From Joanna.Howard@montgomerycollege.edu Sat Nov 3 21:00:22 2007 From: Joanna.Howard@montgomerycollege.edu (Howard, Joanna) Date: Sat, 3 Nov 2007 16:00:22 -0400 Subject: [Teaching_Basic_Writing] Writing With and About the School Literary Magazine: Thinking Outloud Message-ID: <767E25E6EB68944981AA718B93201F8005709A11@MCMAIL2.mcnte.mc.cc.md.us> Hello Friends, I'm trying to put together an essay assignment around the school's literary magazine, and I'm stymied. I've thought of asking the students to write a review of the magazine, or write a sales pitch for it-- anything that would enable them to move into thinking about using different voices and different rhetorical moves to appeal to different audiences. But I don't feel like I've hit the spot yet. What I want to be able to do is to ask the class to: 1. Read the litmag--as a class, discuss one story or personal essay; in small groups, discuss another story/essay and then reconfigure them into new groups which will report on their given story. 2. Before we even begin reading the litmag, ask the class to do a freewrite about what they enjoy reading (even if it's non-literary) and what a "good read" should have in it. This will lead to a class discussion and some ground rules, or items to critique in the litmag. 3. So, by the time they sit down to write the literary magazine piece, they will have read the magazine cover-to-cover and have read two pieces more closely. And here be dragons. Is asking them to develop a draft that crtitiques, sells or whatever too much for a BW class? Should I stick with one idea-- that is, writing whether or not the litmag is a good read? I would like to move through this assignment in two weeks as the class will be writing a genealogical research paper next, and I want the class to be able to take advantage of family gatherings to work on it. So please send me questions, observations and ideas. I would appreciate any and all advice. Best, Joanna Howard Professor of English Montgomery College-Rockville Rockville, MD 20850 From emwhite@email.arizona.edu Mon Nov 5 00:57:09 2007 From: emwhite@email.arizona.edu (emwhite@email.arizona.edu) Date: Sun, 4 Nov 2007 17:57:09 -0700 Subject: [Teaching_Basic_Writing] Re: Lit mag assignment In-Reply-To: <200711041701.lA4H11Gw025097@localhost.eppg.com> References: <200711041701.lA4H11Gw025097@localhost.eppg.com> Message-ID: <20071104175709.llgrosioc4k0ck84@www.email.arizona.edu> Joanna, I'd hesitate to ask for item 2 without a lot of discussion. Without much background or language in literary issues, bw students are likely to resort to a lot of cliches: writing should be simple and easy to read, stories should teach a lesson, and so on. I like the idea of the assignment, but its hard for beginning students to get much beyond the story line in fiction or the rhymes in poetry without some pretty intensive work. But maybe you've already got them there? --Ed White, U of AZ Quoting teaching_basic_writing-request@mailman.eppg.com: > Send Teaching_Basic_Writing mailing list submissions to > teaching_basic_writing@mailman.eppg.com > > To subscribe or unsubscribe via the World Wide Web, visit > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > or, via email, send a message with subject or body 'help' to > teaching_basic_writing-request@mailman.eppg.com > > You can reach the person managing the list at > teaching_basic_writing-admin@mailman.eppg.com > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Teaching_Basic_Writing digest..." > > > Today's Topics: > > 1. Writing With and About the School Literary Magazine: Thinking > Outloud (Howard, Joanna) > > --__--__-- > > Message: 1 > Date: Sat, 3 Nov 2007 16:00:22 -0400 > From: "Howard, Joanna" > To: > Cc: "Howard, Joanna" > Subject: [Teaching_Basic_Writing] Writing With and About the School > Literary Magazine: Thinking Outloud > > Hello Friends, > > I'm trying to put together an essay assignment around the school's > literary magazine, and I'm stymied. I've thought of asking the > students to write a review of the magazine, or write a sales pitch > for it-- anything that would enable them to move into thinking about > using different voices and different rhetorical moves to appeal to > different audiences. But I don't feel like I've hit the spot yet. > What I want to be able to do is to ask the class to: > > 1. Read the litmag--as a class, discuss one story or personal essay; > in small groups, discuss another story/essay and then reconfigure > them into new groups which will report on their given story. > > 2. Before we even begin reading the litmag, ask the class to do a > freewrite about what they enjoy reading (even if it's non-literary) > and what a "good read" should have in it. This will lead to a class > discussion and some ground rules, or items to critique in the litmag. > > 3. So, by the time they sit down to write the literary magazine > piece, they will have read the magazine cover-to-cover and have read > two pieces more closely. And here be dragons. Is asking them to > develop a draft that crtitiques, sells or whatever too much for a BW > class? Should I stick with one idea-- that is, writing whether or > not the litmag is a good read? > > I would like to move through this assignment in two weeks as the > class will be writing a genealogical research paper next, and I want > the class to be able to take advantage of family gatherings to work > on it. > > So please send me questions, observations and ideas. I would > appreciate any and all advice. > > > Best, > > > Joanna Howard > Professor of English > Montgomery College-Rockville > Rockville, MD 20850 > > > > --__--__-- > > _______________________________________________ > Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > > > End of Teaching_Basic_Writing Digest From Joanna.Howard@montgomerycollege.edu Mon Nov 5 11:41:44 2007 From: Joanna.Howard@montgomerycollege.edu (Howard, Joanna) Date: Mon, 5 Nov 2007 06:41:44 -0500 Subject: [Teaching_Basic_Writing] Re: Lit mag assignment References: <200711041701.lA4H11Gw025097@localhost.eppg.com> <20071104175709.llgrosioc4k0ck84@www.email.arizona.edu> Message-ID: <767E25E6EB68944981AA718B93201F8005709A2B@MCMAIL2.mcnte.mc.cc.md.us> Ed, I appreciate your thoughts as you are bringing up things for me to consider as I work on this assignment this week. By way of getting at your comments, let me give you some background. The first time I teach anything, I give myself and the students some latitude so that I can observe and adjust in a way that doesn't leave them feeling defeated and me frustrated. Some of the goals that I didn't write about but which are present in this assignment are: --involving the students in a campus-based activity, that is, acquainting them with the litmag; --engaging them in reading work by writers who are also students at the college, so the idea of "the writer" becomes more than an abstraction; --discussing reading, good reads and so forth--being the audience rather than writing for one. I'd like to be more articulate, but it is 6 in the morning here. I really value the feedback everyone is giving me as it has given me so many more angles to pursue. I've contacted the litmag advisor about seeing if we can't contact some of the authors to come to class and talk with the students--this is very last-minute, but it's the sort of thing that I can remember to initiate earlier in the semester the next time I do this assignment. Again, thank you, Ed, and everyone who has given me feedback. It has been extremely helpful! Best, Joanna Howard Professor of English MC-Rockville Rockville, MD 20850 ________________________________ From: teaching_basic_writing-admin@mailman.eppg.com on behalf of emwhite@email.arizona.edu Sent: Sun 11/4/2007 7:57 PM To: teaching_basic_writing@mailman.eppg.com Subject: [Teaching_Basic_Writing] Re: Lit mag assignment Joanna, I'd hesitate to ask for item 2 without a lot of discussion. Without much background or language in literary issues, bw students are likely to resort to a lot of cliches: writing should be simple and easy to read, stories should teach a lesson, and so