Due Oct 4


In class today, we will. . .

Interview/observations

  • Excellent work!

Working Annotated Bib

  • Clear on expectations?
  • Databases?

Haswell Discussion

  • Haswell claims, "The transformative argues that in most bottom students these negative capabilities are mixed, and are further mixed with positive capabilities, such as . . . devotion to the pursuit of ideas, and a fondness for the play of verbal wit" (p. 278). Do you agree that "basic" writers can benefit from being "shown they are better than other students in some ways" (p. 279)? How does this avoid being perceived as empty flattery?
  • Haswell argues, "The writing teacher can hardly aspire to a more respected image that that of the good mechanic" (p. 341). Is it possible to create a "diagnostic guide" for teachers of freshman composition or basic writing that will "train" all of us to this role? What kind of ideas can you take from this text to help you diagnose a student's writing?
  • Haswell presents us at the beginning and end of his book with the idea that as teachers we are moving away from the experience/position of the FY student. How do we cross that divide & communicate with our students? (p. 352)

Class Group 1

Class Group 2

Class Group 3


Group Discussion

  • In Chapter 12, pp. 301-307, Haswell lists developmental shifts that occur right around the freshman year transition from high school to college. In your working group, choose a developmental shift and imagine a writing task that could be assigned to help students begin to make this developmental shift. Write it out. We will share.

Prepare for midterm

  • Key terms/concepts
    • Create a list. What have we discussed & studied? What is important?
  • Essay questions
    • Write a question. What would you ask on this midterm exam?

midterm response

Clare & Amanda

Dawn, Olivia, Caleb, Shelly Suggestions

The English Folk - Midterm Stuff

Krystal and Ed


Oct 11--Assessment/Mainstreaming BW

  • Midterm Exam (take home) distributed
  • Reading response, 10-11
    • TDW “Assessment” “CCCC Position Statement” (372-380) (3rd ed. 390-399)
    • Agnew & McLaughlin "These Crazy Gates and How They Swing," (p. 85-100), in Mainstreaming Basic Writers: Politics and Pedagogies of Access, ed. Gerri McNenny, Erlbaum, 2001. (Bell Library reserve)
    • Otte & Mlynarczyk, "Practices & Pedagogies," BW (78-121)