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Reading and Writing are Superpowers*
Everyone gets stuck once-in-a-while when reading something new or complicated. What matters is how you work to resolve difficulties in reading comprehension. Readers who take a metacognitive approach to reading difficulties ultimately understand more and can do more with their reading. Here are two tools from Schoenbach, Greenleaf, and Murphy’s Reading Apprenticeship approach that can Read More …
In Habits of the Creative Mind, you read and marked-up “On Reading as a Writer” with an eye towards understanding how experienced writers, like Susan Sontag, read. In a 5 minute comment on this post, describe and explain some of the strategies that experienced writers, like Sontag, use to get the most out of their reading time.
Emerging writers sometimes struggle to make sense of texts they need to write about. Often, the problem is that they read passively, by which I mean without activating their curiosity, attentiveness, openness, engagement, and connection-making habits of mind, and without purpose or expectations. This can happen when they are unfamiliar with the topic, or are Read More …
#UNE students looking for a challenge can join the Amphibious Tiny House Project. pic.twitter.com/WwSqhrLKqg — UNE SASC (@UNE_SASC) October 4, 2016
Over the next week or so, we’ll be meeting one-on-one for a half-hour conference to discuss your progress towards the course learning objectives. All conferences will be held in my SASC office, room 4. You won’t need to check in for these conferences. Find the conference schedule at the bottom of this post. Learning Objectives Read More …
We hit a speed bump today in class when we realized that some WordPress Themes don’t automatically include menus, or include items in menus. So you may need to do some work to enable readers to find your literacy narrative on your ePortfolio. If your theme already includes a menu, you may need to add Read More …
Course Learning Objective: Writing as a Recursive Process – 20% Reading is part of the writing process, and writing is part of the reading process. The iterative, recursive nature of the writing process means that careful reading of both one’s sources and one’s own writing are regular practices for one who approaches mastery of this Read More …
Course Learning Objective: Critique Own and Others’ Work – 15% Strong writers can effectively evaluate both their own and their peers’ writing. They analyze drafts for idea development, claims, evidence and organization; identify solid elements of a draft as well as targeted opportunities for revision; and consider organization from a reader’s point-of-view. They go beyond Read More …
Course Learning Objective: Active Reading, Critical Reading, & Informal Reading Response – 15% Active, critical readers mark their texts by underlining, highlighting, or otherwise identifying key passages in a reading. They treat margins as places to ask questions, to sketch connections, and to express their ideas or thoughts about a text. And they work to Read More …
