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Weekly Notes & Check-In Assignment for ENA / ENG 101 by J. Elizabeth Clark
Marissa Grootes, Unsplash About this assignment (note to instructors): This assignment integrates reading and writing by providing a structure for students to take and share notes about what they have been studying. It also encourages them to return to notes taken in class and to rethink and revise the notes that are significant to them.…
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Connecting Reading to Writing Topic Sentences and Thesis Statements for ENA 101 by Marisa Klages-Bombich
Image Credit: John Barkiple, Unsplash Faculty Facing content: Goal: Integrating Reading and Writing Rationale: Students in ENA 101 appear to struggle greatly with reading in many arenas. In particular, in my experience students have trouble selecting appropriate source material to support their specific points, instead defaulting simply to any source that they find tangentially related…
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Analyzing Quotations for Close Reading, Reading Comprehension, Student Engagement and Interaction in ENA 101 by Michelle Pacht
Narrative Description (for faculty) This in-class small group assignment is designed to address several areas that ENA 101 students often find challenging: close reading, reading comprehension, student engagement and interaction, and a sense of ownership during class activities. Students are asked to delve into a short quotation from an ENG 101 assigned reading, modeling and…
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Close Reading & Analysis: An Assignment to Support the Move from ENA/G101 to ENG102 by Leah Richards
Image Credit: Koshu Kunii, Unsplash Timeline: late in semester, almost entirely in class; we’ll take as long as we need for each part Text: a short work of social issue/social protest fiction (or poetry) that aligns with class themes; story will be printed out, with generous margins and space between lines to facilitate writing all…
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ENA 101 Reading Logs by Jennifer Baumgartner
Image Credit: Patrick Tomasso, Unsplash The goal of this project is to support ENA students in working with texts for the larger 101 class by scaffolding the process of analysis through a deep dive into the author, the intent of the piece, and any source used within the larger text. Often, students with weaker reading…
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In-Class Research and Writing Assignment on Susan Glaspell’s Trifles for ENG 102 by David Sibbitt
Analyzing a play, researching secondary sources, and preparing to write a full-length essay on Trifles Type of Assignment: Low-stakes, in-class writing and researching exercise Adapted From: Final exercise of Drama Unit available on OER Commons Required Reading / Watching: Susan Glaspell’s Trifles Text of Trifles accessed from Internet Archive Video of “A Jury of Her Peers”…
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“I’m From” Poetry Activity, Lecture, and Lesson Plan by Caron Knauer
I use the resource referenced below to begin a discussion about poetry before we do the activity inwhich students write an “I’m From” poem, template below, and share reactions to it emotionally, narratively, and tonally and then they write a reflection. https://www.oercommons.org/courseware/lesson/83813/overview?section=6 Activity Lesson Plan Poetry Explication OER Commons Lesson- go over pages 3-6 of…
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How to Analyze an Op Ed, Class Exercise for ENA 101 by Monica B. Sanning
Learning Objectives Students will understand the claims of an opinion piece and the evidence to support those claims. Students will develop reading strategies and improve comprehension. Students will have previously read the article and written a summary on it. Student will consider how to support their own ideas with evidence. Time Required 60 minutes Materials…
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Integrated Reading and Writing Assignment Sequence for ENG/A 101 by Dominique Zino
Course theme: “Literacies of Power” From Deborah Brandt’s article “Sponsors of Literacy” CCC 49.2 (May 1998): “Sponsors, as I have come to think of them, are any agents, local or distant, concrete or abstract, who enable, support, teach, model, as well as recruit, regulate, suppress, or withhold literacy—and gain advantage by it in some way.…
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