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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