
City College
Mystery college
Class Agenda 7.18
1. Tutoring!
Be yourself. Remember to smile. Be polite. Crack a joke about the situation. Feel free to explain why you're there and that you're excited to be there. Remember to ask them a few questions about the class, how it's going, about the assignment, about their concerns for it, and about what they want from it.
During the process, go through your tutorial steps that we've reviewed in class. It may help to have them read out loud some passages, or read some passages out loud yourself, to slow things down and address specific points in the text (whether one of the assigned essays, the assignment, or their writing).
At some point in the tutorial, make sure they "free-write" some new thoughts on the assignment. You might guide them in the free-write by inviting them to explain a passage they found interesting, and to give reasons for why they found it interesting.
For the tutorial, remember to leave the student with a checklist of "things to do" for their paper, specific to their individual ideas about it.
2. Blog
When we return from tutoring, our first priority will be to briefly relate any highlights or confusions to the class. Once we've digested the experience a little, you will sit down to write about it. The format can be similar to your Writing Center observations. Your job will be easier later, for your Case Study, if you can connect your experiences to specific places in the texts we've read. We will spend a good amount of time on this blog. Remember to use no last names, and you might even change the first name of the student to protect their identity.
When you're finished with the blog, you will read the blog of another person from class - and leave them a comment about their experience. You can do this in the "comment" section below the blog. Offer your peer some general reactions, and then zoom in on what you found most interesting, and address any confusions or problems they might have encountered.
Be yourself. Remember to smile. Be polite. Crack a joke about the situation. Feel free to explain why you're there and that you're excited to be there. Remember to ask them a few questions about the class, how it's going, about the assignment, about their concerns for it, and about what they want from it.
During the process, go through your tutorial steps that we've reviewed in class. It may help to have them read out loud some passages, or read some passages out loud yourself, to slow things down and address specific points in the text (whether one of the assigned essays, the assignment, or their writing).
At some point in the tutorial, make sure they "free-write" some new thoughts on the assignment. You might guide them in the free-write by inviting them to explain a passage they found interesting, and to give reasons for why they found it interesting.
For the tutorial, remember to leave the student with a checklist of "things to do" for their paper, specific to their individual ideas about it.
2. Blog
When we return from tutoring, our first priority will be to briefly relate any highlights or confusions to the class. Once we've digested the experience a little, you will sit down to write about it. The format can be similar to your Writing Center observations. Your job will be easier later, for your Case Study, if you can connect your experiences to specific places in the texts we've read. We will spend a good amount of time on this blog. Remember to use no last names, and you might even change the first name of the student to protect their identity.
When you're finished with the blog, you will read the blog of another person from class - and leave them a comment about their experience. You can do this in the "comment" section below the blog. Offer your peer some general reactions, and then zoom in on what you found most interesting, and address any confusions or problems they might have encountered.
Wednesday, July 17, 2013
Class Agenda 7.17
1. Announcements
Prepared for tomorrow? Attendance crucial.
All students that have missed more than four hours must put their reasons in writing.
Mini-conferences today: grades, etc.
Go over quiz
Get into video teams
2. Preparation for tomorrow: what will you do for 45 minutes?
Bullet-list the steps of the successful tutorial (see notes)
Videos
Video: Difficult Situations
3. Active Voice: Moffett Group presentations
4. Break
5. Perl Discussion
6. Mini-conferences
Prepared for tomorrow? Attendance crucial.
All students that have missed more than four hours must put their reasons in writing.
Mini-conferences today: grades, etc.
Go over quiz
Get into video teams
2. Preparation for tomorrow: what will you do for 45 minutes?
Bullet-list the steps of the successful tutorial (see notes)
Videos
Video: Difficult Situations
3. Active Voice: Moffett Group presentations
4. Break
5. Perl Discussion
6. Mini-conferences
Monday, July 15, 2013
102 essays
These are links to the essays your students read for their assignment.
http://teachers.sduhsd.k12.ca.us/mcunningham/grapes/mother%20tounge.pdf
http://wiki-cik.wikispaces.com/file/view/Mukherjee-2WaysToBelong.pdf
http://www.myteacherpages.com/webpages/rspriggs/files/i%20just%20met%20a%20girl%20named%20marie%20text.pdf
You don't have to read them entirely (or at all), but you may want to look them over before you tutor.
