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  • What COCC300 Students Are Like
    1 Workshop sheets for portfolio 2 Workshop sheets for portfolio 3 Workshop sheets for general purposes Sample materials grouped by instructor Print Friendly Page Authors Contributors What COCC300 Students Are Like Back to Differences Between COCC150 and COCC300 As a group COCC300 students surprisingly resemble COCC150 students We need to emphasize at the outset and reiterate throughout the semester how much work this course is the students don t expect to do so much work in a core course We need to teach our students how to conduct effective workshops A full or nearly full class period devoted to discussing modeling and practicing workshops is well worth the time it takes from other activities Moreover those of us who optimistically believed our students would see the value of coming to class and volunteer to be there have needed to return to strong attendance policies And we have all found ourselves spending much more time than we had planned on building critical reading skills at the beginning of the course On the other hand COCC300 students are typically further along in their majors than are COCC150 students Most of your students will be juniors or seniors Consequently we have found that when we capitalize on our students knowledge by constructing assignments that ask them to explore topics in their disciplines some of the students demonstrate in their essays the level of thoughtful and complex analysis and or synthesis we only hope for in COCC150 After the freshman year students also talk Every class is of course different but on the whole we think it safe to say that COCC300 discussions are easier to get going more fruitful and often a pleasure to participate in Enjoy But a word of warning while our students have consistently impressed us with their verbal skills

    Original URL path: http://writing.colostate.edu/guides/teaching/co300man/com3c1.cfm (2015-10-15)
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  • And You Thought Your COCC150 Students Represented a Broad Range of Skill Levels!
    and reading Focusing and narrowing topics Mid course group and supplemental evaluations More detailed explanation of Rogerian argument and Toulmin analysis Policy statements and syllabi Portfolio explanations checklists and postscripts Presenting evidence and organizing arguments counter arguments Research and documentation Revision Writing assignment sheets Assignments for portfolio 1 Assignments for portfolio 2 Assignments for portfolio 3 Workshopping and workshop sheets On workshopping generally Workshop sheets for portfolio 1 Workshop sheets for portfolio 2 Workshop sheets for portfolio 3 Workshop sheets for general purposes Sample materials grouped by instructor Print Friendly Page Authors Contributors And You Thought Your COCC150 Students Represented a Broad Range of Skill Levels Back to Differences Between COCC150 and COCC300 Two factors influence the variation in skill levels in COCC300 First the course is both an elective and a requirement Consequently we sometimes have very strong writers who want to hone their skills with a class in argumentation On the other hand we also have students who have barely passed COCC150 but who need this class to fulfill a core requirement Second we get lots of students with COCC150 transfer credit but without the experience in a CSU composition class As a result instructors can t assume that all or even half of the students will be familiar with terms like focus development and coherence much less be able to apply the terms in their writing yet at the same time some of the students will come into the class writing extremely well and eager to be challenged further Your most challenging task therefore may well be to make the class flexible enough to meet the needs of all your students Critically important is making sure unprepared students have a chance to learn key concepts See the discussion in Classroom Materials under Critical Reading and Thinking for

    Original URL path: http://writing.colostate.edu/guides/teaching/co300man/com3c2.cfm (2015-10-15)
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  • Beginning with Critical Reading
    Critical thinking and reading Focusing and narrowing topics Mid course group and supplemental evaluations More detailed explanation of Rogerian argument and Toulmin analysis Policy statements and syllabi Portfolio explanations checklists and postscripts Presenting evidence and organizing arguments counter arguments Research and documentation Revision Writing assignment sheets Assignments for portfolio 1 Assignments for portfolio 2 Assignments for portfolio 3 Workshopping and workshop sheets On workshopping generally Workshop sheets for portfolio 1 Workshop sheets for portfolio 2 Workshop sheets for portfolio 3 Workshop sheets for general purposes Sample materials grouped by instructor Print Friendly Page Authors Contributors Beginning with Critical Reading Back to Differences Between COCC150 and COCC300 The early emphasis in the sample syllabi on critical reading and thinking reflects the need to assess your students analytical skills before they begin writing arguments We suggest that significant amounts of time be devoted to finding and stating theses to learning how to establish the rhetorical context of an argument and to annotating texts Even well prepared students are not necessarily active readers Please see Classroom Materials for further suggestions As mentioned above it also seems to be true that while COCC300 students analyze and synthesize essays during discussions better than their counterparts

    Original URL path: http://writing.colostate.edu/guides/teaching/co300man/com3c3.cfm (2015-10-15)
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  • Opportunities for Innovation
    and documentation Revision Writing assignment sheets Assignments for portfolio 1 Assignments for portfolio 2 Assignments for portfolio 3 Workshopping and workshop sheets On workshopping generally Workshop sheets for portfolio 1 Workshop sheets for portfolio 2 Workshop sheets for portfolio 3 Workshop sheets for general purposes Sample materials grouped by instructor Print Friendly Page Authors Contributors Opportunities for Innovation Happily COCC300 is meant to be innovative In the first place this means that the Comp Faculty counts on you to adapt your section of COCC300 to your particular students needs COCC300 s focus is indeed on building the critical reading writing and thinking skills necessary to write arguments well and we are indeed obliged to give our students a wide acquaintance with a variety of argumentative strategies so they can choose the most effective ones to use in given writing contexts However precisely what you choose to teach in your section and the amount of time you spend on various critical reading writing and thinking skills should depend on the particular needs of your students You are not required to use any particular sequence of activities nor are you required to teach a particular argumentative strategy In the second place innovation

