Reading and Writing are Superpowers*
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 …
Course Learning Objective: Engagement – 20% Engaged learners are physically, mentally, and behaviorally present in class. They are willing to try new things and accept that mistakes create important opportunities for learning. They embrace what Carol Dweck calls a “growth mindset” that helps keep them open to learning from both success and failure. A student Read More …
Diagram adapted from a Writing Process diagram published by the Mt. Carmel Area Junior/Senior High School.
In “On the Miracle of Language,” Miller and Jurecic explain that language is commonly thought of as both “a sacred gift” and a functional communication tool (134). But they urge emerging writers to put aside these common ideas, and focus instead on the “creative, generative, exploratory powers” of language (134). As you compose your reply to Read More …
First-year college students from the University of South Florida talk about the value of their fellow students’ comments on their work.
Why did Juliane Koepcke survive an airplane disaster over the Peruvian Amazon when others died? According to Miller and Jurecic’s paraphrase of Laurence Gonzalez, she survived because: “Rather than follow rules, she improvised” (22) “Although she was afraid…, she used that fear as a resource for action” (22) She had “‘an inner-resource, a state of mind’ Read More …
Add a comment to this post, in which you include, attribute, explain, and cite a passage from “I Just Wanna Be Average” that resonates with you. Your goal in your comment is to explain something new-to-you that have learned about literacy by looking at this passage through the lenses of one or more of Juliane Read More …
Watch a pro annotate a text, and talk through her annotations. In the video below, Professor Lisa Giles explains how she goes about marking up a reading for improved comprehension, and to prepare to write about it. Professor Giles is a poet, essayist, and professor teaching writing and literature at the University of Southern Maine.
