Seminar, Fri, 5/24

A Brief Composition Timeline 

CCC

1874          Harvard College institutes a written entrance exam

1897          University of California institutes Subject A in writing

1944          GI Bill

1949          Conference on College Composition and Communication (CCCC) founded, CCC  begins publication

1966          Dartmouth Seminar on the Teaching of English

Dartmouth Seminar 1966

1969          Open Admissions founded at CUNY

1971          Janet Emig publishes The Composing Processes of Twelfth Graders

1974          CCCC endorses The Students’ Right to Their Own Language

1974          Bay Area Writing Project founded. Becomes the National Writing Project in 1976

1977          Mina Shaughnessy publishes Errors and Expectations

1987          Wyoming Conference Resolution Opposing Unfair Salaries and Working   Conditions for Teachers of Postsecondary Writing

1995           Elbow and Bartholomae debate personal and academic writing

1996          The New London Group publishes “A Pedagogy of Multiliteracies”

Fig0.4NewLondonGroup1

2011       NCTE, NWP, and WPA publish Framework for Success in Postsecondary Writing

2015       Linda Adler-Kassner and Elizabeth Wardle publish Naming What We Know]

For more . . .

Continuing On

Reflections on This Seminar

We hope to continue to offer this seminar in the coming years, and so would appreciate your help as we refine and move forward with this project. I’d thus like to ask you to do some reflective writing in which you respond to any or all of the following questions:

  • What should we make sure to continue to do?
  • What might we do more of?
  • What could we perhaps do differently?

We may draw on your your comments as part of a report to the Mellon Foundation, so please don’t put your name on them. Instead use Guerilla Mail to email your reflection anonymously to Rebecca Egger. Thanks!

Arcade

Have your laptop open with your course site displayed. Turn your screen to the middle of the room. Walk around, see what people are doing, and talk to them about it.

Some Closing Thoughts (For Now) From Me

I’ve had the good luck now to have worked with four extraordinary groups of teacher/scholars at Berkeley  I’m excited by the courses you are designing, and I think Berkeley is lucky to have you! Please don’t hesitate to contact me in the coming weeks and months. I’m eager to keep in touch.

Thanks for your work!

Seminar, Thurs, 5/23

Morning

Assessment and Social Justice

Led by Mya Poe, Associate Professor of English, Northeastern University

  • What is assessment?
  • Types of assessment
  • Social justice in writing assessment
  • Course evaluations

Afternoon

Responding Toward Revision

Practice: “Rough Draft (on June Jordan)”, Berkeley, R1A, Spring 2019

Please use the method I’ve just sketched out to write a response toward revision to this student writer. Compare your responses with a partner. What similarities or differences do you notice, both in terms of the advice you have to offer and the stance you take toward the student?

Evaluating Final Pieces

Practice: “Revealing the true identity: June Jordan’s ‘Poem About My Rights'”, Berkeley, Spring 2019, R1A, Final Draft

Use my template to arrive at a grade for this essay. Write some (very brief) comments to the author as well. In groups of five, compare grades and responses.

  • Bonus Example: Leonid Elyon, “On Space and Sappho”, Winner of the 2019 Art of Rewriting Award

Responding to a Portfolio

Reading Across Drafts

For Tomorrow

Complete as much of your course website as you can. If you are having trouble figuring out how to post or format certain pages, posts, or widgets, save the content in Word or on paper. But try to have a  demo-version of your course to show and talk about as part of our arcade tomorrow.

Please email me the URL for your site before 10:00 tomorrow. That will allow me to post a list of links to your courses to this site.

Seminar, Wed, 5/22

Morning

Concerns so Far

  • Grades/Standards
  • Pacing/Scaffolding of Assignments
  • Workload: Students and Teachers, “obsessive editing”
  • “Balancing” Close Reading/Content/Composition
  • Structure and Responsiveness

Working With Student Writing (From Yesterday)

Workshop: Writing Projects

In addition to the three standard workshop questions (what is the writer’s project?, what works best? what should the writer work on next?), please consider the following:

  • How would you describe the stance the author/teacher takes towards readers/students?
  • What terms of value appear in the text? What is said or suggested about how this writing will be evaluated?

Scaffolding and Scheduling

Afternoon

Lunch

Working on WordPress.com

Studio

Begin to sketch out the working schedule for your course, or to lay out the structure of your course website

Conversation With Returning Koshland Fellows

  • Insights from the seminar that continue to inform your teaching; and/or
  • New discoveries about teaching writing since then, ways in which you’ve revised and developed your teaching.

Writing for Tomorrow

Sketch out a working schedule for your R&C course. Bring three copies with you to class.

Seminar, Tues, 5/21

Morning

Course Overviews

Fast Write: Briefly describe the focus of the R&C course you are designing. Highlight some of the newest, most ambitious, or most interesting uses you hope to make of writing.

Groups: Trade overviews with two colleagues. Try to read their documents from the point of view of a first-year student on the first day of class. What else might you ask this teacher to tell you about:

  • The kinds of writing you’ll do in this course?
  • The reasons for doing this writing? ( That is, how does this work promise to be interesting or useful?)
  • The pace and workload of the semester?

Writing Assignments

Examples: Responding and Remixing

Working with Student Writing in Class

Keynote

Curtis Hanson, dir., Wonder Boys, 2000

Reflections

Fast Write: What’s the most pressing question on your mind right now about planning and designing your R&C course?

Afternoon

12:30pm – 1:45pm: Lunch

1:45pm – 2:30pm: Studio time

2:30pm – 4pm: Guest Speaker, Ryan Sloan, Lecturer, UC Berkeley College Writing Programs, “Digital Pedagogy”

4pm – 4:30pm: Q & A

Writing for Tomorrow

Draft one or two of the writing projects for your course. Please bring four print copies with you to seminar. We will workshop them.

Seminar, Mon, 5/20

Morning

Introductions

Fast Write: You are an accomplished academic writer. (Otherwise you wouldn’t be in this room.) Please write a brief story about a moment when you learned something useful about academic writing. Try to create as compelling a story as you can. Let your points emerge through how you describe the characters, setting, and action of your narrative. I’ll ask you to introduce yourself to the seminar through reading this story aloud.

Read Alouds: Please take some notes as you listen to your colleagues’ stories. What similarities do you notice in how they describe learning to write as academics? What differences?

Seminar 

  • About
  • Plan
  • WordPress
  • Schedule

Designing a Writing Course

Keynote

Reflections

Fast Write: What’s the most pressing question on your mind right now about how to design your R&C course?

Afternoon

Studio

Begin drafting your course overview.

Workshop

Working With Multilingual Writers, led by Michelle Baptiste, College Writing Programs

Best Practices

Writing For Tomorrow

Please draft the overview for your R&C course. You’ll have some time to review some examples of other overviews and to begin writing this afternoon. Please bring two print copies of this piece to seminar tomorrow morning.

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