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.
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.
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
Shared by Peter Adams
Shared by Elizabeth Baldridge
With COMPLETE credit to Meagan Newberry, who credited the Montana Writing Project and the book Wondrous Words by Katie Wood Ray
Meagan shared with me a much more descriptive, rich version of this assignment. This is my boiled-down version.
This is a really effective tool for getting students to analyze how writing works. I have used it successfully for genre study, for peer review, and for helping students generate meaningful, concrete blog comments in response to their peers’ writing.
Shared by Elizabeth Baldridge
For each major paper in the transfer-level course, students complete a process project (between the rough draft and revised draft)–a multimodal revision project that encourages students to see the material of their papers in a different format and to use the insights that come out of that work to drive revisions in their papers.
Shared by Elizabeth Baldridge
With inspiration from Jason Evans
This assignment gives students opportunities to practice writing in response to source material, to read their work aloud, to experience writing through listening, and to respond orally to one another’s work. I choose engaging readings (usually with accompanying videos) focused on academic success, soft skills, etc. But this could also work well with readings that support the focus of the transfer-level course, readings specifically about the craft of writing, etc.
Shared by Elizabeth Baldridge
I’m including the syllabus for a transfer-level writing course and an 099 support course here to illustrate how I plan the calendars to work together.