Justin
http://teachers.sduhsd.k12.ca.us/mcunningham/grapes/mother%20tounge.pdf
http://wiki-cik.wikispaces.com/file/view/Mukherjee-2WaysToBelong.pdf
http://www.myteacherpages.com/webpages/rspriggs/files/i%20just%20met%20a%20girl%20named%20marie%20text.pdf
You don't have to read them entirely (or at all), but you may want to look them over before you tutor.
Justin
Class Agenda 7.15
1. Announcements
Student Tutoring begins this week
2. Moffett discussion
In Small Groups:
a) relate and define key concepts for others in class (bullets)
b) explain how to use ONE concept in classroom with students (via assignments)
c) sketch a way to create short video about concept
Sequence: Annie, Jamie, Natalia
Classroom Processes: Jarisel, Rebecca, Shanae, Sha-nice
How to Respond & after: Angela, Lauren, Lupe
Freire discussion
What are YOUR claims ABOUT his claims within the first 5-7 pages?
3. Video teams
Student Tutoring begins this week
2. Moffett discussion
In Small Groups:
a) relate and define key concepts for others in class (bullets)
b) explain how to use ONE concept in classroom with students (via assignments)
c) sketch a way to create short video about concept
Sequence: Annie, Jamie, Natalia
Classroom Processes: Jarisel, Rebecca, Shanae, Sha-nice
How to Respond & after: Angela, Lauren, Lupe
Freire discussion
What are YOUR claims ABOUT his claims within the first 5-7 pages?
3. Video teams
Thursday, July 11, 2013
Education, Creativity, Tutoring
In our class just now we heard from two educators, Dr. Sonwalker Nish and Sir Ken Robinson. Dr. Sonwalker gave us a basic idea about the general meaning of pedagogy, which he defined as the art of teaching. He emphasized how instructors need to consider whether pedagogy is about teaching content, developing a way to learn that content, and how the design of lesson plans might be more influential, or as influential, as the material actually being taught.
Sir Ken Robinson gave a lecture on creativity and the modern education system, and his style of delivery made a point that his actual lecture didn't: humor works to get your points across, and stories do, too. He narrated his points with wisecracks and told stories to illustrate the wisdom of his views. Sure, he used some data and philosophy to discuss creativity, too, but his style was predicated on folksy humor and, at times, self-deprecation.
The gist of his remarks turns on the ways the modern education system drains creativity from students as they move through the system. He traces this impulse to the advent of factory-style education in the 19th century, during the rise of industrialism, which needed workers trained to do one or two things, and, moreover, to be obedient. It's clear that remnants of that system survive today in retail and food industries, though not on the whole, and that too much of the education system in particular still seems bent on testing students rather than fostering creativity.
Robinson defined intelligence through three terms: diversity, which tries to get students to think original thoughts and think differently; dynamic, which refers to interactive lesson designs and to the style of learning the brain likes best (here, he used the example of multi-tasking); and distinct, which refers to the ways a system would cater to individual talents and bring out what makes them passionate.
I have to go now and read the class blogs, but I feel these topics are ripe for connection to the ideas of James Moffett, which we've been studying, as well as peer tutoring itself...
...Ok, I'm back. I can't emphasize enough how much I value risk-taking and original thinking in my students. I'm convinced that even on social media the majority of argumentation and reasoning is parroting of mainstream for-profit 'opinion producers,' which we might of as celebrity infotainment and top-down, directed and enframed new sources. To me, it's very obvious why people who think differently, both in college and in the so-called outside world, are generally paid more and more highly valued in their careers. All industries go through transition, change, and crisis; what we need are people - and employees and leaders - who can adapt to new situations as they change by providing leadership and strategy to help others adjust and change to new realities. To do so, minds must learn from the past and the present to move to the future. Literally, what that means is that leaders are people who can challenge conventional wisdom.
