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  • Suggested Grading Breakdown
    Source Evaluation Unit 2 Position Paper Unit 3 Teaching Materials Detailed Syllabi Worksheets Workshops Daily Prompts Supplemental Readings Portfolio Considerations Print Friendly Page Suggested Grading Breakdown You have choices of coures about the specific assignments you collect in the portfolios but we present this breakdown as a general guideline for weighing elements of the course Unit 1 Portfolio Personal and Academic Writing 6 pages of revised prose 30 Personal Essay

    Original URL path: http://writing.colostate.edu/guides/teaching/co130man/pop3g.cfm (2015-10-15)
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  • Suggested Weekly Outline
    information appropriately Assignments Writing in response to readings summaries Week 6 More work with summary linking personal experience with academic context How do readers use their personal experience to make sense of new information What academic reading writing assignments draw mainly on personal experience Class Activities This week should introduce a focus on ideas rather than events in summary the notion that even essays which are strictly narrative have a purpose beyond conveying the experience itself Students should practice identifying and then responding to the ideas in the essay rather than the experiences themselves Assignments Writing in response to readings summaries and responses Week 7 Focusing developing and organizing ideas What techniques can help writers communicate effectively with readers Why do readers need detail How do writers organize material to present it efficiently to readers Backwards outlines Why do readers expect these organizational patterns How do the patterns make reading more efficient How can writers revise their texts to make the patterns more helpful to readers Class Activities Students begin applying some of the rhetorical terminology they ve been developing to their own writing Students will develop appropriate criteria for the summary personal response considering all that they ve learned so far about an academic audience including the idea that personal experience should have a point and be clearly relevant to the essay s topic Then they ll look at sample essays to consider how effective those drafts are develop a revision plan as a class and revise aspects of a sample essay in groups Assignments Drafting summary responses Week 8 Revising to meet audience needs Workshopping Preparing Portfolio 1 What techniques help writers revise When might writers prewrite as they revise How do audience and purpose shape revising strategies How can outside readers help with revising Where does proofreading fit into the writing process How can readers help writers with final revisions and proofreading Class Activities Now students will help each other apply the criteria developed in Week 6 to their own essays through peer review workshops They ll also learn about specific common grammatical usage errors and in groups teach a particular concept to the class using their own writing as examples Assignments Revising essays for Portfolio 1 Week 9 Revising strategies Collect Portfolio 1 Introduce Portfolio 2 other forms of academic writing What academic reading writing tasks draw less on personal experience When do writers use other sources to supplement their personal experience and insights What kinds of data supplement personal experience What do readers expect from writing based on data How can writers help readers understand new concepts What mixture of personal experience and data works well in academic papers Class Activities Return to some of the essays we ve read previously on the class topic specifically to look at the mixture of personal experience and data used Practice discourse source analysis with a class reading Use this practice source analysis as a way for students to begin coming up with their own criteria for what

    Original URL path: http://writing.colostate.edu/guides/teaching/co130man/pop3h.cfm (2015-10-15)
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  • Alternative Texts
    Work Alternative Texts Working with International Students Writing Assignments Unit 1 Portfolio 1 Unit 2 Discourse Analysis Unit 2 Source Evaluation Unit 2 Position Paper Unit 3 Teaching Materials Detailed Syllabi Worksheets Workshops Daily Prompts Supplemental Readings Portfolio Considerations Print Friendly Page Alternative Texts The assignments for this course can be designed around any class topic an education focus like the Writing Center tutorial a cultural focus like CO150 or any other focus reader the instructor prefers The portfolio system also lends itself to two different topics for Portfolios 1 and 2 and even allows students more freedom in selecting topics for Portfolio 2 perhaps working in groups around several different topics if the instructor chooses Instructors might find the book Interactions A Thematic Reader Ann Moseley and Jeanette Harris Boston Houghton Mifflin 1997 particularly useful This book begins with a unit entitled The Self which includes a number of personal narratives The other units of the book then broaden out from the self to include such topics as Self with Family Self with Work Self with Society etc It mirrors the movement of the syllabus from personal writing to more reader oriented public prose The following are some other

    Original URL path: http://writing.colostate.edu/guides/teaching/co130man/pop3j.cfm (2015-10-15)
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  • International Students in CO130
    1 Portfolio 1 Unit 2 Discourse Analysis Unit 2 Source Evaluation Unit 2 Position Paper Unit 3 Teaching Materials Detailed Syllabi Worksheets Workshops Daily Prompts Supplemental Readings Portfolio Considerations Print Friendly Page International Students in CO130 General tips Don t make assumptions Be aware of language barriers Be explicit Take it slow Consider vocabulary Be patient Cultural considerations Avoid lobbying Set explicit orally and in writing expectations from the beginning Clearly define cheating and consequences Clearly set deadlines and consequences for not meeting them Clearly define grading policies Be friendly but firm Above all be consistent cheating vs helping Educational background Developing independence used to being spoonfed Critical thinking skills Other points International students may have had low literacy skills in their first language so critical reading thinking will be a weak point Ask students to circle words they don t know and then work on vocabulary Teachers may also want to elicit some cultural background as well International students cannot read cursive script Saudi students are happy to lobby for each other gender isn t usually a big part of the dynamic with Saudi students but you need to be firm If you have questions feel free to contact

