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In the practicum, we will follow the organization of the detailed scheduled published at the 1101 site (and to a somewhat lesser extent the 1102 site). My plan is to focus each class around what's going on in 01 or 02. Accordingly, I will ask you to read 1 or 2 or 3 articles each week that relate to class activities, will ask you to teach related matters, etc. See rows in yellow for specifics related to the particum.
Week/ Focus |
Due Dates and Holidays |
Practicum Activities & Instructor Activities |
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Composition Class Activities |
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Homework |
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1. Academic Conventions
August 25 |
· Diagnostic Essay
· Plagiarism and MLA quizzes |
· Teaching Project #1
· Rubric Tool/Test Run
· WritingBlogs
· Group Work—Break into groups according to which Project #1 you are doing..Brainstorm
· Sign Up for a day for me to visit your class.
· Commenting on Instructor Draft 1, Project1 |
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1. Introduce course (syllabus, detailed schedule)
2. Conduct, Discuss, Return Essay Diagnostic
3. Introduce Reader, Brief Thompson Handbook
4. Introduce necessary technologies |
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1. Ch 1, 12 and 13 in Brief Thompson Handbook
2. Read FYC Student Philosophy in Reader
3. Study links for MLA Quiz at http://www.collegewriting.us/Lists/MLA%20Links/AllItems.aspx
4. Study links for Plagiarism Quiz at
http://collegewriting.us/Shared%20Documents/plagiarisminfo.aspx
5. Finish quizzes in Reader and bring Reader to the next class (or you will receive zero)
6. Read and sign Classroom Policies Agreement in Reader. Hand into instructor. |
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2. Project 1
Grammar Diagnostic, Project 1, and Blogging September 1 |
Labor Day (Monday)
· Instructor Draft 1, Project 1
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· Return Plagiarism and MLA quizzes
· Instructor Draft 1, Project1 |
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1. Discuss genre conventions for using textbook, student models, and online resources.
2. Introduce Informal Blogging
3. Introduce Project 1
4. Introduce annotated bibliographies, show examples, discuss requirements, suggest readings from the FYC Website, |
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1. Blog on Project I
2. Complete grammar diagnostic
- Complete Draft 1, Project 1
- Read Project 1 texts from Reader
- Read BTH Ch 11 on Field Research,
- Read BTH Ch 9, particularly p. 109.
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3. Project 1 September 8 |
· Annotated Bibliography
· Instructor Draft 2, Project 1 |
· Complete Survey
· Moxley remarks on classroom observations: Focus/Writing Process/
· Mentor Visit: Kendra Bryant---How to Read Actively and Critically
· Project Groups Meeting #2
· Glossary Ck/Wiki Ck for TeachingWiki
· Responding to Student Writing
o Irish Peasant
o Yosemite
Homework
· Review Group Project. Consider a possibility for a new FYC project.
· Read “Inventing the University” by Bartholomae (1101 Reader)
· Read “Responding to and Evaluating Student Writing”
· Read “Ranking, Evaluating, and Liking”
· Identify the topic you’d like to address in your class lesson.
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1. Introduce students to conduct peer reviews by leading large-class discussions of student papers.[i]
2. Discuss readings
3. Discuss sample annotated bibliographies |
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- Read Ch 3 in BTH on revision and peer review
- Peer review for Project 1, Draft 2
- Read sample student essay “Mickey D’s Manifesto” in Reader.
- Blog on Project 1
- Read sample student essays in Reader.
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4. Project 1 tember 15 |
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· Return Instructor Draft 2[ii]
· Mentor Visit: Erin and Kendra Lee—More on How to comment on Draft 2? |
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1. Discuss common problems with Draft 2, Project 1.
2. Peer Reviews of Project 1[iii]
3. In-class work on Project 1 while instructor conferences one-on-one, answering questions. |
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1. On an individual basis, you may wish to assign English 21 exercises.
2. You may wish to assign out of class Peer Reviews.
3. You may require students to confer with SmartThinking TM provided all students to have a new book.
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5. Project 1 September 22 |
· Instructor Draft 3, Project 1
· Instructor collect extra copy of Final Draft, Project 1 for Gen. Ed. Assessment. Drop off in CPR 257 |
· Discussion of Class Activities, including Project 1 Draft 2s and Inclass Essays and Peer Group Work
· Rubric Practice….Project #1 Essay…Groups of 5/Conference Skits
· Jessica Trant (6:20) In-Class Writing.
· Discuss readings—Hartwell &
· Write a Flashlight Survey for students—trial effort.
· Share Detailed Schedules for 2nd Project. Some inclass time for writing/working on these
· Homework: Read the following essays on in-class essays and conferences:
o Chapter 3 "Journals" on page 19 and pages 177 to 182 in their Flex Files.
o TBA |
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1. Discuss reflections on Project 1
2. Discuss in-class essay writing strategies using computer and data projector. |
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1. Complete Draft 3, Project 1. Print out two copies, one for instructor and one for Gen. Ed. Assessment.
2. Blog on Project 1, Reflections, In-Class essay
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6. In-class Writing September 29 |
· In-class essay |
· Discussion of Class Activities, including grading in-class Essays and Conferences
· Return Instructor Draft 3, Project 1 using Writing Program’s Online Rubric/Assessment Tool
· Quentin and Kyle (7:00) Technologies/Response to Survey.
· Sharing of Mid-semester Evaluations...(using Flashlight)
· Sharing of Project #2 teaching plans |
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1. Conduct in-class essay.
