Our proposal looked something like this:

Title: "If we write it well, will they do the same? Aworkshop on improving our writing assignments instructions"

Abstract Information for Conference Program:
What is the worst assignment you ever had as a student and why was it the worst?  Often, it is because of the assignments themselves.This workshop is to provide positive, critical feedback so this does not happen to us. If possible, bring copies of assignments, but this is not required. 

Session Abstract for Presentation:
Students were asked this question: What is the worst assignment you ever had and why was it the worst?  Some of their answersfor why it was the worst had to do with vague directions, inaccurate assumptions about student abilities, and the assignment giving the perceptionof busy work.  The purpose of this workshop is to provide positive,critical feedback to our peers about each others' assignments in a supportive,nurturing environment.  Participants are urged to bring copies of their assignments to the workshop, but this is not required.  Please join useven if the assignment is in the brainstorming stage. 

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So, today when I find some time (and in the days to come), I should dig up various drafts of assignments/projects/papers I've used. The big one that I revise constantly is the Shortfolio in English 120. I could bring that one to the conference for sure. I "get" what the project asks for, but students always struggle with it. I think I've revised the GBP in Eng120, too. And I'm sure I have Eng110 assignments that I could look through, too, for various drafts (what did I use back in 2005 and 2006 when I first started teaching here? I wonder if I use anything that's the same? It'd be a fun "look back in time" for me for sure!). 

#tyca
#tycamidwest

No one knows the "real story." We probably never will. 

But I read comments after a few online articles, and people want to lump all of us at our little college into the "homophobe" category. 

This is just plain unfair. 

We are a campus of many; no matter what the story is - many of us know that we are a campus that supports the GLBTAQ community.

What all this makes me think of is how we generalize the areas of the country.

If a story leaks that cousins married cousins, it must be from the south. You see what I'm getting at.

And I'm guilty of doing that.

However, it just teaches us a lesson when the tables are turned.

#ndscswildcats

Another genre that fits my mood this week:

But besides all THAT... 

Eleven years ago (already?) I was teaching in my first semester as a TA at NDSU. 

I got back to my office after my 8am class, and I remember someone telling me that a plane had hit the World Trade Center.

Being geographically-challenged when it comes to buildings (even though I was an architecture major), I thought this happened in Chicago.

Yeah, I'm dumb.

Anyhow, for the next few hours we tried to get the internet to work (too slow) in our offices to learn more ... and, instead, listened to people freak out in NYC via radio. It was horrific.

At my 12:30pm class, I had a female student come up to me crying - her aunt worked in one of those buildings. I told her to go to her dorm & find out more info.

I then took my class to the Union to watch live TV coverage. The Union was SO QUIET. VERY VERY QUIET.

At my 2pm class, with Dr. S (who was as stoic as a professor could get), he wanted us to focus on what we needed to focus on.

He didn't even want to talk about HOW we could bring up this chaos in our classrooms. It was shocking how distant he was.

I got home later, and my sister had been watching news coverage all day. She was freaking out; then there was a gas scare and all that jazz.

We ended up at the Bison Turf later that night; everyone was stunned. It was the strangest day - didn't make anyone feel anything.

I will remember it well. 

I hope those families who were directly affected by it all are "okay."

Writing Prompt: What do you think the American Dream is?

Then show video (after they hand in the prompt & the things due from Wednesday).

Hand back last few prompts; have them correct them (type up) - due in class.

Then introduce Figurative Language worksheet (use with GC for Monday?).

Also, assign 7 Sentence Structure sheet, too. Create two of each for Monday?

Fun clock, eh?

Right now, I've assigned them their 10 min writing prompt = read the website of 101 George Carlin Quotes & respond to one.

Some are reading; some are writing. It's like I want to see the imaginary neurons bouncing all over the place.

Next on our agenda: creating double entendres. Last semester I did these for the first time, and the students liked them. Sure, they can end up "perverted" but it shows them how language works in strange ways. I think we'll put them up on the board like I did last time, too, so we can laugh at them.

Lastly, I need to introduce P1 & P1.5. And we'll have two things due for Friday (scholarship research & more of GC).

Why would I do that? Because students seem less worried about something worth that much.

How could it work? The papers and projects would be graded as normal, but it would be tougher to get 10 full points out of the deal. So, those daily assignments would REALLY be helpful & uber necessary to pass... Huh.

It just occurred to me as I was assessing the first batch of assignments in my online classes. (The WL240 class is already assessed... working on the Eng120 ones.)