Next Year in ENGH 121-122!
May 16, 2014
- Get them to write childhood “learning” memories early on — journaling
- While an entire lit narrative at this point will get them confused as what a “common” college writing assignment for history, econ, psych needs to look like, getting them to write moments will:
- give us a window onto them as individuals (as people and as learners)
- give us some raw text to use for grammar analysis (and which can be built upon)
- give students a chance to reconnect with their past experiences in a reflective process (which they may not have had to do in school before).
- While an entire lit narrative at this point will get them confused as what a “common” college writing assignment for history, econ, psych needs to look like, getting them to write moments will:
- Do a crapload of reading early on
- teach marking early
- patterns of main idea and support
- blue-green-yellow
- outlining
- annotation
- left=topic/main idea in own word
- right=author’s purpose
- backside of text (blank space) write summary in own words
- patterns of main idea and support
- fast student written responses in class as quick quizzes– can use marked text
- in a “Commonbook” (paper or digital) students collect three sentences a week that they like/find interesting
- copy it into the book (by hand with pen or by typing –> no C&P
- have students ID grammar forms we cover that week in these sentences
- teach marking early
- Vocabulary –> do my old cards (paper or digital) but add “other forms” category on each card
- Before getting to the ALA,
- Do some Aristotle work
- Independent = bring in different types of texts & have students “look @ their fish” to come up with descriptions that differentiate and classify them
- Guided = have students watch the article types video and complete the cloze worksheet
- Do some Aristotle work
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