Homework Due Sept 20
- Research Question/Proposal due 9-20-11
- Reading response, 9-20
- Otte & Mlynarczyk, "Defining Basic Writing and Basic Writers" (BW, Chapt. 2, 41-77)
- Haswell, Part I, (1-62)
- Bring TDW and Haswell to class!
- Please hand in or email to me, if you haven't already.
- How is it going? Anyone want to share about their visits?
- Get into small groups to discuss your observation reports
- What are the most important, relevant, and interesting parts for an audience of your peers?
- What connections can you find to course readings?
- Try to leave this discussion with an outline of ideas for your essay.
- Due next week!
- Does everyone understand what I mean when I say, "MLA formatted" but "APA or MLA documentation style"?
- Refer to Lalicker in TDW & the sources below to explore a model of BW instruction. Explain it to the class.
- Lalicker, "A Basic Introduction to Basic Writing Program Structures" TDW (29-40), also mentioned in Otte & Mlynarczyk, p. 76.
- If you want to, use your 5361 Fall 2011 Working Groups page to record your thoughts.
Baseline: The Prerequisite Model
Alternative 1: Stretch Model The Spazmatics
Alternative 2: Studio Model The English Folk
Alternative 3: Directed Self-Placement The Awesomest
Alternative 4: Intensive Model The Bus Drivers We Are Taking You To School
Alternative 5: Mainstreaming Model Writers In The Sky
- Otte & Mlynarczyk--Contribute to your timeline by identifying the theorists & theoretical & pedagogical stances promoted and dismissed in your decade AND the folks who changed their minds or fought with each other,
- OR construct a series of one word "labels" for the progress of BW as a field described in Chapter 2. Attach names to these labels. Be sure to note when someone shifts from one position to another.
- What does Haswell mean when he writes, "We are not teachers of writing. We are teachers of this eighteen-year old, writing" (p. 1) What is the relevance of this statement?
- Haswell argues, "Where the developments of the student, field of writing, and teacher meet and are furthered by the meeting, there genuine education development takes place" (6). In what ways do students, the field, and teachers develop?
- Haswell writes, "My major claim is that writing teachers have essentialized certain elements of the professions that were better temporalized: evaluation, models, diagnosis, curriculum" (8). Can you think of examples that will illustrate this claim & either support or refute it?
- When discussing the Greek student, Haswell comments, "It would be the beginning teacher who would refuse to modify certain procedures--in assignment, in attendance, even in critical judgment" (17). Do you agree that a beginning teacher might be more rigid than an experienced teacher? Why do you imagine that would be?
- "All students enter all courses in medias res, all are on alien ground" (17). If we agree with this statement, what is the implication for a BW?
- Why is Haswell concerned that the first-year comp and the advanced comp are not taught by the same people? What is the relationship between that concern and the "idealized platform of 'good writing'" (p.37)?