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How to Get the Most Out of Studying
There are some great videos here on the implications of brain science for studying. Here’s the first in the series. Find links to the rest of the series here.
Author: Eric Drown
Questions About Literacy Narratives
What are literacy narratives (beyond: an assignment often given in writing classes)? For what reasons do people write them (beyond: they’ve been assigned to)? For what reasons might people read them? What are literacy narratives evidence of? What kinds of things can we learn about by treating sets of literacy narratives as data or evidence? How Read More …
Portfolio Elements
As you think about how to structure your ePortfolio, think about how to display your emerging identity as an academic writer in a way that might make sense to a viewer. As you reflect on your learning this semester, remember that you are in the middle of a learning arc. There is no expectation that you Read More …
What Have You Learned?
Please help me understand how you see your progress this semester by writing some short reflective narratives about your experience of the class. Please make it an honest self-assessment, describe your strengths and what you still need to work on, and the one or two most important things you’ll take away from this class. Please reflect Read More …
Observation-Implication-Complication-Conclusion Paragraph Structure
Unlike the TRIAC paragraph structure, which starts with a claim about a topic, considers evidence, and then explores significance, the Observation-Implication-Conclusion (OIC) pattern starts with evidence, moves to significance, and then draws conclusions. Click here for a narrative version of OIC. Use TRIAC when you think your reader will tentatively accept your initial claim before Read More …
Introductory Paragraph Sequence
Not sure how to get your essay started? Consider making these moves. Describe a puzzling observation about the world that you or others have made. Describe and define the phenomena that need explaining, questions that need answering, problems that need solving, ideas that aren’t clear and easy to make sense of. Identify the questions that Read More …
Big D Discourse and Me
Use some of Gee’s or Delpit’s language and describe moments from your literacy history as you consider how your work on the concept of Discourse and literacy shapes your view of your own literacy experiences, and write about these questions: What aspects of your story would Gee or Delpit be most interested in? How would Gee Read More …
Peer Review Guidelines for Big D Discourse Paper Published
Find them here.
Sketchnoting for College
I’ve been experimenting with sketch noting in the last couple of days. I like the way it enables me to emphasize the relationships between ideas and prioritize important ideas. I have to actively listen and interpret as I go, which improves my engagement, retention, and ability to do critical stuff with the ideas I’ve noted. Read More …
Metaknowledge for Success in ENG 122 and Academic Discourse
In order to be successful in ENG 122 and 123, you have to demonstrate apprentice-level fluency in the essential saying/writing, doing, believing, valuing, and being combinations that make up Academic Discourse. To acquire this fluency, Gee explains that you have to practice these combinations with the help of masters of the Discourse (7). In our class, Read More …