I'm fond of the adage about people on the Titantic, when they discovered it was sinking. There were the people who saw what was happening, and told others they had to move toward the lifeboats. Then there were the people who froze, and didn't know what do, but they were willing to be led. Then there were the people who didn't believe: the Titantic was unsinkable. They went down with ship. Education should be about producing people who can conceive the crisis and have the confidence to act - and follow others, too, when they assess the situation and decide someone else has the right course of action.
Sir Ken Robinson gave a lecture on creativity and the modern education system, and his style of delivery made a point that his actual lecture didn't: humor works to get your points across, and stories do, too. He narrated his points with wisecracks and told stories to illustrate the wisdom of his views. Sure, he used some data and philosophy to discuss creativity, too, but his style was predicated on folksy humor and, at times, self-deprecation.
The gist of his remarks turns on the ways the modern education system drains creativity from students as they move through the system. He traces this impulse to the advent of factory-style education in the 19th century, during the rise of industrialism, which needed workers trained to do one or two things, and, moreover, to be obedient. It's clear that remnants of that system survive today in retail and food industries, though not on the whole, and that too much of the education system in particular still seems bent on testing students rather than fostering creativity.
Robinson defined intelligence through three terms: diversity, which tries to get students to think original thoughts and think differently; dynamic, which refers to interactive lesson designs and to the style of learning the brain likes best (here, he used the example of multi-tasking); and distinct, which refers to the ways a system would cater to individual talents and bring out what makes them passionate.
I have to go now and read the class blogs, but I feel these topics are ripe for connection to the ideas of James Moffett, which we've been studying, as well as peer tutoring itself...
...Ok, I'm back. I can't emphasize enough how much I value risk-taking and original thinking in my students. I'm convinced that even on social media the majority of argumentation and reasoning is parroting of mainstream for-profit 'opinion producers,' which we might of as celebrity infotainment and top-down, directed and enframed new sources. To me, it's very obvious why people who think differently, both in college and in the so-called outside world, are generally paid more and more highly valued in their careers. All industries go through transition, change, and crisis; what we need are people - and employees and leaders - who can adapt to new situations as they change by providing leadership and strategy to help others adjust and change to new realities. To do so, minds must learn from the past and the present to move to the future. Literally, what that means is that leaders are people who can challenge conventional wisdom.
I'm fond of the adage about people on the Titantic, when they discovered it was sinking. There were the people who saw what was happening, and told others they had to move toward the lifeboats. Then there were the people who froze, and didn't know what do, but they were willing to be led. Then there were the people who didn't believe: the Titantic was unsinkable. They went down with ship. Education should be about producing people who can conceive the crisis and have the confidence to act - and follow others, too, when they assess the situation and decide someone else has the right course of action.
Class Agenda 7.11
1. Announcements
TUTORING: 18th (Thursday)
Wednesday the 24th
Monday: class out at 11.15
Please note where to find the reading for the weekend (on syllabus, as PDF, print or bring on e-screen)
2. Lauren and Jamie: tutoring.
3. Video: What is Pedagogy?
TUTORING: 18th (Thursday)
Wednesday the 24th
Monday: class out at 11.15
Please note where to find the reading for the weekend (on syllabus, as PDF, print or bring on e-screen)
2. Lauren and Jamie: tutoring.
3. Video: What is Pedagogy?
In-class blogging: what makes good teaching? What do the videos tell us about good teaching? What do the videos leave out? Write to a sophisticated LaGuardia student outside our class, who has stumbled on your blog.
5. remaining dialogues
6. time-permitting: Watch Tutor Videos
7. time-permitting: Film: The War on Kids
Video: Difficult Situations
Video: Plagiarism and Tutoring
Video: How to Write Introductions
Wednesday, July 10, 2013
Class Agenda 7.10
1. Return papers
2. Letter about papers
See board notes
3. Go over issues with papers
4. Duologues/Dialogues
5. Watch Tutor Videos: note content and style
2. Letter about papers
See board notes
3. Go over issues with papers
4. Duologues/Dialogues
5. Watch Tutor Videos: note content and style
Video: How to Write a Good Argumentative Essay
6. In-class writing: In-class writing: What online videos are effective and why?
7. Time-permitting:
6. In-class writing: In-class writing: What online videos are effective and why?
7. Time-permitting:
Monday, July 8, 2013
Dialogue/Duologue Assignment
In small groups we're considering the Dialogue drafts we composed over the weekend. The four points of feedback we're offering reflect the overall goals of the assignment:
* does the piece follow the assignment (Active Voice 50; 61)
* does the piece contain at least minimal elements of a play (stage directions, characters, and emotional moments)
* does the piece address the issue in enough complexity and originality (how many perspectives are present?)
* does the piece contain moments for research/evidence to be integrated into the perspectives? where?
One tip would be to count the different distinct perspectives that are present, and consider pairing all perspectives with at least one piece of research evidence.
* does the piece follow the assignment (Active Voice 50; 61)
* does the piece contain at least minimal elements of a play (stage directions, characters, and emotional moments)
* does the piece address the issue in enough complexity and originality (how many perspectives are present?)
* does the piece contain moments for research/evidence to be integrated into the perspectives? where?
One tip would be to count the different distinct perspectives that are present, and consider pairing all perspectives with at least one piece of research evidence.
Class Agenda 7.8
1. Quiz 3
2. Announcements
Observations begin this week: there's "a deal" (banked hours plus blog) (see: sign up sheet)
Attendance issues count: please exchange contact info with someone from class if you haven't
Papers back W/TH
Dialogues
Tutoring ENG 102 students
Anything else?
3. Discuss rules and style of observations
4. Watch Tutor Videos: note content and style
7. Video teams: brainstorming ideas: narrow down to 3; will present them in next class
2. Announcements
Observations begin this week: there's "a deal" (banked hours plus blog) (see: sign up sheet)
Attendance issues count: please exchange contact info with someone from class if you haven't
Papers back W/TH
Dialogues
Tutoring ENG 102 students
Anything else?
3. Discuss rules and style of observations
4. Watch Tutor Videos: note content and style
In-class writing: What online videos are effective and why?
5. Discuss reading: match text to videos where possible -
6. Dialogues: perform in small groups: give feedback
Does the dialogue follow the assignments?
Does the dialogue contain enough elements of a play?
Does the dialogue address an issue with enough complexity and original perspective?
Does the dialogue contain moments where research and evidence can be included? Where? (Identify at least 3 locations)
7. Video teams: brainstorming ideas: narrow down to 3; will present them in next class
Team one: Angela, Rebecca, Marielli
Team two: Annie, Jamie, Natalia
Team three: Jarisel, Lupe, Shanice
Team four: Lauren, Fizza, Shanae
Team two: Annie, Jamie, Natalia
Team three: Jarisel, Lupe, Shanice
Team four: Lauren, Fizza, Shanae
8. Class bank hours begin today; class must end at 11.30am
Wednesday, July 3, 2013
Class Agenda 7.3
1. Videos
Moffett
Tutor Videos
2. Reading
With small groups of three: which of these assignments would you practice and why?
Create an original assignment, perhaps based on Moffett's principles and examples, and share it with the class.
3. Duologue: review and assessment
4. Film: The War on Kids
Moffett
Tutor Videos
Video: The Texting Student
In-class writing: Video Review: Extra credit for posting to your blog before Friday.
2. Reading
With small groups of three: which of these assignments would you practice and why?
Create an original assignment, perhaps based on Moffett's principles and examples, and share it with the class.
