Shared by Meagan Newberry
These are materials for a four-unit English 101 course–designed so that we had a ready-to-go course/units for new folks or instructors who might need to be out for a time due to COVID or other reasons. We don’t have basic writing anymore, but these include some suggestions for a co-requisite (2 credits, college level) that we primarily run as a workshop/responsive teaching course. The linked materials include not only major assignments but scaffolding activities, presentations, and samples/models as well.
Unit Project 1– Introduction
Unit Project 2– Placeography
Unit Project 3– This I Believe
Unit Project 4– I-Search Paper
Unit Project 5– Researched Argument
Shared by Jeremy Branstad
I follow a pretty traditional assignment sequence by transitioning from experience-based writing to source-based writing as the semester progresses. Students really seem to enjoy the placeography (unit 2), literacy narrative (unit 3) and i-search paper (unit 4) assignments. I’m told that my assignments can look like a bit of a bear, at least in comparison to what students in my course levels at community colleges are sometimes assigned. I’m a pretty friendly person and I run safe, relaxed, and portfolio-based courses were students are encouraged to take risks, make mistakes, and grow.
*Note on Project 2 — It’s a five-paragraph essay and I’m aware of the discussions surrounding that type of assignment. It’s a requirement at my institution that students write at least one. So I use the five-paragraph essay in a supportive way to help students practice foundational concepts like general essay structure, main ideas, and supporting details. However, I do use the five-paragraph essay, basically as a scaffolding device, in context of a course that’s designed to help students move toward much less prescriptive and audience-based types of writing.
Book Project 1 Guidelines
Book Project 2 Guidelines
Book Project 3 Guidelines
Shared by Elizabeth Baldridge
This is a six-credit-hour, portfolio-based BW and reading course that is the course directly before transfer-level at our institution. As the due dates on individual assignment sheets make clear, all rarely goes as originally scheduled on the syllabus. Generally, though, we are able to complete six major projects/papers and allow time for serious revision on each. I also have a great number of support assignments and would be happy to share those with anyone interested.