on. I like the idea of the assignment, but its hard for beginning students to get much beyond the story line in fiction or the rhymes in poetry without some pretty intensive work. But maybe you've already got them there? --Ed White, U of AZ Quoting teaching_basic_writing-request@mailman.eppg.com: > Send Teaching_Basic_Writing mailing list submissions to > teaching_basic_writing@mailman.eppg.com > > To subscribe or unsubscribe via the World Wide Web, visit > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > or, via email, send a message with subject or body 'help' to > teaching_basic_writing-request@mailman.eppg.com > > You can reach the person managing the list at > teaching_basic_writing-admin@mailman.eppg.com > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Teaching_Basic_Writing digest..." > > > Today's Topics: > > 1. Writing With and About the School Literary Magazine: Thinking > Outloud (Howard, Joanna) > > --__--__-- > > Message: 1 > Date: Sat, 3 Nov 2007 16:00:22 -0400 > From: "Howard, Joanna" > To: > Cc: "Howard, Joanna" > Subject: [Teaching_Basic_Writing] Writing With and About the School > Literary Magazine: Thinking Outloud > > Hello Friends, > > I'm trying to put together an essay assignment around the school's > literary magazine, and I'm stymied. I've thought of asking the > students to write a review of the magazine, or write a sales pitch > for it-- anything that would enable them to move into thinking about > using different voices and different rhetorical moves to appeal to > different audiences. But I don't feel like I've hit the spot yet. > What I want to be able to do is to ask the class to: > > 1. Read the litmag--as a class, discuss one story or personal essay; > in small groups, discuss another story/essay and then reconfigure > them into new groups which will report on their given story. > > 2. Before we even begin reading the litmag, ask the class to do a > freewrite about what they enjoy reading (even if it's non-literary) > and what a "good read" should have in it. This will lead to a class > discussion and some ground rules, or items to critique in the litmag. > > 3. So, by the time they sit down to write the literary magazine > piece, they will have read the magazine cover-to-cover and have read > two pieces more closely. And here be dragons. Is asking them to > develop a draft that crtitiques, sells or whatever too much for a BW > class? Should I stick with one idea-- that is, writing whether or > not the litmag is a good read? > > I would like to move through this assignment in two weeks as the > class will be writing a genealogical research paper next, and I want > the class to be able to take advantage of family gatherings to work > on it. > > So please send me questions, observations and ideas. I would > appreciate any and all advice. > > > Best, > > > Joanna Howard > Professor of English > Montgomery College-Rockville > Rockville, MD 20850 > > > > --__--__-- > > _______________________________________________ > Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > > > End of Teaching_Basic_Writing Digest _______________________________________________ Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing If you no longer wish to receive this mailing, please go to http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing to updat your information. From mpollock@bergen.edu Mon Nov 5 14:59:57 2007 From: mpollock@bergen.edu (Miriam Pollock) Date: Mon, 5 Nov 2007 09:59:57 -0500 Subject: [Teaching_Basic_Writing] Writing With and About the School Literary Magazine: Thinking Outloud In-Reply-To: <767E25E6EB68944981AA718B93201F8005709A11@MCMAIL2.mcnte.mc.cc.md.us> References: <767E25E6EB68944981AA718B93201F8005709A11@MCMAIL2.mcnte.mc.cc.md.us> Message-ID: <5E3D3037C2958A4B8F6A88B547C156A604A4B960@PAR-ADM-EX.bergen.cc.nj.us> This is a multi-part message in MIME format. ------_=_NextPart_001_01C81FBC.87F5C627 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Hi Joanna, >From my perspective, nothing is "too much for a BW class." As a Writing Center person seeing BWs come in with assignments that often insult their intelligence (often to the point of dictating the form and substance of every one of their sentences[Miriam Pollock] ), I've come to feel that the status BW obscures the fact that these aren't necessarily "basic" thinkers. =20 For example, you mentioned marketing. Our students today are exposed to masses of marketing, and most of them have given at least a thought or two to the idea that some advertising is better than others at getting them to buy things. =20 Introducing them to the idea that writing isn't about an elite, leisure time activity geared at English major-types, but is, instead, bound up in finding an audience and then trying to sell to them (by anticipating their desires and seeing the strengths in the writing that might feed into those desires is) at its heart, a really good lesson in critical thinking skills--and one that builds on what they already know. =20 The old adage about pornography should, I think, apply to literature as well. The students can and should be encouraged to talk about what they like or don't like, even if they don't have a well-developed literary critical language. Thinking about sales could lead to interesting discussion about how we identify audience, genre, and reader expectations. Have you read Gordon Pradl's _Literature for Democracy_? Pradl has a lot of good things to say about reading as empowerment. =20 In any case, good luck! It sounds like an interesting class! =20 Miriam Pollock Writing Center Supervisor Bergen Community College mpollock@bergen.edu =20 =20 -----Original Message----- From: teaching_basic_writing-admin@mailman.eppg.com [mailto:teaching_basic_writing-admin@mailman.eppg.com] On Behalf Of Howard, Joanna Sent: Saturday, November 03, 2007 4:00 PM To: teaching_basic_writing@mailman.eppg.com Cc: Howard, Joanna Subject: [Teaching_Basic_Writing] Writing With and About the School Literary Magazine: Thinking Outloud =20 Hello Friends, =20 I'm trying to put together an essay assignment around the school's literary magazine, and I'm stymied. I've thought of asking the students to write a review of the magazine, or write a sales pitch for it-- anything that would enable them to move into thinking about using different voices and different rhetorical moves to appeal to different audiences. But I don't feel like I've hit the spot yet. What I want to be able to do is to ask the class to: =20 1. Read the litmag--as a class, discuss one story or personal essay; in small groups, discuss another story/essay and then reconfigure them into new groups which will report on their given story. =20 2. Before we even begin reading the litmag, ask the class to do a freewrite about what they enjoy reading (even if it's non-literary) and what a "good read" should have in it. This will lead to a class discussion and some ground rules, or items to critique in the litmag. =20 3. So, by the time they sit down to write the literary magazine piece, they will have read the magazine cover-to-cover and have read two pieces more closely. And here be dragons. Is asking them to develop a draft that crtitiques, sells or whatever too much for a BW class? Should I stick with one idea-- that is, writing whether or not the litmag is a good read?=20 =20 I would like to move through this assignment in two weeks as the class will be writing a genealogical research paper next, and I want the class to be able to take advantage of family gatherings to work on it. =20 So please send me questions, observations and ideas. I would appreciate any and all advice. =20 =20 Best, =20 =20 Joanna Howard Professor of English Montgomery College-Rockville Rockville, MD 20850 =20 _______________________________________________ Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing =20 If you no longer wish to receive this mailing, please go to http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing to updat your information. ------_=_NextPart_001_01C81FBC.87F5C627 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Hi Joanna,