3. Duologue: review and assessment
4. Film: The War on Kids
Monday, July 1, 2013
Quiz Two
ENG 220
Professor Rogers-Cooper
Quiz 2
Professor Rogers-Cooper
Quiz 2
NAME:________________________________________________
Which theory underpinning tutoring
writing does each sentence best correspond to?
1. One never learns alone.
2. One should be able to point to where in the text she got her interpretation from.
3. The dictionary does not dictate to us the proper words, but tells us what words people have
used.
4. Learning needs to happen in an atmosphere that is anti-hierarchical and anti-individualistic.
5. If the tutee is not talking, then the session is not going well.
6. The best way to get the tutee to figure out what he wants to say in his paper is by
listening to him, not by talking yourself.
7. This poem means whatever I want it to mean.
8. The tutor and the writer should be talking actively so the tutee will get, through conversation,
a sense of what she will put in her paper.
2. One should be able to point to where in the text she got her interpretation from.
3. The dictionary does not dictate to us the proper words, but tells us what words people have
used.
4. Learning needs to happen in an atmosphere that is anti-hierarchical and anti-individualistic.
5. If the tutee is not talking, then the session is not going well.
6. The best way to get the tutee to figure out what he wants to say in his paper is by
listening to him, not by talking yourself.
7. This poem means whatever I want it to mean.
8. The tutor and the writer should be talking actively so the tutee will get, through conversation,
a sense of what she will put in her paper.
Class Agenda 7.1
1. Quiz
2. Reading Discussion
Annie - social constructionism: Bruffee (1-2) [absent]
Candace - social constructionism- Bakhtin (2) [absent]
Guadalupe - social constructionism: Vygotsky (2)
Fizza - social constructionism tutoring (2)
Jamie - Reader response: subjective criticism (3)
Natalia - Reader response: transactional criticism (3)
Jarisel - talk and writing: Barnes, Bishop (4)
Rebecca - talk and writing: Rubin, Dodd (4-5)
Ana Maria - talk and writing: tutoring (4-5) [absent]
Sha-nice - collaborative learning: Bruffee, Lunsford, Ede (5)
Marielli - collaborative learning: Gere (5-6) [absent]
Lauren - feminism: Gilligan, Belenky (6)
Shanae - feminism: Maher, Tereault (6-7)
JRC - feminism: tutoring (7)
3. Videos:
What Happens in a Writing Center Visit?
5. Polish: Essay shows signs of revision; essay's syntax doesn't interfere with meaning; vocabulary words from class appear in essay;
ALL WRITTEN FEEDBACK FROM PEER REVIEW MUST BE STAPLED TO THE BOTTOM OF FINAL DRAFT TO RECEIVE FULL CREDIT FOR PEER REVIEW.
Peer Review:
2. Reading Discussion
Annie - social constructionism: Bruffee (1-2) [absent]
Candace - social constructionism- Bakhtin (2) [absent]
Guadalupe - social constructionism: Vygotsky (2)
Fizza - social constructionism tutoring (2)
Jamie - Reader response: subjective criticism (3)
Natalia - Reader response: transactional criticism (3)
Jarisel - talk and writing: Barnes, Bishop (4)
Rebecca - talk and writing: Rubin, Dodd (4-5)
Ana Maria - talk and writing: tutoring (4-5) [absent]
Sha-nice - collaborative learning: Bruffee, Lunsford, Ede (5)
Marielli - collaborative learning: Gere (5-6) [absent]
Lauren - feminism: Gilligan, Belenky (6)
Shanae - feminism: Maher, Tereault (6-7)
JRC - feminism: tutoring (7)
3. Videos:
What Happens in a Writing Center Visit?
Video: The Texting Student
4. In-class writing: Video Review - What did you learn from the videos? Which video communicated which idea? As a prospective tutor, what was most valuable to learn? What do you still need to know?
