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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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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…
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Lauren Navarro: Point of View
Dr. Navarro ENG 102 In-Class Work: “The Yellow Wallpaper” Point of View John laughs at me, of course, but one expects that in marriage. John is practical in the extreme. He has no patience with faith, an intense horror of superstition, and he scoffs openly at any talk of things not to be felt and…
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Leah Richards–Researching Context to Enhance Close Reading
Hemingway’s “The Revolutionist” is a very short story–under 400 words–where not much seems to happen. However, with some basic research into the context of and references in the story, it becomes much richer, so your first online assignment for class will ask you to do some research. We will use Slack as our primary means…
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Elliot Hearst: Basic In-text Citation Formatting and Works Cited Pages
In-Text Citation Basic Format A sentence with a quote has three components: the signal phrase, the quote, and the in-text citation. You can also follow the quote with your own words, but for simplicity we will just consider a quote with a signal phrase followed by an in-text citation for now. The signal phrase is…
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Judith Nell Foster: Substitute Introductory Questionnaire
Languages Introduction (please read through instructions slowly before beginning your responses.): Everything about our experiences of learning anything involves language – speaking, writing, signing; it is so integral to our day to day lives that we hardly give it a thought until we lose our voice or are in situations that make us afraid or…
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