+ welcome to fall 2015!. + + fyw at-a-glance sections of fyw this semester: 211 instructors: 85...
TRANSCRIPT
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Welcome to Fall 2015!
+
+FYW at-a-glance
Sections of FYW this semester: 211
Instructors: 85
Incoming first-year students: 3,147
100 sections: 20
Studio: 3 course coordinators; 7 course instructors; 6 student assistants; 23 sections; 450 students
Hybrid courses: 22
+Rave reviews from students
“This was the first writing class I've ever had that I didn't dread going to!”
“The course itself is a bit of nuisance, but Professor X and his instruction made the course more bearable than it otherwise would have been.”
“Professor X is an amazing professor who deserves a raise.”
“She's a tough cookie but she's amazing.”
+Rave reviews from students
Q: What aspects of the course would you keep?
“The way the professor interacts with students and how he makes us work our brains.”
“My professor’s bright personality.”
“Honestly, I wouldn't change a thing. My professor was wonderful and I certainly would say the best one I've had so far. SHE made the class my favorite class.”
+New policies (on Canvas)
+New policies
Canvas grade book
Use the Canvas grade book to record, at minimum, grades for the four major essays.
Enter grades in a timely manner—no later than two weeks following submission.
Would another instructor be able to smoothly step into your class in case of emergency?
+New policies
Writing Component Minimum Percentage
The writing component minimum percentage towards the final grade should be 85% [essay and portfolio]
The remaining 15% should consist of activities such as participation, homework, etc.
+New policies
Placement
Work with these essays in some fashion as part of the first unit; you should develop this material into an assignment—graded or not
Ask all students to upload their essays on Canvas (create an assignment); if students do not have an essay, ask them to write one before the second class
We may be contacting you to obtain essays for students who will be offered additional support
+Reminders
Attendance
Two absences all semester
Includes emergencies and other obligations such as field trips for another class
Every subsequent absence should lower the student’s grade
5 absences equals failure; 3 tardies equals one absence
An inability to engage in the learning process may result in an absence
+Reminders
Final exams
The date for every class is on Registrar’s calendar, but classrooms may change
We will double up on classrooms (Bonnie)
+Reminders
Rooms
DI 115 part-time instructors’ suite
DI 118 break room
FYW now occupies the former student lounge in DI 153!
+Committee updates
ENWR 100 committee
Live Lit
+Professional Development opportunities
All instructors must attend one workshop this semester; new instructors must attend a norming workshop.
We are offering SIX professional development opportunities this semester (Laura); see flier for details.
Two outside speakers, Jason Palmeri (Miami University) and Anne Geller (St. John’s) will be visiting us in October.
+
+Montclair Book
Elizabeth and Hazel: Two Women of Little Rock
David Margolick on campus Thursday, September 24 at 7:00 in Memorial Auditorium
Sell the lecture to students; instructors offer prompting questions, related assignments, etc.
Unit plan on the FYW Syllabi Review Canvas page under “modules”
Teaching resources: http://www.montclair.edu/center-for-writing-excellence/montclair-book/resources-2015/
+Elizabeth Eckford and Hazel Bryan
+Sample activities
The image has long been a part of First Year Writing pedagogy:
Richard Williamson, “The case for filmmaking as English Composition” (CCC 1971)
William Costanzo, Double Exposure: Composing through Writing and Film. (1984)
Donald Murray, Write to Learn. (1984). Jack Kligerman, “Photography, Perception,
and Composition” (CCC 1977).
+Activity One: Historical context
Who was the photographer? (Will Counts of the Arkansas Democrat) What did he have to say about this experience? (A Life is More than a Moment).
How was this event covered in the press at the time?
Who were the rest of the “Little Rock Nine?” What were their lives like after this experience?
+Activity One: Historical context
What were some other events that led to the eventual integration of schools nationwide?
Other interesting related facts? [Image was the unanimous selection for the 1958 Pulitzer Prize, but the award was given to another photographer]
Have students write about how the historical context affects their reading of the book
+Activity Two: Find related images
+Activity Two: Find related images
+Activity Two: Find related images
+Activity Two: Find related images
When placed together, what narrative(s) do these images tell?
What additional context do the other images provide, which can enhance our understanding of the image of Elizabeth Eckford?
Which image(s) do students find the most powerful and why?
+Activity Three: Modern application
Have students search on Google images or even on Flickr to find images that they feel reflect the same kind of emotions, ideologies, and prejudices present in the Elizabeth Eckford photo.
Students can create a photo collage (individually or in groups); share with other members of the class and have them write about how these images might apply to the book.
+Submit your own idea to our blog!
+msudigitalteaching.wordpress.com
Teaching Resources
Student examples
Invention activities
Software recommendations
Lots of space for your own additions
+Contact info
Dr. Caroline Dadas
315 Dickson
Tuesdays 9-4; Wednesdays 9-4, Thursdays 12-4