5. Peer Review: the Moffett Paper
Peer Review Guidelines
1. Move into your PR groups.
2. Determine who will read in what order.
3. Budget 10-15 minutes per person and no more.
4. The reader reads their paper aloud.
5. Give written feedback that offers specific criticism according to criteria below.
6. Put your name on this feedback and give it to the writer.
7. Keep your written feedback and staple it to your final draft.
Writing Feedback Directions (from the text Tutoring Writing)
1. Overall. Open with comments about the essay's relationship to the assignment. Be clear about which parts fulfill the assignment and which parts need improvement.
Thesis. Organization. Evidence. Critical Thinking.
2. Strengths and Weaknesses. Use comments primarily to call attention to strengths and weaknesses in the piece, and be clear about the precise points where they occur.
3. Prioritize. Present comments so the writer knows which problems with text are most important and which are of lesser importance. .
4. Higher-Order Concerns. Don't feel obligated to do all the 'fixing.' Refrain from focusing on grammar unless it impedes your ability to understand the piece.
5. Advice. Write comments that are personal, and uniquely aimed at the blog and the writer. Literally tell the writer what you would do with the paper if you were them.
ALL WRITTEN FEEDBACK FROM PEER REVIEW MUST BE STAPLED TO THE BOTTOM OF FINAL DRAFT TO RECEIVE FULL CREDIT FOR PEER REVIEW.
Peer Review Guidelines
1. Move into your PR groups.
2. Determine who will read in what order.
3. Budget 10-15 minutes per person and no more.
4. The reader reads their paper aloud.
5. Give written feedback that offers specific criticism according to criteria below.
6. Put your name on this feedback and give it to the writer.
7. Keep your written feedback and staple it to your final draft.
Writing Feedback Directions (from the text Tutoring Writing)
1. Overall. Open with comments about the essay's relationship to the assignment. Be clear about which parts fulfill the assignment and which parts need improvement.
Thesis. Organization. Evidence. Critical Thinking.
2. Strengths and Weaknesses. Use comments primarily to call attention to strengths and weaknesses in the piece, and be clear about the precise points where they occur.
3. Prioritize. Present comments so the writer knows which problems with text are most important and which are of lesser importance. .
4. Higher-Order Concerns. Don't feel obligated to do all the 'fixing.' Refrain from focusing on grammar unless it impedes your ability to understand the piece.
5. Advice. Write comments that are personal, and uniquely aimed at the blog and the writer. Literally tell the writer what you would do with the paper if you were them.
ALL WRITTEN FEEDBACK FROM PEER REVIEW MUST BE STAPLED TO THE BOTTOM OF FINAL DRAFT TO RECEIVE FULL CREDIT FOR PEER REVIEW.
ENG 220 Assignment One Grading Grid:
Name:
1-10 scale
10 –exceptional; 9 – above average; 8 –slightly above average; 7 – slightly below average; 6 – below average; 5 – significant development needed; 1 – minimal or no response
1. Thesis: Contains a
central assertion that places a central idea at the forefront of the
essay; thesis statements is 2-3 sentences; thesis statement answers the main question posed by the assignment (20%)
2. Structure: Essay
organized
around topic sentences; each paragraph provides "they say" context;
essay uses summary and paraphrase to explain main ideas from reading
(30%)
3. Evidence: Essay
successfully places direct quotes into each body paragraph; essay cites those
quotes correctly according to MLA guidelines; essay
explains direct quotations; essay contains a bibliography
(20%)
4. Critical Thinking: Essay
interprets quotes in original ways that go beyond class discussion; essay
connects main ideas to other texts or moments in text; essay utilizes keywords
and defines them; essay offers original perspectives and argument (20%)5. Polish: Essay shows signs of revision; essay's syntax doesn't interfere with meaning; vocabulary words from class appear in essay;
ALL WRITTEN FEEDBACK FROM PEER REVIEW MUST BE STAPLED TO THE BOTTOM OF FINAL DRAFT TO RECEIVE FULL CREDIT FOR PEER REVIEW.
Peer Review:
Grade:
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