November 15, 2006
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I love surprises. I should clarify - GOOD surprises.
After talking to Wade yesterday, I realized that I want to add into my syllabus for next spring (English 110 and maybe English 120) the possibility of a Minute Paper that follows the Major Papers. I’ll hand back Papers 1-3, and only circle “mistakes.” Students then have to write up a short, one-pager (single-spaced) identifying why I circled what I did. Was it a run-on? Comma splice? A misspelling? This way, I don’t write as much, they have to learn what those sentence problems are, and they use the paper more after it’s written (instead of chucking it after viewing the grade). I think we also talked about paperless writing conferences… which would be something to try. He mentioned adding more reflection in his classroom, and I think that’s a great idea. Asking students to write extensively and read critically is great and all, but if we can get them to go beyond – ask themselves why they wrote how they did, or how they came to the conclusion they did with the reading… How = Process. This adds a whole other level of critical thinking… Bloom would be proud.
And I adore this HUGE new monitor. I am done squinting at my laptop! “Excellent.”
Today, I collect a paper (P3), hand back a paper (P2), and ask students what they think they should read in this type of class. Might as well get student insight to the composition program.