From my perspective, nothing is "too much for a BW = class." As a Writing Center person seeing BWs come = in with assignments that often insult their intelligence (often to the point of = dictating the form and substance of every one of their sentences[Miriam Pollock] ), I've come to feel that = the status BW obscures the fact that these aren't necessarily "basic" = thinkers.

 

For example, you mentioned marketing. Our students today are = exposed to masses of marketing, and most of them have given at least a thought or = two to the idea that some advertising is better than others at getting them to = buy things.

 

Introducing them to the idea that writing isn't about an elite, = leisure time activity geared at English major-types, but is, instead, bound up = in finding an audience and then trying to sell to them (by anticipating = their desires and seeing the strengths in the writing that might feed into = those desires is) at its heart, a really good lesson in critical thinking = skills--and one that builds on what they already know.

 

The old adage about pornography should, I think, apply to = literature as well. The students can and should be encouraged to talk about what they = like or don't like, even if they don't have a well-developed literary critical language. Thinking about sales could lead to interesting discussion = about how we identify audience, genre, and reader expectations. Have you read = Gordon Pradl's _Literature for Democracy_? Pradl has a lot of good things to = say about reading as empowerment.

 

In any case, good luck! It sounds like an interesting = class!

 

Miriam = Pollock

Writing Center = Supervisor

Bergen Community = College

mpollock@bergen.edu

 

 

-----Original Message-----

From: teaching_basic_writing-admin@mailman.eppg.com [mailto:teaching_basic_writing-admin@mailman.eppg.com] On Behalf Of = Howard, Joanna

Sent: Saturday, November 03, 2007 4:00 = PM

To: = teaching_basic_writing@mailman.eppg.com

Cc: Howard, Joanna

Subject: [Teaching_Basic_Writing] Writing With and About the = School Literary Magazine: Thinking Outloud

 

Hello Friends,

 

I'm trying to put together an essay assignment around the = school's literary magazine, and I'm stymied.  I've thought of asking the students to write a review of the = magazine, or write a sales pitch for it-- anything that would enable them to move = into thinking about using different voices and different rhetorical moves to = appeal to different audiences.  = But I don't feel like I've hit the spot yet.  What I want to be able to do is to ask the class = to:

 

1.  Read the = litmag--as a class, discuss one story or personal essay; in small groups, discuss = another story/essay and then reconfigure them into new groups which will report = on their given story.

 

2.  Before we even = begin reading the litmag, ask the class to do a freewrite about what they = enjoy reading (even if it's non-literary) and what a "good read" = should have in it. This will lead to a class discussion and some ground rules, = or items to critique in the litmag.

 

3.  So, by the time = they sit down to write the literary magazine piece, they will have read the = magazine cover-to-cover and have read two pieces more closely.  And here be dragons.  Is asking them to develop a = draft that crtitiques, sells or whatever too much for a BW class?  Should I stick with one idea-- = that is, writing whether or not the litmag is a good read? =

 

I would like to move through this assignment in two weeks as the = class will be writing a genealogical research paper next, and I want the class = to be able to take advantage of family gatherings to work on = it.

 

So please send me questions, observations and ideas.  I would appreciate any and all = advice.

 

 

Best,

 

 

Joanna Howard

Professor of English

Montgomery College-Rockville

Rockville, MD  20850

 

_______________________________________________=

Teaching_Basic_Writing maillist  -  = Teaching_Basic_Writing@mailman.eppg.com

http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing

 

If you no longer wish to receive this mailing, please go to http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing to updat = your information.

------_=_NextPart_001_01C81FBC.87F5C627-- From emwhite@email.arizona.edu Mon Nov 5 16:32:52 2007 From: emwhite@email.arizona.edu (emwhite@email.arizona.edu) Date: Mon, 5 Nov 2007 09:32:52 -0700 Subject: [Teaching_Basic_Writing] Re: Lit mag assignment In-Reply-To: <767E25E6EB68944981AA718B93201F8005709A2B@MCMAIL2.mcnte.mc.cc.md.us> References: <200711041701.lA4H11Gw025097@localhost.eppg.com> <20071104175709.llgrosioc4k0ck84@www.email.arizona.edu> <767E25E6EB68944981AA718B93201F8005709A2B@MCMAIL2.mcnte.mc.cc.md.us> Message-ID: <20071105093252.3ncw04og8skkkk80@www.email.arizona.edu> Joanna, I'm sure everyone will be interested in how the assignment works out. And how are you going to lead it into the family history assignment to come? We don't talk enough about our assignments and yet it's what we spend most of our time working on. Thanks for keeping this going. --Ed Quoting "Howard, Joanna" : > Ed, I appreciate your thoughts as you are bringing up things for me > to consider as I work on this assignment this week. By way of getting > at your comments, let me give you some background. The first time I > teach anything, I give myself and the students some latitude so that > I can observe and adjust in a way that doesn't leave them feeling > defeated and me frustrated. Some of the goals that I didn't write > about but which are present in this assignment are: > > --involving the students in a campus-based activity, that is, > acquainting them with the litmag; > --engaging them in reading work by writers who are also students at > the college, so the idea of "the writer" becomes more than an > abstraction; > --discussing reading, good reads and so forth--being the audience > rather than writing for one. > > I'd like to be more articulate, but it is 6 in the morning here. I > really value the feedback everyone is giving me as it has given me so > many more angles to pursue. I've contacted the litmag advisor about > seeing if we can't contact some of the authors to come to class and > talk with the students--this is very last-minute, but it's the sort > of thing that I can remember to initiate earlier in the semester the > next time I do this assignment. > > Again, thank you, Ed, and everyone who has given me feedback. It has > been extremely helpful! > > Best, > > Joanna Howard > Professor of English > MC-Rockville > Rockville, MD 20850 > > > > > ________________________________ > > From: teaching_basic_writing-admin@mailman.eppg.com on behalf of > emwhite@email.arizona.edu > Sent: Sun 11/4/2007 7:57 PM > To: teaching_basic_writing@mailman.eppg.com > Subject: [Teaching_Basic_Writing] Re: Lit mag assignment > > > > Joanna, I'd hesitate to ask for item 2 without a lot of discussion. > Without much > background or language in literary issues, bw students are likely to > resort to a > lot of cliches: writing should be simple and easy to read, stories > should teach > a lesson, and so on. I like the idea of the assignment, but its hard for > beginning students to get much beyond the story line in fiction or the rhymes > in poetry without some pretty intensive work. But maybe you've already > got them > there? --Ed White, U of AZ > > From Joanna.Howard@montgomerycollege.edu Mon Nov 5 18:28:16 2007 From: Joanna.Howard@montgomerycollege.edu (Howard, Joanna) Date: Mon, 5 Nov 2007 13:28:16 -0500 Subject: [Teaching_Basic_Writing] Re: Lit mag assignment References: <200711041701.lA4H11Gw025097@localhost.eppg.com><20071104175709.llgrosioc4k0ck84@www.email.arizona.edu><767E25E6EB68944981AA718B93201F8005709A2B@MCMAIL2.mcnte.mc.cc.md.us> <20071105093252.3ncw04og8skkkk80@www.email.arizona.edu> Message-ID: <767E25E6EB68944981AA718B93201F8005709A35@MCMAIL2.mcnte.mc.cc.md.us> Thanks, Ed. You may regret asking for more information as the week goes on, but in the spirit of peer review, I'll keep sending you all updates. Today we discussed what they enjoyed reading and why, and came up with a vague notion of personal interest reading (that is, if I love football, I'm going to seek out football articles and books) and how that leads us to have an idea of the "best version" a kind of template against which everything in that category is compared. Then we went around the room reading the first short story, and I was so interested (and glad) to see how they helped each other with difficult words, and with how some of my shyer students were willing to read outloud. After that, we discussed the story, its strengths and its flaws, and I took a vote--on a scale of 1-5, with 5 being the most outstanding piece of writing you've EVER read, and 1 being it was so bad that you want to forget it. Most of the votes in both classes fell in the 3 category--lukewarm. Frankly, the voting came because they were getting fidgety, as one is wont to do on Monday morning after a football Sunday. Also, I think that voting gave them a scaffold around which to frame their comments. Now, what do I think that I accomplished today? I started them thinking about reading as being an activity that happens in and out of classrooms for a variety of reasons--I guess that, just as we work to develop a writer's "voice," so too do we develop a reader's "ear." We just got out of class an hour ago, and I have so much more to think about, so I'll be in touch. I can't thank you all enough for the suggestions--each one has given me much to think about this week. Ed, you asked how this relates to the genealogical assignment that I'm creating --it doesn't, yet. The only reason the genealogical assignment is to follow is because I asked each class to vote on which three essay assignments (out of four) they wanted to do in the second half of the semester. Litmag was voted number 1 and genealogy came in at number 2. Best, Joanna Howard Professor of English MC-Rockville Rockville, MD 20850 ________________________________ From: teaching_basic_writing-admin@mailman.eppg.com on behalf of emwhite@email.arizona.edu Sent: Mon 11/5/2007 11:32 AM To: teaching_basic_writing@mailman.eppg.com Subject: RE: [Teaching_Basic_Writing] Re: Lit mag assignment Joanna, I'm sure everyone will be interested in how the assignment works out. And how are you going to lead it into the family history assignment to come? We don't talk enough about our assignments and yet it's what we spend most of our time working on. Thanks for keeping this going. --Ed Quoting "Howard, Joanna" : > Ed, I appreciate your thoughts as you are bringing up things for me > to consider as I work on this assignment this week. By way of getting > at your comments, let me give you some background. The first time I > teach anything, I give myself and the students some latitude so that > I can observe and adjust in a way that doesn't leave them feeling > defeated and me frustrated. Some of the goals that I didn't write > about but which are present in this assignment are: > > --involving the students in a campus-based activity, that is, > acquainting them with the litmag; > --engaging them in reading work by writers who are also students at > the college, so the idea of "the writer" becomes more than an > abstraction; > --discussing reading, good reads and so forth--being the audience > rather than writing for one. > > I'd like to be more articulate, but it is 6 in the morning here. I > really value the feedback everyone is giving me as it has given me so > many more angles to pursue. I've contacted the litmag advisor about > seeing if we can't contact some of the authors to come to class and > talk with the students--this is very last-minute, but it's the sort > of thing that I can remember to initiate earlier in the semester the > next time I do this assignment. > > Again, thank you, Ed, and everyone who has given me feedback. It has > been extremely helpful! > > Best, > > Joanna Howard > Professor of English > MC-Rockville > Rockville, MD 20850 > > > > > ________________________________ > > From: teaching_basic_writing-admin@mailman.eppg.com on behalf of > emwhite@email.arizona.edu > Sent: Sun 11/4/2007 7:57 PM > To: teaching_basic_writing@mailman.eppg.com > Subject: [Teaching_Basic_Writing] Re: Lit mag assignment > > > > Joanna, I'd hesitate to ask for item 2 without a lot of discussion. > Without much > background or language in literary issues, bw students are likely to > resort to a > lot of cliches: writing should be simple and easy to read, stories > should teach > a lesson, and so on. I like the idea of the assignment, but its hard for > beginning students to get much beyond the story line in fiction or the rhymes > in poetry without some pretty intensive work. But maybe you've already > got them > there? --Ed White, U of AZ > > _______________________________________________ Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing If you no longer wish to receive this mailing, please go to http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing to updat your information. From Lisa.Cahill@asu.edu Mon Nov 5 21:27:37 2007 From: Lisa.Cahill@asu.edu (Lisa Cahill) Date: Mon, 5 Nov 2007 14:27:37 -0700 Subject: [Teaching_Basic_Writing] Mail Question Message-ID: This is a multi-part message in MIME format. ------_=_NextPart_001_01C81FF2.AF83B08F Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Good afternoon, I would like information about how to temporarily stop receiving email from this listserv. I like to enable this feature when I am out of town and have the "out of office assistant" on in Outlook. Thank you, Lisa ------_=_NextPart_001_01C81FF2.AF83B08F Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Mail Question

