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Reading and Writing are Superpowers*
Please read the entire post before responding. Write a reflective essay that assesses your current reading process by comparing what strategies you have actually used so far this semester to make sense of the readings to the standards set out in the Active Reading Learning Outcome below. To what degree does your reading process enable Read More …
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 …
“Patchwriting” is the term writing researcher Rebecca Moore Howard (1993) uses to describe the incomplete paraphrase strategy that writers just emerging in a field often find themselves using to make it seem as if they are more knowledgeable than they are. It’s not just student writers who patchwrite. Howard reports on the work of Miguel Read More …
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 …
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 …
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 …
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 …
