Tag Archives: Process

Conversation Analysis

Conversation Analysis

Shared by Jacqueline Wilson-Jordan

With credit to Joan Livingston-Webber and Beverly Braniff who wrote and/or tried earlier versions of this assignment

This assignment, which requires field research and is fairly demanding, asks students to observe and analyze the conversation in a chosen discourse community. I thought the James Baldwin essay might be dated because of the term “Black English,” but you should have seen the faces and heard the voices when I asked them to discuss James Baldwin’s points about how coded language can protect those who use it, such as (even) from the police. Sparks were flying! The project was excited and produced good results.

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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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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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Writing Ice Breaker

Writing Ice Breaker

Shared by Chuck Guilford

With inspiration from/credit to Ken Macrorie, Peter Elbow, and many others

This is an opening day activity that works both as an ice breaker and an introduction to some practices that will be used throughout the term.

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Writing Process Representation

Writing Process Rep

Shared by Nicole Hancock

This was inspired by a presentation by Naomi Silver at CCCC’s. It asks students to think about their writing process in a new way before beginning a reflective writing assignment (in my class, it is a cover letter for a portfolio). This is the handout I give students with some pretty basic step-by-step instructions for the students who need assistance with computer literacy.

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Digital Visual Argument (Four-Letter Word Project)

Digital Visual Arguments

Sample Student Projects here and here

Shared by Ethna Lay

Writing instruction changes exponentially as the technologies for writing change. Sensitive to this need to address a rapidly flexing pedagogy, I have designed a digital, visual argument assignment for my first-year writing students. The project involves making an argument as a visual montage followed by a verbal, written reflection considering whether images can do what words do, and the converse query, can words do what images do.

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