Good = afternoon,

I would like = information = about how to temporarily stop receiving email from this listserv.  = I like to enable this feature when I am out of town and have = the “out of office assistant” on in Outlook.

Thank = you,

Lisa

------_=_NextPart_001_01C81FF2.AF83B08F-- From Joanna.Howard@montgomerycollege.edu Thu Nov 8 19:32:45 2007 From: Joanna.Howard@montgomerycollege.edu (Howard, Joanna) Date: Thu, 8 Nov 2007 14:32:45 -0500 Subject: [Teaching_Basic_Writing] RE: Using the Literary Magazine for Writing Activities References: A<20071108125941.AIP27885@mserve2.baker.edu> Message-ID: <767E25E6EB68944981AA718B93201F8005709A48@MCMAIL2.mcnte.mc.cc.md.us> Well, let me give you all an update! Yesterday, the conversation tanked because the students hadn't done the reading. They were bored, they said and so they stopped reading. So I delivered my calm and serious speech about how this is college, and if you avoid work because you're bored, you won't get far. I also pointed out that it wasn't fair to the three students who had prepared to expect them to carry the conversation. Nor was it fair to expect me to stand in front of the classroom and explcate the stories for them so that they could rewrite what I'd said next week. I finished with my reactions to the stories: the ones I liked and why, the ones I didn't like and why and said (once again) that it didn't really matter how they felt about the story but that they could explain why they felt as they did. Class dismissed. Professor Howard annoyed. But it's November, we're moving toward Thanksgicing, and experience has taught me to expect some kind of slowdown, so when it happens, I meet it, give a brief but heartfelt lecture on why I'm annoyed, and then move on. Tomorrow will be better. I'm going to put them into small groups to analyze the four short personal narratives that they had to read, and then report back to the class. As always, thank you all for your suggestions. I think about them and am going to incorporate some of them when I develop next week's plan. Best, Joanna Howard ________________________________ From: Conference on Basic Writing on behalf of Steven L. Climer Sent: Thu 11/8/2007 12:59 PM To: CBW-L@LISTS.UMN.EDU Subject: Re: Using the Literary Magazine for Writing Activities I do that all the time. People often remember the "worst" more than the many "best" pieces they come across. One of my writing prompts is what was the worst book you ever read and why? Man, I tell you, that always gets the conversations rolling -- especially in developmental classes because it gives the student immediate empowerment to speak their mind. --------------------------------------- --------------------------------------- Steven L. Climer, B.S.,M.A. Baker College of Allen Park 313-425-3734/steven.climer@baker.edu "If you judge people, you have no time to love them." -- Mother Teresa From mpollock@bergen.edu Thu Nov 8 20:11:01 2007 From: mpollock@bergen.edu (Miriam Pollock) Date: Thu, 8 Nov 2007 15:11:01 -0500 Subject: [Teaching_Basic_Writing] RE: Using the Literary Magazine for Writing Activities In-Reply-To: <767E25E6EB68944981AA718B93201F8005709A48@MCMAIL2.mcnte.mc.cc.md.us> References: A<20071108125941.AIP27885@mserve2.baker.edu> <767E25E6EB68944981AA718B93201F8005709A48@MCMAIL2.mcnte.mc.cc.md.us> Message-ID: <5E3D3037C2958A4B8F6A88B547C156A604AE9FB4@PAR-ADM-EX.bergen.cc.nj.us> Hi again, Regarding the b-word (boredom), I tend to see that word as a kind of code for something else that students aren't able (or maybe willing?) to articulate. So my general response is to not accept that answer, and instead to press for them to reflect, in writing, about what was really going on, honestly, in their reading process. I don't necessarily have to read it, but they have to write it and think about it. And it's not punishment, but another way into the assignment. I start my response to that "I was bored" by talking about some of the things that make *me* feel "bored." Sometimes, I'll tell them, I get bored when I'm reading something and I don't understand it. Sometimes, I get bored when I'm reading something and I feel like the author's not really talking to *me* at all--like they think I'm someone else, and it feels like getting an invitation to a party and arriving there and finding out that the hosts meant to invite someone else and I'm not really welcome, and it's embarrassing. Sometimes, I get bored when I'm reading something but I'm not sure *why* I'm reading it, and I just lose focus. In other words, thinking about boredom can be a way *in* to thinking about the way that we read or resist reading different kinds of material, and what that says about us as readers. And it can be the beginning of criticism and analysis (which is where you want them to go anyway). So, for example, if I was bored by the second page of a story, what *made* me bored? What could the author have done differently to maintain my interest? Why would someone *else* (other than me) like this story? Can I imagine the *type* of person who would find this story interesting? Can I imagine what this author's like and why they rubbed me the wrong way? I don't know if this will help, but I know it's helped me connect with students who use "bored" as an excuse without that ending up as a dead-end or wasted class. Miriam Pollock Writing Center Supervisor Bergen Community College -----Original Message----- From: teaching_basic_writing-admin@mailman.eppg.com [mailto:teaching_basic_writing-admin@mailman.eppg.com] On Behalf Of Howard, Joanna Sent: Thursday, November 08, 2007 2:33 PM To: Conference on Basic Writing; CBW-L@LISTS.UMN.EDU; teaching_basic_writing@mailman.eppg.com Subject: [Teaching_Basic_Writing] RE: Using the Literary Magazine for Writing Activities Well, let me give you all an update! Yesterday, the conversation tanked because the students hadn't done the reading. They were bored, they said and so they stopped reading. So I delivered my calm and serious speech about how this is college, and if you avoid work because you're bored, you won't get far. I also pointed out that it wasn't fair to the three students who had prepared to expect them to carry the conversation. Nor was it fair to expect me to stand in front of the classroom and explcate the stories for them so that they could rewrite what I'd said next week. I finished with my reactions to the stories: the ones I liked and why, the ones I didn't like and why and said (once again) that it didn't really matter how they felt about the story but that they could explain why they felt as they did. Class dismissed. Professor Howard annoyed. But it's November, we're moving toward Thanksgicing, and experience has taught me to expect some kind of slowdown, so when it happens, I meet it, give a brief but heartfelt lecture on why I'm annoyed, and then move on. Tomorrow will be better. I'm going to put them into small groups to analyze the four short personal narratives that they had to read, and then report back to the class. As always, thank you all for your suggestions. I think about them and am going to incorporate some of them when I develop next week's plan. Best, Joanna Howard ________________________________ From: Conference on Basic Writing on behalf of Steven L. Climer Sent: Thu 11/8/2007 12:59 PM To: CBW-L@LISTS.UMN.EDU Subject: Re: Using the Literary Magazine for Writing Activities I do that all the time. People often remember the "worst" more than the many "best" pieces