2. Introduce Project 2, using textbook, student models, and on-line resources |
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- Read BTH: Ch 4, "Reading Critically," emphasize p. 55, "Reading Any Text as an Argument,"
- Blog on Project 2
- Read Project 2 texts in Reader
- Complete Draft 1, Project 2
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7. Project 2 October 6 |
· Instructor Draft 1, Project 2 |
· Return In-class Essay #1
· Erin and Jessica (6:20 to 7:30) Conferencing, Mid-Term Grades, and Flashlight |
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1. Discuss Readings from Reader |
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1. Blog on Project 2
- Read BTH, Ch 6, "Reading Images Critically" and Ch 18, "Using Visuals to Inform and Persuade."
- Read Project 2 texts from Reader
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8. Project 2 October 13 |
· Instructor Draft 2, Project |
1. Discussion of Rubric/Grades for “Advertisements Enticing Women”
2. 5 Minute Pedagogy Presentations
3. Work on Teacher Sites, Wikis, etc.
4. Small group work on project 2s |
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1. Face-to-Face Student Conferences
2. Peer Review Draft 2, Project 2 |
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- Complete anonymous mid semester course evaluation, using Flashlight
- Read Project 2 Sample Student Essays
- Review BTH Ch 1 and 2 (especially pg. 7 in terms of audience and pgs. 55 & 82 on ethos, pathos, and logos).
- Blog on Project 2
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9. Project 2 October 20 |
· Instructor Draft 3, Project 2 |
1. Freewrite: From Berlin’s perspective, why is it important for writing teachers to consider the ideologies that inform teaching and writing practices? In particular, why does he favor social-epistemic rhetoric over expressionistic and cognitive rhetoric?
2. Discussion of reading
3. Review of Student Essay and Various Comments to it.
4. Group work to discuss Project 2 |
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1. Second presentation on in-class essay writing strategies.
2. Reflections on Project 2 |
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1. Blog on Project 2, Reflections, or In-class essay |
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10. In-class Essay
October 27
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· In-class Essay #2
· Last Day to Drop Course without grade penalty, Nov. 1 |
· Return Instructor Draft 3, Project 2 using Writing Program’s Online Rubric/Assessment Tool
1. Using the class discussion forum, comment on Fulkerson and English Dept. essays
2. Meet w/ Moxley re sample response to a paper. Drop a photocopy of the essay w/ your comments and rubric print off in my box. Then stop by and see me.
3. Complete the Flashlight Survey |
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1. Conduct in-class writing
2. Introduce Project 3, using textbook, student models, and online resources |
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1. Blog on Project 3
2. Complete Draft 1, Project 3
3. Read Project 3 texts from Reader
4. Read Part 7 in The Brief Thomson Handbook (BTH), “Writing in Digital Spaces” |
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11. Project 3 Library Session November 3 |
· Instructor Draft 1, Project 3 |
· Discuss Readings
o PowerPoint: Literacy in the Age of Peer Production: Implicatons for Higher...
· Discuss in-class Essays
· Pedagogy Presentations
· Group work for Project 3s |
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1. Attend scheduled library session
2. Return inclass essay 2 |
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1. Blog on Project 3
2. Read Project 3 Sample Student Essays
3. Draft 1, Project 3 Due
4. Read BTH Ch 22, “Writing and Rhetoric on the Web” |
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12. Project 3
November 10 |
· Instructor Draft 2, Project 3
· Veterans Day, Nov. 11 |
· Reminder: Upload detailed schedules for 01 and 02 to satisfy “Web Pedagogy Site.” Do this at your MySite. Have this uploaded by next class meeting if possible....Pls email me once it's done...
· Discussion: ENC 1102 Projects
o Melanie Graham
o Marion Conclin
· Pedagogy Presentations
· Discuss “Datagogies”; “On Students’ Rights”; “Conference Teaching”
· Small Group Brainstorming: Project 3s
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1. Face-to-Face Student Conferences
2. Peer Review Draft 2, Project 3 |
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- Blog on Project 3
- Read BTH Ch 23, “Designing Website and Multimedia Projects”
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13. Project 3
November 17 |
· Instructor Draft 3, Project 3 |
· Discussion: Reflective Letter & ENC 1102 Projects
· Jessica McKee
· Discuss Readings:
· “Mistakes” by Lunsford and Lunsford
· Knoblauch and Brannon, On Students’ Rights...
· Pedagogy Presentations
· In-class time to upload detailed share schedules for 01 and 02 |
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- Discuss Common Student Challenges
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1. Complete anonymous end-of-semester course evaluation, https://usfweb3.usf.edu/fyc/
2. Complete program evaluation at http://collegewriting.us/Lists/Fall2008StudentSurvey/overview.aspx |
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14. Reflective Essay November 24 |
· Thanksgiving Holiday, Nov. 27-28 |
· Discussion of Reflective Essay
· Pedagogy Reports
· Group Projects
· Course Evaluation |
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· Return Instructor Draft 3, Project 3 using Writing Program’s Online Rubric/Assessment Tool |
1. Presentations on Project 3
2. Discuss genre conventions for Reflection Essay |
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3. Final Blog |
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15. Reflective Essay December 1 |
· Final Reflective Essay |
No Class Meeting |
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1. Peer review of reflective essays |
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1. Read sample reflection essays |
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16. Finals Week
December 8 |
· No Final Exam |
No Class Meeting |
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1. Teacher-student conferences as necessary |
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[i] You may wish to assign out-of-class reviews yet students may not yet be prepared for this. You may need to model appropriate ways to respond to student papers in large-group discussions (of papers written by other students and professional prose models).
[ii] Although you are required to upload grades to BlackBoard throughout the semester, you may wish to wait to post grades until you have returned the papers.
[iii] To help students understand the importance of this activity, you should grade the peer reviews. In the way we have designed grade weights, a part of the final grade for each project may go to peer reviews.
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Last modified at 11/25/2008 10:56 AM by Moxley, Joseph
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