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?
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.
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:
Comments:
