Monthly Archives: August 2016

Portfolio

Portfolio

Shared by Barb Bird

We do the portfolio assignment a bit differently from what others have done (that I’ve seen anyway). We really focus on the reflective, metacognitive essays, but we do require specific evidences for how they have accomplished the course objectives. It has really helped students accomplish the portfolio project well when I began emphasizing course objectives throughout the entire course.

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Essays

Essay 2.15 (1)

Essay 3.15

essay 4 mini research paper

Shared by Barb Bird

I have found that students really like having a lot of choices for essays. I used to just leave it open-ended (topic could be anything related in any way to our readings), but I found that that much openness actually froze students’ minds instead of helping them. So every year I work on crafting another really strong option for each essay (I still have several options in each of these essay assignments that need better crafting).

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Annotations and Quote Responses

Annotations and Quote Responses

Shared by Barb Bird

These assignments are designed to encourage student engagement with assigned readings–first to understand the reading and to consider its component claims and then to respond thoughtfully to one of those claims.

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101 Syllabus

101 Syllabus Bird

Shared by Barb Bird

I co-created this course with my colleague, Carie King. I have been teaching this course with annual adjustments for a decade and Carie, about 6-8 years. We use a WAW approach, using Bazerman’s “Relationship Between Reading and Writing: A Conversation Model” as the centerpiece of our course. We focus on academic reading and responding to academic texts, even though this course isn’t technically a “reading” course.

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Student and Instructor Guides

Student and Instructor Guides

Shared by Nicole Hancock

This is material I’ve put together for our Instructor’s Guide and then a little bit for our Student Guide to the Portfolio. The instructor’s materials offer considerations for how students in ALP may differ from those enrolled only in transfer-level writing as well as ideas for class activities. The student information provides institutional context to students and tips for handling an intensive six credit hours of English.

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ALP Class Plans and Assignments

ALP Class Plans with Assignments and Reading Materials

Shared by Meagan Newberry

Co-created with Christian Purvis-Aldrich, Andrea Ascuena, and Jenica Draney

This is the first four weeks of a traditional ALP/101 course planned and written out to show connections between courses. This course specifically is a series of assignments using Outliers as the primary text. In addition to the course plans, all assignment sheets and reading materials are included here.

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Marshmallow Experiment Unit

Video 100 Marshmallow Video

Reading 101 Reading About Marshmallows

Reading 102 More Reading About Marshmallows

Activity 100 Thinking About the Marshmallow Video

Activity 101 Thinking About Mischel’s Marshmallow Test Articles

Activity 102 Discussion of Short Writing 2 Experiencing Delayed Gratification

Activity 103 Audience Analysis

Activity 201 Previewing and Predicting U of Rochester Study

Short Writing 101 Experiencing Delayed Gratification

Short Writing 300 Writing a Summary

Essay 1 Delayed Gratification

Shared by Peter Adams

The idea of this reading/writing project is to immerse students in a particular issue for 3 to 5 weeks, during which time they read a variety of articles, perhaps watch a video, participate in small group discussions, write a one-pager (or two), and finally produce a thoughtful, well-argued 3-4 page essay on the topic.
I use these some of these materials in the 101-level course and others in the developmental companion course. I have found students write much more engaged and thoughtful papers after this extended kind of experience.  Of course there is only time for three, maybe four, of these projects in a semester.

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