    Original URL path: http://writing.colostate.edu/guides/teaching/co130man/pop3k.cfm (2015-10-15)
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  • Writing Assignments
    Unit 2 Source Evaluation Unit 2 Position Paper Unit 3 Teaching Materials Detailed Syllabi Worksheets Workshops Daily Prompts Supplemental Readings Portfolio Considerations Print Friendly Page Writing Assignments This section includes detailed assignment sheets for each of the essays we imagine students will write in CO130 The assignments are clustered under headings to help you see how teachers vary in their presentation of assignments Some teachers and many students prefer to complete a formal draft of each essay as it comes up in the syllabus teachers collect and comment on those drafts that students then revise for resubmission and grading in the portfolio in week 9 Alternatively student work in first half of the semester can be assigned and collected in a true portfolio i e students draft several less formal attempts at each essay and choose their most successful in their terms papers to revise for the portfolio I ve arranged assignment sheets under Unit 1 if you plan to adopt the first approach for this chunk of the semester and under Portfolio 1 if you prefer the second approach Unit 2 assignments appear here as prompts for a discourse analysis approach a source and response approach or a position

    Original URL path: http://writing.colostate.edu/guides/teaching/co130man/pop2b.cfm (2015-10-15)
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  • Unit 1
    with International Students Writing Assignments Unit 1 Portfolio 1 Unit 2 Discourse Analysis Unit 2 Source Evaluation Unit 2 Position Paper Unit 3 Teaching Materials Detailed Syllabi Worksheets Workshops Daily Prompts Supplemental Readings Portfolio Considerations Print Friendly Page Unit 1 If you prefer to have students draft essays for your comment that are then revised for a second round of portfolio commentary then you ll probably want to use the assignment sheets linked below If you prefer to have students write several journal entries or very informal drafts that they choose from to revise for the portfolio you should consider the assignment sheets linked under Portfolio 1 You can also create a mix and match variation for the first half of the semester You might for instance have students draft a single attempt at the personal essay collect and comment on it and return it for revision and submission in the portfolio in week 9 But perhaps you want to give students more opportunities to draft summaries and choose one to revise for the portfolio Feel free to adapt the assignments and submission schedule Please note that the assignment sheets linked below specify a target audience If you prefer to

    Original URL path: http://writing.colostate.edu/guides/teaching/co130man/pop4a.cfm (2015-10-15)
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  • Portfolio 1
    Unit 3 Reflecting on Writing Suggested Grading Breakdown Suggested Weekly Outline Suggested Text Frame Work Alternative Texts Working with International Students Writing Assignments Unit 1 Portfolio 1 Unit 2 Discourse Analysis Unit 2 Source Evaluation Unit 2 Position Paper Unit 3 Teaching Materials Detailed Syllabi Worksheets Workshops Daily Prompts Supplemental Readings Portfolio Considerations Print Friendly Page Portfolio 1 As I worked out a version of the syllabus see Kate s sample syllabus I built in multiple opportunities for students to write on topics that would fit the first two essay assignments Typically I give students less formal prompts such as my Daily writing tasks to get them started on this informal writing I usually wouldn t give out the detailed assignments sheets linked below until after students have drafted one or two attempts at the general topic Then I talk about how to revise the informal work to meet the specific goals of the assignment as outlined on the assignment sheet You ll notice that because I ask students to specify their target audiences I have revised this element of the assignment sheet as well as some of the strategies for completing the paper Personal Essay Summary Response Using Personal

    Original URL path: http://writing.colostate.edu/guides/teaching/co130man/pop4b.cfm (2015-10-15)
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  • Unit 2 - Discourse Analysis
    International Students Writing Assignments Unit 1 Portfolio 1 Unit 2 Discourse Analysis Unit 2 Source Evaluation Unit 2 Position Paper Unit 3 Teaching Materials Detailed Syllabi Worksheets Workshops Daily Prompts Supplemental Readings Portfolio Considerations Print Friendly Page Unit 2 Discourse Analysis CAVEAT You might want to give out only a generic explanation of Unit 2 see Course Overview materials at the beginning of the semester until you get to know your students and their strengths and weaknesses As you think about ways to meet the goals for Unit 2 helping students learn how to find appropriate sources and integrate them appropriately into an academic paper please remember that some papers will require more sophisticated writing and thinking skills than other types of papers In the Course Overview you ll find explanations of how to adapt the course if you re using Frame Work a text that lends itself to rhetorical analysis of discourse communities for the papers in the second half of the semester The links below to Essays 4 and 5 as discourse analysis connect to assignment sheets tailored for this approach to Unit 2 Please give Kate any assignment sheets that fine tune the essay tasks for Unit

    Original URL path: http://writing.colostate.edu/guides/teaching/co130man/pop4c.cfm (2015-10-15)
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