Tag Archives: ALP

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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Reading Like a Writer

Read like a Writer

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.

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Process Projects

Profile Process Project

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.

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One-page Papers

one-page-paper-guidelines

Shared by Elizabeth Baldridge

With inspiration from Jason Evans

This assignment gives students an opportunity 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.

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ALP Syllabi

099 Syllabus

110 Syllabus

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.

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