Breakout 01, Panel 02: Critical Reading for the FYW Classroom

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    Responding to Student Writing: Low Stakes Homework and Partial Drafts Presentation Notes
    (Honolulu: 2017 UH First-Year Writing Symposium, 2017-04-08) Alexander, Mary
    Last semester, I discovered two techniques that are revolutionizing my teaching. The first technique is that of requiring students to write informal, one-page responses to all readings in a given unit.  Each unit is comprised of six to ten texts read over a period of several weeks.  By reading and responding to these low-stakes pieces of homework--a total of five to six pages for each unit-- I can spot student challenges, such as reading comprehension problems or grammar needs, and can start helping students address them as soon as Week 1.  In addition, this low-stakes writing functions as a kind of “warm-up” for students.  Somehow, their writing seems to improve on its own over the first few weeks before any formal essays are due! Instead of having students submit an entire essay, I break essays into parts, and ask students to submit one part at a time as homework. I then respond to each part as described above.  This allows me another opportunity to address student challenges before high-stakes essays are due, and also allows me to tailor class content to class needs, using examples from their own homework. Although these methods may seem time-consuming, I can respond to homework and partial drafts fairly quickly on an easy-to-use platform like Google classroom, and by the time I get those final essays on Turnitin, my work is largely done.
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    Reaching Reluctant Readers in a First-Year Writing Program Handout
    (Honolulu: 2017 UH First-Year Writing Symposium, 2017-04-08) Poteet, Desi
    Reading assignments deliver important course content and provide valuable writing examples, modeling effective rhetorical strategies in the process. One of the challenges facing faculty is student resistance to completing reading assignments. This presentation will provide reading strategies and activities first-year writing faculty can integrate into their courses to encourage and develop students’ problem-based reading and writing skills. Student examples will be showcased, and handouts of assignments and activities will be available.
  • Item
    Reaching Reluctant Readers in a First-Year Writing Program Presentation
    (Honolulu: 2017 UH First-Year Writing Symposium, 2017-04-08) Poteet, Desi
    Reading assignments deliver important course content and provide valuable writing examples, modeling effective rhetorical strategies in the process. One of the challenges facing faculty is student resistance to completing reading assignments. This presentation will provide reading strategies and activities first-year writing faculty can integrate into their courses to encourage and develop students’ problem-based reading and writing skills. Student examples will be showcased, and handouts of assignments and activities will be available.