    Original URL path: http://writing.colostate.edu/guides/teaching/co300man/pop3d.cfm (2015-10-15)
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  • Portfolio Grading
    of a portfolio system is that it allows a student to draft and revise a paper several times over a long period before submitting it for evaluation In other words a student can set aside a paper get some distance from it we hope learn some pertinent skills and return to it a better or more knowing writer critic Additionally students can afford to take some risks with their papers risks that are too great when a paper must be written and submitted in a short time Students are more likely for example to experiment with different audiences voices types of appeal or organization because they know they can get feedback on a new approach and either revise until it works or omit the paper from the final portfolio We would like to think anyway that portfolios encourage creativity among all levels of writers They certainly allow ambitious writers to explore a topic to their heart s content If a student chooses to emphasize a single paper for several weeks he or she can really get to know the intricacies of the issue and develop a well considered argument There are however drawbacks to portfolio grading See the two pieces in Classroom Materials that discuss advantages and disadvantages If you d like still more discussion of the pros and cons of using portfolios Kate has additional rationales and bibliographis in her office See also Randy Fetzer s Portfolio Assessment Is It Right for CSU s Comp Program available in Steve Reid s office Most importantly be warned that portfolio grading can be treacherously time consuming it doesn t have to be however Choose a grading method that will work for you If you do choose to use portfolios be sure that you plan to return students first portfolio before the

    Original URL path: http://writing.colostate.edu/guides/teaching/co300man/pop3e.cfm (2015-10-15)
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  • Teaching in the Computer Classroom
    Print Friendly Page Authors Contributors Teaching in the Computer Classroom While not all sections of COCC300 are taught in the computer classroom the integration of computers into the syllabus is a part of the innovative nature of the course and can be your greatest ally in creating a responsive classroom If you are assigned to a computer classroom and haven t taught there before see a Comp Faculty member and the Writing Center module Teaching in the Computer Classroom for strategies to use the computers effectively What you might like to know at the outset is that the computers can do an enormous amount to facilitate communication between the students and instructor and among themselves E mail and bulletin boards give students the technology to talk back and forth about their topics to send each other or you drafts of their essays or proposals and to give workshop comments on line Such communication can get students much more involved with drafting and revising their papers during class when other students and the instructor are available for comments or advice than often is seen in the traditional classroom Furthermore when students are working on their drafts in class you have the flexibility to respond to their individual questions and concerns as they crop up rather than trying to anticipate those concerns and plan group activities to build skills you hope they will transfer to their drafts when they go home although we encourage these as well All of these factors can help you respond to your students individually Also by encouraging your students to send you questions via e mail about things that confused them during class and by noticing where the majority of students are in their writing process of a particular essay you can keep a finger on the

    Original URL path: http://writing.colostate.edu/guides/teaching/co300man/pop3f.cfm (2015-10-15)
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  • Finally
    and Toulmin analysis Policy statements and syllabi Portfolio explanations checklists and postscripts Presenting evidence and organizing arguments counter arguments Research and documentation Revision Writing assignment sheets Assignments for portfolio 1 Assignments for portfolio 2 Assignments for portfolio 3 Workshopping and workshop sheets On workshopping generally Workshop sheets for portfolio 1 Workshop sheets for portfolio 2 Workshop sheets for portfolio 3 Workshop sheets for general purposes Sample materials grouped by instructor Print Friendly Page Authors Contributors Finally Just a few comments about why we have enjoyed teaching this class Perhaps foremost COCC300 is rewarding because of its potential for connection with so many activities our students engage in Spending so much time reading and writing arguments our students truly have the opportunity to grow as critical readers writers and thinkers growth which obviously will serve them as students in other courses as citizens as consumers and as explorers of what it means to be human Thus the sheer purposeful ness of the course material can make one feel he or she is involved in a very worthwhile project and one that is often a great deal of fun Secondly COCC300 is a place where writers can grow by leaps and bounds For some this might just mean learning to draft and revise on line and thereby break through a long standing writer s block for others it might mean learning to sustain a complex argument in writing because the writer has the time to be truly dedicated to an essay Consistently however our students have commented that they can see their own growth as writers even if they do also comment on how much work growth takes And last the very stuff of COCC300 is fun to work with Exploring issues in the aim of learning to read and write arguments

    Original URL path: http://writing.colostate.edu/guides/teaching/co300man/pop3g.cfm (2015-10-15)
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  • Classroom Materials
    Toulmin analysis Policy statements and syllabi Portfolio explanations checklists and postscripts Presenting evidence and organizing arguments counter arguments Research and documentation Revision Writing assignment sheets Assignments for portfolio 1 Assignments for portfolio 2 Assignments for portfolio 3 Workshopping and workshop sheets On workshopping generally Workshop sheets for portfolio 1 Workshop sheets for portfolio 2 Workshop sheets for portfolio 3 Workshop sheets for general purposes Sample materials grouped by instructor Print Friendly Page Authors Contributors Classroom Materials We ve organized sample materials into categories that sometimes overlap Hence you might see the same handout in more than one section or you might want to check multiple sections for the handouts most helpful for you Also please note that wherever possible we ve taken out extra spaces between prompts to save space on the screen Download the files and adjust spacing or edit in any other way you want to to suit your students needs Some of the materials have names to identify the authors Unless otherwise noted someone at CSU created all these materials so give credit to the author if noted or the Writing Center Web site as your resource should you use the materials at another campus in the

    Original URL path: http://writing.colostate.edu/guides/teaching/co300man/pop2b.cfm (2015-10-15)
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