Shared by Jacqueline Wilson-Jordan
With credit to Joan Livingston-Webber and Beverly Braniff who wrote and/or tried earlier versions of this assignment
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).
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.
Shared by Peter Adams
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.
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.
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.
Shared by Isabel Quintana Wulf
I made a couple of videos to show my students the difference between editing (cosmetic changes) and revising (structural changes)—I used Jing, a TechSmith software you can download for free. In the first video (http://www.screencast.com/t/3KDBv1wXFdu) , I show an example of editing using a sample student introduction for an essay and Track Changes in Word. I edit the writing (somewhat) and make the sentences more functional—of course, the intro still does not work. In the second video (http://www.screencast.com/t/uhkpj1d1), I talk the students through what revision actually would look like for that intro (moving parts around, eliminating parts, adding more context…). Maybe you can use this to demonstrate the difference between editing and revising in class?
Shared by Jessica Weleski
I use this Four Visitors assignment at the beginning of the semester to help my students learn narrative structure and to allow them to have some fun with writing. As we lead up to the writing of the story, we talk about narrative structure and pacing, descriptive writing, and punctuation of dialogue (in preparation for punctuating research quotes). Since the story isn’t about the students’ own lives, I find that sometimes the peer review is a little less threatening. Each of the students in a peer review group can help envision ideas to make the characters of the story even more zany when they appear in the final draft.