they come across. One of my writing prompts is what was the worst book you ever read and why? Man, I tell you, that always gets the conversations rolling -- especially in developmental classes because it gives the student immediate empowerment to speak their mind. --------------------------------------- --------------------------------------- Steven L. Climer, B.S.,M.A. Baker College of Allen Park 313-425-3734/steven.climer@baker.edu "If you judge people, you have no time to love them." -- Mother Teresa _______________________________________________ Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing If you no longer wish to receive this mailing, please go to http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing to updat your information. From Joanna.Howard@montgomerycollege.edu Thu Nov 8 23:59:52 2007 From: Joanna.Howard@montgomerycollege.edu (Howard, Joanna) Date: Thu, 8 Nov 2007 18:59:52 -0500 Subject: [Teaching_Basic_Writing] RE: Using the Literary Magazine for Writing Activities References: A<20071108125941.AIP27885@mserve2.baker.edu> <767E25E6EB68944981AA718B93201F8005709A48@MCMAIL2.mcnte.mc.cc.md.us> <5E3D3037C2958A4B8F6A88B547C156A604AE9FB4@PAR-ADM-EX.bergen.cc.nj.us> Message-ID: <767E25E6EB68944981AA718B93201F8005709A4A@MCMAIL2.mcnte.mc.cc.md.us> Hi Miriam, You're right on the money about why they're bored. I tried to get them to articulate why they were bored, but they weren't ready to, so we'll revisit it tomorrow. It's all part of the process, isn't it ; ) Many, many thanks, Joanna Howard ________________________________ From: Miriam Pollock [mailto:mpollock@bergen.edu] Sent: Thu 11/8/2007 3:11 PM To: teaching_basic_writing@mailman.eppg.com Cc: Howard, Joanna Subject: RE: [Teaching_Basic_Writing] RE: Using the Literary Magazine for Writing Activities Hi again, Regarding the b-word (boredom), I tend to see that word as a kind of code for something else that students aren't able (or maybe willing?) to articulate. So my general response is to not accept that answer, and instead to press for them to reflect, in writing, about what was really going on, honestly, in their reading process. I don't necessarily have to read it, but they have to write it and think about it. And it's not punishment, but another way into the assignment. I start my response to that "I was bored" by talking about some of the things that make *me* feel "bored." Sometimes, I'll tell them, I get bored when I'm reading something and I don't understand it. Sometimes, I get bored when I'm reading something and I feel like the author's not really talking to *me* at all--like they think I'm someone else, and it feels like getting an invitation to a party and arriving there and finding out that the hosts meant to invite someone else and I'm not really welcome, and it's embarrassing. Sometimes, I get bored when I'm reading something but I'm not sure *why* I'm reading it, and I just lose focus. In other words, thinking about boredom can be a way *in* to thinking about the way that we read or resist reading different kinds of material, and what that says about us as readers. And it can be the beginning of criticism and analysis (which is where you want them to go anyway). So, for example, if I was bored by the second page of a story, what *made* me bored? What could the author have done differently to maintain my interest? Why would someone *else* (other than me) like this story? Can I imagine the *type* of person who would find this story interesting? Can I imagine what this author's like and why they rubbed me the wrong way? I don't know if this will help, but I know it's helped me connect with students who use "bored" as an excuse without that ending up as a dead-end or wasted class. Miriam Pollock Writing Center Supervisor Bergen Community College -----Original Message----- From: teaching_basic_writing-admin@mailman.eppg.com [mailto:teaching_basic_writing-admin@mailman.eppg.com] On Behalf Of Howard, Joanna Sent: Thursday, November 08, 2007 2:33 PM To: Conference on Basic Writing; CBW-L@LISTS.UMN.EDU; teaching_basic_writing@mailman.eppg.com Subject: [Teaching_Basic_Writing] RE: Using the Literary Magazine for Writing Activities Well, let me give you all an update! Yesterday, the conversation tanked because the students hadn't done the reading. They were bored, they said and so they stopped reading. So I delivered my calm and serious speech about how this is college, and if you avoid work because you're bored, you won't get far. I also pointed out that it wasn't fair to the three students who had prepared to expect them to carry the conversation. Nor was it fair to expect me to stand in front of the classroom and explcate the stories for them so that they could rewrite what I'd said next week. I finished with my reactions to the stories: the ones I liked and why, the ones I didn't like and why and said (once again) that it didn't really matter how they felt about the story but that they could explain why they felt as they did. Class dismissed. Professor Howard annoyed. But it's November, we're moving toward Thanksgicing, and experience has taught me to expect some kind of slowdown, so when it happens, I meet it, give a brief but heartfelt lecture on why I'm annoyed, and then move on. Tomorrow will be better. I'm going to put them into small groups to analyze the four short personal narratives that they had to read, and then report back to the class. As always, thank you all for your suggestions. I think about them and am going to incorporate some of them when I develop next week's plan. Best, Joanna Howard ________________________________ From: Conference on Basic Writing on behalf of Steven L. Climer Sent: Thu 11/8/2007 12:59 PM To: CBW-L@LISTS.UMN.EDU Subject: Re: Using the Literary Magazine for Writing Activities I do that all the time. People often remember the "worst" more than the many "best" pieces they come across. One of my writing prompts is what was the worst book you ever read and why? Man, I tell you, that always gets the conversations rolling -- especially in developmental classes because it gives the student immediate empowerment to speak their mind. --------------------------------------- --------------------------------------- Steven L. Climer, B.S.,M.A. Baker College of Allen Park 313-425-3734/steven.climer@baker.edu "If you judge people, you have no time to love them." -- Mother Teresa _______________________________________________ Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing If you no longer wish to receive this mailing, please go to http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing to updat your information. From Lisa_Kimball@hmco.com Fri Nov 9 19:01:32 2007 From: Lisa_Kimball@hmco.com (Lisa_Kimball@hmco.com) Date: Fri, 9 Nov 2007 14:01:32 -0500 Subject: [Teaching_Basic_Writing] Lisa Kimball/College/hmco is out of the office. Message-ID: --0__=0ABBF91DDFFB04708f9e8a93df938690918c0ABBF91DDFFB0470 Content-type: text/plain; charset=US-ASCII I will be out of the office starting 11/06/2007 and will not return until 11/16/2007. I am on vacation until Nov. 16th and will not have access to email. I will reply to you when I return. Please contact my assistant, Sarah Truax at sarah_truax@hmco.com with any immediate concerns. --0__=0ABBF91DDFFB04708f9e8a93df938690918c0ABBF91DDFFB0470 Content-type: text/html; charset=US-ASCII Content-Disposition: inline

I will be out of the office starting 11/06/2007 and will not return until 11/16/2007.

