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Introduction to Self-Editing for Students by Lauren Navarro
“A Guide to “Glow Up” Your Writing” narrated by Lauren Navarro (Video) Click below to download the “A Guide to “Glow Up” Your Writing” narrated by Lauren Navarro (PowerPoint)
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Self-Editing: Loud and Proud by Suzanne Uzzilia
Loud and Proud (Read Your Work Aloud) Note to Instructor: This assignment aligns with Step Three: Read Your Work Aloud (Slide 7 of “Revision and Self-Editing in ENA 101: A Guide to ‘Glow Up’ Your Writing” by Lauren Navarro, adapted from “7 Steps to a Foolproof Revision” by Don Fry). Assignment: While your instructors will…
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Self-Editing: Enlisting a Second Reader by Suzanne Uzzilia
Enlist a Second Reader (Writing Center) Note to Instructor: This assignment aligns with Step Seven: Enlist a Second Reader (Or More)! (Slide 11 of “Revision and Self-Editing in ENA 101: A Guide to ‘Glow Up’ Your Writing” by Lauren Navarro, adapted from “7 Steps to a Foolproof Revision” by Don Fry). It is also an…
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Introduction to Self-Editing for Faculty by Suzanne Uzzilia
Self-Editing Overview “We want them to leave our classrooms able to function as competent self-editors, able tocontinue their growth as writers as they incorporate new strategies into their practice. Weenvision for them lifelong success extending their abilities to communicate meaningfully withthe written word without tripping unacceptably over mechanical conventions.” (“IndependentRepatterning: Developing Self-Editing Competence” by Kathleen…
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Introduction to Deceleration & Habits of Mind for Faculty by Rochell Isaac
Deceleration and Habits of Mind: Accessing the Cognitive Domain in ENA 101 Rochell Isaac A fallacy around the pedagogy of Accelerated learning is that instructors need to do more with less and at a faster pace which naturally leads to less academic rigor. Our ENA 101 course at LaGuardia— a co-requisite model of acceleration—is designed…
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Introduction to Academic Discourse: Reading Student Samples Against a Rubric by Marisa A. Klages-Bombich
Teaching Note: This activity is a modification of the one described by Jane E. Hindman in her 1999 article “Inventing Academic Discourse: Teaching (and Learning) Marginal Poise and Fugitive Truth.” This activity works best if you can draw on a stash of former papers for your class and is best done in small groups. You…
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Introduction to Academic Discourse: Social Annotation of a Text by Marisa A. Klages-Bombich
Teaching Note: This activity is one that is useful for many different situations but works especially well in a remote or hybrid setting. It asks students to engage virtually through social annotation. For an ENA class, you might introduce the text to students prior to the ENG 101 section where you will be handling the…
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Introduction to Academic Discourse: Understanding a Writing Assignment Activity by Marisa A. Klages-Bombich
Teaching Notes: One of the issues many students have throughout college classes is that they often don’t understand what an assignment is asking of them. Slow down the class to really help students understand what your assignment is asking. For this assignment you might take part of your ENA class to ask students to read…
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Introduction to Academic Discourse: email Activity by Marisa A. Klages-Bombich
Teaching Note: This activity is modified from the article “Academic English A Conceptual Framework: Technical Report-1” by Robin Scarcerella (2003). In this report, Scarcerella specifically discusses the challenges of students who are second language English speakers in terms of academic discourse and navigating the work of being a student. She provides readers with an email…
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Introduction to Academic Discourse for Faculty by Marisa A. Klages-Bombich
One of the most common struggles for ENA 101 students is their lack of familiarity with college level writing expectations. Specifically, students often demonstrate a novice understanding of the use and range of Academic Discourse. According to our ENA 101, Introducing Academic Discourse is one of the eight elements that teachers should be addressing within…
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Affective Issues: Time Management (Drop the Ball Activity) by Suzanne Uzzilia
Note to Instructor: This assignment gives students an opportunity to practice time management by learning how to prioritize daily tasks. Assignment: This course asks you to complete many tasks over a short period of time. I recognize that many of you have other responsibilities outside of school that may make it difficult for you to…
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Affective Issues: Responding with Wonderment & Awe (Taxi Cab Activity) by Suzanne Uzzilia
Note to Instructor: This assignment introduces one of Costa and Kallick’s “habits of mind”: “responding with wonderment and awe.” Assignment: Brainstorm: When was the last time you were struck or overcome by wonder or awe? (If you’re not sure what a word means, take a moment to look it up.) Take 3-5 minutes to write…
Teaching Writing at LaGuardia
Author: J. Elizabeth Clark