I am on vacation until Nov. 16th and will not have access to email. I will reply to you when I return.

Please contact my assistant, Sarah Truax at sarah_truax@hmco.com with any immediate concerns. --0__=0ABBF91DDFFB04708f9e8a93df938690918c0ABBF91DDFFB0470-- From villanasco@hotmail.com Sat Nov 10 18:16:04 2007 From: villanasco@hotmail.com (Chris Villanasco) Date: Sat, 10 Nov 2007 12:16:04 -0600 Subject: [Teaching_Basic_Writing] Rebound from unprepared, bored, and annoying class In-Reply-To: <200711101701.lAAH1W3g017481@localhost.eppg.com> Message-ID: Joanna, Some students respond well to a lecture on how to behave in a college class. When one class that started packing up 15 minutes early, I lost my patience with them. They have not fidgeted early since my annoyed lecture. If students are going to take other classes in college, they will need to learn that they will be accountable for the work even if they didn't feel like doing it and even if they find it boring. For yesterday's bored, unprepared class, the plan to put them in small groups for presentations sounds good. I learned a discussion exercise for small groups that helped me not get too annoyed. It's called Final Word: 1. Read individually. Highlight 2-3 items. (3 minutes, find a sentence or two) 2. In turn, share one of your items--but do not comment on it. 3. In round robin fashion, Group members comment about the one item 4. The individual who named the item then shares his or her thinking about the item and gets the final word 5. Repeat the pattern around the table. The next person shares an item, etc. I go around to each group to hear one round so that I hear from every student. For students who had not read, it shows, but for this exercise, they only have to respond to the one item that their group member picked. If everyone shares an item, then this pushes them to think about and respond to at least 4 items that day. Caution: the first time the students use this can mean waiting a minute or two for some responses, but after they use this exercise regularly, more students are motivated to be prepared for the next class. They don't want to annoy their peers. To satisfy the fairness component, I assign them beforehand to turn in a written response to the reading for homework, and I collect it at the beginning of class before the exercise. Prepared students will get homework credit. Plus, some students say they like to hear all the different types of interpretations. Keep up the good work, Chris Villanasco North Harris College On 11/10/07 11:01 AM, "teaching_basic_writing-request@mailman.eppg.com" wrote: > Send Teaching_Basic_Writing mailing list submissions to > teaching_basic_writing@mailman.eppg.com > > To subscribe or unsubscribe via the World Wide Web, visit > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > or, via email, send a message with subject or body 'help' to > teaching_basic_writing-request@mailman.eppg.com > > You can reach the person managing the list at > teaching_basic_writing-admin@mailman.eppg.com > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Teaching_Basic_Writing digest..." > > > Today's Topics: > > 1. Lisa Kimball/College/hmco is out of the office. (Lisa_Kimball@hmco.com) > > --__--__-- > > Message: 1 > From: Lisa_Kimball@hmco.com > To: teaching_basic_writing@mailman.eppg.com > Date: Fri, 9 Nov 2007 14:01:32 -0500 > Subject: [Teaching_Basic_Writing] Lisa Kimball/College/hmco is out of the > office. > > --0__=0ABBF91DDFFB04708f9e8a93df938690918c0ABBF91DDFFB0470 > Content-type: text/plain; charset=US-ASCII > > > I will be out of the office starting 11/06/2007 and will not return until > 11/16/2007. > > I am on vacation until Nov. 16th and will not have access to email. I will > reply to you when I return. > > Please contact my assistant, Sarah Truax at sarah_truax@hmco.com with any > immediate concerns. > --0__=0ABBF91DDFFB04708f9e8a93df938690918c0ABBF91DDFFB0470 > Content-type: text/html; charset=US-ASCII > Content-Disposition: inline > > >

I will be out of the office starting 11/06/2007 and will not return until > 11/16/2007.
>
> I am on vacation until Nov. 16th and will not have access to email. I will > reply to you when I return.
>
> Please contact my assistant, Sarah Truax at sarah_truax@hmco.com with any > immediate concerns. > --0__=0ABBF91DDFFB04708f9e8a93df938690918c0ABBF91DDFFB0470-- > > > > --__--__-- > > _______________________________________________ > Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > > > End of Teaching_Basic_Writing Digest > From Joanna.Howard@montgomerycollege.edu Sat Nov 10 19:31:08 2007 From: Joanna.Howard@montgomerycollege.edu (Howard, Joanna) Date: Sat, 10 Nov 2007 14:31:08 -0500 Subject: [Teaching_Basic_Writing] Rebound from unprepared, bored, and annoying class References: Message-ID: <767E25E6EB68944981AA718B93201F8005709A5C@MCMAIL2.mcnte.mc.cc.md.us> Chris, Thanks for the idea. I'll try it on Monday and see how it goes. We're a day behind as I've been out sick. I'm going to work on the writing assignment part of this project,and I'm going to blend some idea that you all have offered over the past two weeks. Stay tuned. Joanna ________________________________ From: teaching_basic_writing-admin@mailman.eppg.com on behalf of Chris Villanasco Sent: Sat 11/10/2007 1:16 PM To: teaching_basic_writing@mailman.eppg.com Subject: [Teaching_Basic_Writing] Rebound from unprepared, bored, and annoying class Joanna, Some students respond well to a lecture on how to behave in a college class. When one class that started packing up 15 minutes early, I lost my patience with them. They have not fidgeted early since my annoyed lecture. If students are going to take other classes in college, they will need to learn that they will be accountable for the work even if they didn't feel like doing it and even if they find it boring. For yesterday's bored, unprepared class, the plan to put them in small groups for presentations sounds good. I learned a discussion exercise for small groups that helped me not get too annoyed. It's called Final Word: 1. Read individually. Highlight 2-3 items. (3 minutes, find a sentence or two) 2. In turn, share one of your items--but do not comment on it. 3. In round robin fashion, Group members comment about the one item 4. The individual who named the item then shares his or her thinking about the item and gets the final word 5. Repeat the pattern around the table. The next person shares an item, etc. I go around to each group to hear one round so that I hear from every student. For students who had not read, it shows, but for this exercise, they only have to respond to the one item that their group member picked. If everyone shares an item, then this pushes them to think about and respond to at least 4 items that day. Caution: the first time the students use this can mean waiting a minute or two for some responses, but after they use this exercise regularly, more students are motivated to be prepared for the next class. They don't want to annoy their peers. To satisfy the fairness component, I assign them beforehand to turn in a written response to the reading for homework, and I collect it at the beginning of class before the exercise. Prepared students will get homework credit. Plus, some students say they like to hear all the different types of interpretations. Keep up the good work, Chris Villanasco North Harris College On 11/10/07 11:01 AM, "teaching_basic_writing-request@mailman.eppg.com" wrote: > Send Teaching_Basic_Writing mailing list submissions to > teaching_basic_writing@mailman.eppg.com > > To subscribe or unsubscribe via the World Wide Web, visit > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > or, via email, send a message with subject or body 'help' to > teaching_basic_writing-request@mailman.eppg.com > > You can reach the person managing the list at > teaching_basic_writing-admin@mailman.eppg.com > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Teaching_Basic_Writing digest..." > > > Today's Topics: > > 1. Lisa Kimball/College/hmco is out of the office. (Lisa_Kimball@hmco.com) > > --__--__-- > > Message: 1 > From: Lisa_Kimball@hmco.com > To: teaching_basic_writing@mailman.eppg.com > Date: Fri, 9 Nov 2007 14:01:32 -0500 > Subject: [Teaching_Basic_Writing] Lisa Kimball/College/hmco is out of the > office. > > --0__=0ABBF91DDFFB04708f9e8a93df938690918c0ABBF91DDFFB0470 > Content-type: text/plain; charset=US-ASCII > > > I will be out of the office starting 11/06/2007 and will not return until > 11/16/2007. > > I am on vacation until Nov. 16th and will not have access to email. I will > reply to you when I return. > > Please contact my assistant, Sarah Truax at sarah_truax@hmco.com with any > immediate concerns. > --0__=0ABBF91DDFFB04708f9e8a93df938690918c0ABBF91DDFFB0470 > Content-type: text/html; charset=US-ASCII > Content-Disposition: inline > > >

I will be out of the office starting 11/06/2007 and will not return until > 11/16/2007.
>
> I am on vacation until Nov. 16th and will not have access to email. I will > reply to you when I return.
>
> Please contact my assistant, Sarah Truax at sarah_truax@hmco.com with any > immediate concerns. > --0__=0ABBF91DDFFB04708f9e8a93df938690918c0ABBF91DDFFB0470-- > > > > --__--__-- > > _______________________________________________ > Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > > > End of Teaching_Basic_Writing Digest > _______________________________________________ Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing If you no longer wish to receive this mailing, please go to http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing to updat your information. From marianne_dzik@ivcc.edu Mon Nov 12 07:02:16 2007 From: marianne_dzik@ivcc.edu (marianne_dzik@ivcc.edu) Date: Mon, 12 Nov 2007 01:02:16 -0600 Subject: [Teaching_Basic_Writing] Marianne Dzik/faculty/IVCC is out of the office. Message-ID: I will be out of the office starting 11/09/2007 and will not return until 11/14/2007. From glennblalock.phd@gmail.com Mon Nov 19 15:13:11 2007 From: glennblalock.phd@gmail.com (Glenn Blalock) Date: Mon, 19 Nov 2007 09:13:11 -0600 Subject: [Teaching_Basic_Writing] NEW: TESOL / ESL Bibliography/Webliography Message-ID: <001d01c82abe$b4ef8cd0$cc573e81@GlennBlalock> Kristine Hansen and Joe Janangelo are sharing their "Annotated Bibliography/Webliography of TESOL Materials for Writing Program Administrators." You will find it @ CompFAQs: http://comppile.tamucc.edu/wiki/TESOL-ESLResources/TESOLBibliography You can also access it from CompFAQs home page (follow the TESOL/ESL Resources category): http://comppile.tamucc.edu/wiki/CompFAQs/Home And if you lose these links, go to CompPile http://comppile.tamucc.edu/ and use TESOL or ESL as search terms. Their work is linked there, too. Thanks to Kristine and Joe for sharing this useful resource. If / as others want to add to this resource, you can edit the pages yourself or send me the information, and I'll add it. Glenn From gglau@asu.edu Mon Nov 19 21:43:48 2007 From: gglau@asu.edu (Gregory Glau) Date: Mon, 19 Nov 2007 14:43:48 -0700 Subject: [Teaching_Basic_Writing] INSTRUCTOR POSITIONS AT ARIZONA STATE UNIVERSITY In-Reply-To: <001d01c82abe$b4ef8cd0$cc573e81@GlennBlalock> References: <001d01c82abe$b4ef8cd0$cc573e81@GlennBlalock> Message-ID: <1A4207F8295607498283FE9E93B775B403BAA4F5@EX02.asurite.ad.asu.edu> All, please circulate. Many thanks, Greg --------------------------------------------------- Greg Glau Director of Writing Programs Department of English - 0302 e-mail: gglau@asu.edu Arizona State University Office: 480.965.3898 Tempe, AZ 85287-0302 FAX: 480.965.2553 Co-Author, with Duane Roen and Barry Maid, of The McGraw-Hill Guide: Writing for College, Writing for Life www.mhhe.com/roenpreview Co-Author, with Linda Adler-Kassner, ofThe Bedford Bibliography for Teachers of Basic Writing http://www.bedfordstmartins.com/basicbib/ ------------------------------------------------------------------------ ----------- INSTRUCTOR POSITIONS AT ARIZONA STATE UNIVERSITY: General Information: Four courses/semester. Nine-month appointment. Submit: Letter of application, vita, 1 page statement of teaching philosophy, unofficial graduate transcripts, and 3 letters of recommendation about teaching ability. To meet the first deadline, applications must be postmarked by January 2, 2008; then if not filled postmarked by the 1st of each month thereafter until search is closed. PLEASE DO NOT send your application letter, vita, letters of reference, etc, separately. We do not accept incomplete applications. AA/EOE. AA/EOE INSTRUCTORS IN COMPOSITION AND RHETORIC -- Required: MA in Rhetoric and Composition or in a related field; post-secondary teaching experience in composition. Applicants who are not native English speakers must provide evidence of having received a minimum score of 55 on either the SPEAK test or the TSE. Desired: Evidence of graduate coursework in Rhetoric and Composition if degree in related field; Ph.D. in Rhetoric and Composition or related field; evidence of effective teaching; evidence of attendance/presentations at Rhetoric/Composition professional conferences. Send materials to Search Committee, (Instructor, Rhet/Comp), attn. D. Baker, English Department, Writing Programs, Box 870302, Arizona State University, Tempe, AZ 85287-0302. INSTRUCTORS IN RHETORIC AND COMPOSITION WITH AN EMPHASIS IN PROFESSIONAL WRITING -- Required: MA in Rhetoric and Composition or in a related field; graduate-level coursework in business, professional and/or technical writing; post-secondary teaching experience in composition or business / professional / technical writing. Applicants who are not native English speakers must provide evidence of having received a minimum score of 55 on either the SPEAK test or the TSE. Desired: Evidence of graduate coursework in Rhetoric and Composition if degree in related field; Ph.D. in Rhetoric and Composition or related field; evidence of effective teaching; evidence of attendance/presentations at Rhetoric/Composition professional conferences. Send materials to Search Committee, (Instructor, Professional Writing), attn. D. Baker, English Department, Writing Programs, Box 870302, Arizona State University, Tempe, AZ 85287-0302. From Sherry.Robertson@asu.edu Mon Nov 26 18:13:26 2007 From: Sherry.Robertson@asu.edu (Sherry Rankins-Robertson) Date: Mon, 26 Nov 2007 11:13:26 -0700 Subject: [Teaching_Basic_Writing] Family Writing Module Message-ID: <39DE26F9F5CFE94098E37AF89AB92C82022372BB@EX05.asurite.ad.asu.edu> This is a multi-part message in MIME format. ------_=_NextPart_001_01C83058.0A88B330 Content-Type: multipart/alternative; boundary="----_=_NextPart_002_01C83058.0A88B330" ------_=_NextPart_002_01C83058.0A88B330 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable Dear Basic Writing Listservers and Fellow Writing Teachers: Thank you for participating in the October discussion on Family History Writing in the Composition classroom. Our module time has come to a close. I shared a couple assignments with some of you individually but I thought it would be useful to share this one assignment with all of you. The attached document is an assignment that I find not only engages students, but also allows them to do the research and writing that we are looking for in the composition classroom. I find the family writing assignments are not only rich for student production, but also the assignments have been designed with the WPA Outcomes Statement in mind so the requirements meet the needs of the field's current conversations. If you are interested in looking at Arizona State University's Family Writing Project, please visit: http://www.poly.asu.edu/saas/familyhistory/ You will find information on what we are doing here along with certificates and a degree track in family history research and writing. I am certain that Duane (duane.roen@asu.edu) is happy to talk to anyone who is interested in developing/implementing family writing projects/workshops/courses on your campuses. Ed White and I are hosting a SIG on Family Writing at CCCC this coming year in New Orleans; we hope you will join us on Thursday, April 3. If you are interested in talking more over the break (about resources, books, assignments, etc) when you have more time to look at implementing family writing into your classroom, please contact me directly: sherry.robertson@asu.edu or 480.727.1593. =20 Thank you to the editors and McGraw Hill for allowing us to host this topic. Respectfully, =20 Sherry Robertson <>=20 ------_=_NextPart_002_01C83058.0A88B330 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable Family Writing Module

Dear Basic Writing Listservers and = Fellow Writing Teachers:
Thank you for participating in the = October discussion on Family History Writing in the Composition = classroom.  Our module time has come to a close.

I shared a couple assignments with some = of you individually but I thought it would be useful to share this one = assignment with all of you.  The attached document is an assignment = that I find not only engages students, but also allows them to do the = research and writing that we are looking for in the composition = classroom. I find the family writing assignments are not only rich for = student production, but also the assignments have been designed with the = WPA Outcomes Statement in mind so the requirements meet the needs of the = field's current conversations. 

If you are interested in looking at = Arizona State University's Family Writing Project, please visit: = http://www.poly.asu.edu/saas/familyhistory/=   You will find information on what = we are doing here along with certificates and a degree track in family = history research and writing.  I am certain that Duane = (duane.roen@asu.edu) is happy to talk to anyone who is interested in = developing/implementing family writing projects/workshops/courses on = your campuses.

Ed White and I are hosting a SIG on = Family Writing at CCCC this coming year in New Orleans; we hope you = will join us on Thursday, April 3. If you are interested in talking more = over the break (about resources, books, assignments, etc) when you have = more time to look at implementing family writing into your classroom, = please contact me directly: sherry.robertson@asu.edu or = 480.727.1593.   

Thank you to the editors and McGraw = Hill for allowing us to host this topic.

Respectfully, 

Sherry Robertson
<<Robertson = Family History Oral History_ Interview.rtf>>

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------_=_NextPart_002_01C83058.0A88B330 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable Dear Basic Writing Listservers and Fellow Writing Teachers: Thank you for participating in the October discussion on Family History Writing in the Composition classroom. Our module time has come to a close. I shared a couple assignments with some of you individually but I thought it would be useful to share this one assignment with all of you. The attached document is an assignment that I find not only engages students, but also allows them to do the research and writing that we are looking for in the composition classroom. I find the family writing assignments are not only rich for student production, but also the assignments have been designed with the WPA Outcomes Statement in mind so the requirements meet the needs of the field's current conversations. If you are interested in looking at Arizona State University's Family Writing Project, please visit: http://www.poly.asu.edu/saas/familyhistory/ You will find information on what we are doing here along with certificates and a degree track in family history research and writing. I am certain that Duane (duane.roen@asu.edu) is happy to talk to anyone who is interested in developing/implementing family writing projects/workshops/courses on your campuses. Ed White and I are hosting a SIG on Family Writing at CCCC this coming year in New Orleans; we hope you will join us on Thursday, April 3. If you are interested in talking more over the break (about resources, books, assignments, etc) when you have more time to look at implementing family writing into your classroom, please contact me directly: sherry.robertson@asu.edu or 480.727.1593. =20 Thank you to the editors and McGraw Hill for allowing us to host this topic. Respectfully, =20 Sherry Robertson <>=20 ------_=_NextPart_002_01C83058.0A88B330 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable Family Writing Module

Dear Basic Writing Listservers and = Fellow Writing Teachers:
Thank you for participating in the = October discussion on Family History Writing in the Composition = classroom.  Our module time has come to a close.

I shared a couple assignments with some = of you individually but I thought it would be useful to share this one = assignment with all of you.  The attached document is an assignment = that I find not only engages students, but also allows them to do the = research and writing that we are looking for in the composition = classroom. I find the family writing assignments are not only rich for = student production, but also the assignments have been designed with the = WPA Outcomes Statement in mind so the requirements meet the needs of the = field's current conversations. 

If you are interested in looking at = Arizona State University's Family Writing Project, please visit: = http://www.poly.asu.edu/saas/familyhistory/=   You will find information on what = we are doing here along with certificates and a degree track in family = history research and writing.  I am certain that Duane = (duane.roen@asu.edu) is happy to talk to anyone who is interested in = developing/implementing family writing projects/workshops/courses on = your campuses.

Ed White and I are hosting a SIG on = Family Writing at CCCC this coming year in New Orleans; we hope you = will join us on Thursday, April 3. If you are interested in talking more = over the break (about resources, books, assignments, etc) when you have = more time to look at implementing family writing into your classroom, = please contact me directly: sherry.robertson@asu.edu or = 480.727.1593.   

Thank you to the editors and McGraw = Hill for allowing us to host this topic.

Respectfully, 

Sherry Robertson
<<Robertson = Family History Oral History_ Interview.rtf>>

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In-Reply-To: <1A4207F8295607498283FE9E93B775B401DF9951@EX02.asurite.ad.asu.edu> References: <1A4207F8295607498283FE9E93B775B401DF9951@EX02.asurite.ad.asu.edu> Message-ID: <000001c83201$9f9dbc90$9ea67286@eng.nau.edu> Hi, everyone! The holiday season is already upon us. Eek! I hope that you are all doing well and not too busy as the semester goes into its final weeks :-). Many thanks to Sherry and Duane for the wonderful discussions about teaching life stories. They have been fascinating. We now have a new module posted titled "Conversing in Marginal Spaces: Basic Writers' Responses to Teachers Comments" by Dodie Forrest and Carolyn Calhoon-Dillahunt. Please see http://www.mhhe.com/socscience/english/tbw/nov.html. Dodie teaches writing courses from basic writing to college-level composition, as well as courses in women's literature, introduction to plays, and tutor preparation at Yakima Valley Community College, where she also directs the Writing Center on the main campus. She is an active member of PNWCA and PNW-TYCA, having served as former coeditor of Pacific View, the regional TYCA newsletter. She has presented with colleagues and writing center consultants at national and regional conferences and recently served as a leader for the 2007 International Writing Centers Association Summer Institute. Carolyn teaches a variety of composition courses, both basic writing and college-level, as well as humanities, public speaking, and literature courses at the Grandview campus of Yakima Valley Community College in Washington state. She also directs the Grandview Campus Writing Center. Carolyn is currently serving as National TYCA Secretary and is a member of the CCCC EC. She has also done some reviewing for the Teaching English in the Two-Year College journal. Inspired by Nancy Sommer's longitudinal study on Harvard students, Carolyn and Dodie have launched their own empirical study focusing on pre-college level writers in a community college setting to better understand how this group of writers responds to and makes use of instructor feedback on their papers. This module presents an overview of the first phase of Dodie and Carolyn's study. They are continuing their research by examining student annotations of their revisions and conducting in-depth interviews. Here are their discussion questions: Discussion Questions: o What commenting methods have you used that students respond well to? o Is there a difference in the feedback you give to "basic writers" as opposed to college-level writers? Should there be? o How can we get students to read comments in the context of their whole paper? o What strategies can we use to teach student the "how-to's" of academic discourse (analyzing, digging deeper, developing ideas)? o Why do students make the changes they do? o Why do they decide not to make suggested changes? o How much do students use other sources of feedback (e.g., peer reviewers, writing center staff, friends and family members, themselves) for the revisions they make?