GDC Transcript 9/21/01
Other Teachers Group: Activity One (Categorizer)
Participant Instructions
USING KEY WORDS AND PHRASES
GENERATE A LIST OF IDEAS
1. Click on the "Add Item" icon in the upper left of the tool bar
2. Engage the "CAPS LOCK"
3. Enter your idea
Please, enter ALL IDEAS IN CAPS
TO AVOID DUPLICATION AND DISCUSS ELECTRONICALLY
1. Double click on an IDEA that is similar to the one you wish to add or to comment on
2. Click off the "CAPS LOCK"
3. Enter your comment or similar idea on the comment page, Please use the tool bar at the bottom of the page to spell check, submit and close
4. Please notice that the comment page tool bar allows you to move in the discussion to comments made previously or comments made on the next idea
5. Please notice that each comment is given a number (#123) at the end of the comment. These #s appear in the order it is submitted; the number does not reflect a given participant or computer
6. Please use the comment numbers in response to a specific comment
Other Teachers Group (Categorizer)
What do you know about your interest group?
1. ARE NOT ENGLISH TEACHERS
2. ANY OTHER FACULITY
3. YOU USUALLY HAVE TO WRITE SOME PAPER IN OTHER CLASSES
HIGHSCHOOL STUDENTS SPEND LESS THAN 3% OF THEIR SCHOOLING WRITING ANYTHING PARAGRAPH-LENGTH OR LONGER. {#41}
4. NOT MUCH
5. SOME TEACHERS CARE ABOUT DIFFERENT PARTS OF WRITING
GRAMMAR, CONTENT {#22}
FOCUSES ON THE WRITER AS INDIVIDUAL AND NOT AS PART OF A RHETORICAL SITUTATION {#30}
WHAT OFTEN GOT LOST WAS THE PROGRESSIVE SPIRIT OF EMPOWERING STUDENTS TO USE LANGUAGE FOR PERSONAL AND INTELLECTUAL CULTIVATION AND FOR SOCIAL BETTERMENT, AND WHAT HAS NEVER REALLY BEEN FOUND IS AN ACKNOWLEDGEMENT THAT DISCIPLINES OTHER THAN ENGLISH HAVE PARTICULAR AND WORTHWHILE CLAIMS TO MAKE UPON THE WRITING STUDENTS PRODUCE FOR THEM. {#32}
THE ISSUE OF MECHANICAL CORRECTNESS REMAINS PERHAPS THE MOST PROBLEMATIC IN WRITING INSTRUCTION. {#37}
WRITING TEACHERS BEGAN SCANNING FOR ERRORS INSTEAD OF DOING FULL READINGS. {#47}
6. NOT ALL KNOW ANYTHING ABOUT COMPOSITION
STUDENTS FAILED THE HARVARD EXAMINATIONS BECAUSE THEY HAD NEVER BEEN ASKED TO DO MUCH WRITING, NOT BECAUSE THEY HAD FAILED TO GRASP THEIR ELEMENTARY GRAMMAR LESSONS. {#39}
7. DIFFERENT APPROACHES TO COMP COURSES
UNIVERSITY OF WISCONSIN, OFFER LOWER-DIVISION WRITING COURSES BUT DO NOT REQUIRE THEM, RELYING INSTEAD ON A REQUIRED COMPETENCY "EXAM" THAT STUDENTS HAVE TO PASS TO GRADUATE {#28}
NORTH ARIZONA H {#29}
HAS UNCOUPLED A TRADITIONAL TWO-TERM WRITING REQUIREMENT IN FAVOR OF A SINGLE FRESHMAN COURSE, TAKEN AFTER STUDENTS COMPLETE THEIR FIRST SEMESTER {#36}
HAVING A GREATER EMPHASIS ON THW WRITING SOURSE AS A DEFINED INSTITUTIONAL PROGRAM WITH SPECIFIC GOALS, READINGS,ASSIGNMENTS, AND EXPECTATIONS RATHER THANAS PRESERVE OF THE INDIVIDUAL INSTRUCTOR {#43}
WRITING INSTRUCTION BECAME CENTERED ON FOLLOWING THE HANDBOOK, DESPITE THE FACT THAT HANDBOOKS THEN WERE WRITTEN FOR MUCH THE SAME PURPOSE AS THEY ARE TODAY: AS REFERENCE TOOLS, NOT AS THE COURSE ITSELF. {#45}
IN THE END, THERE IS NO PERFECT WRITING CURRICULUM {#46}
8. IDIEAS TO CHANGE FRESHMAN WRITING COURSES HAS ALWAYS EXISTED
WRITING ACROSS THE CURRICULUM {#27}
9. INSTRUCTION
BEGINS WITH WRITING ABOUT PERSONAL EXPERIENCE, COZ OF ITS PRESUMED ACCESSIBILITY TO THE STUDENT. {#33}
INDIVIDUAL UNIQUENESS {#34}
RELATION OF THE SELF TO OTHERS {#35}
WHEN WRITING FROM A NARRATION TO ARGUMENT. THE ARGUMENT IS PURELY RATIONAL. INFORM ABOUT REAL WORLD WRITING CONCERNS ABOUT POWER, TIMELINESS, WHAT CONSTITUTES A REASON OR A QUESTION WITHIN A PARTICULAR COMMUNITY. {#38}
THE THINKING IS/WAS THAT FRESHMAN COMP. KEPT STUDENTS IN THEIR PLACE. {#40}
STUDENTS ARE REINFORCED IN THEIR DESIRE TO BELIEVE THAT THE WORLD CAN BE DIVIDED IN FOACT, AND OPINIONS (WHICH ARE BOTH TRUE). {#42}
WRITING MASKS INFLUENCE OF POWER AND PRIVILEGE, AND CONFLICT. {#44}
Who are they?
1. FACULTY
2. OTHER TEACHERS
What do they think about teaching writing?
What do you still need to know about your interest group in order to evaluate their response to a given program?
Where are you likely to find this information?
Other Teachers Group: Activity Two (Categorizer)
Other Teachers Group: Activity Two (Categorizer)
How will you divide up this work?
1. EVENLY AND FAIRLY
2. PHIL IS GOING TO DO ALL THE WORK SINCE HE SKIPPED CLASS TODAY
3. I GO WITH NUMBER 2
4. ME TOO
How will you share what you have found with other group members?
1. SHARING WITH EACH OTHER
2. MEETING IN GROUPS
3. WRITE A REPORT
4. VIA E-MAIL
5. AND GIVE IT TO THEM
6. OVER THE PHONE
7. MAYBE IN THE LIBRARY
8. WORK SITES
9. TALK TO THEM
10. TELL THEM
11. POST OFFICE
WHAT MORE DO YOU NEED TO KNOW ABOUT THE PROGRAM YOU ARE INVESTIGATING?
1. WHAT THE TEACHERS HERE AT NDSU THINK ABOUT COMP CLASSES
2. WHY DO WE HAVE TO TAKE THIS COMPOSITION CLASS
IS IT REALLY GOING TO HELP US IN THE LONG RUN. {#22}
WHY DO TRANSFER STUDENTS NEED THIS CLASS, COULD THEY CLEP IT OR SOMETHING LIKE THAT IF THEY HAVE SO MANY OTHER CREDITS ALREADY. {#25}
I AGREE, I DON'T UNDERSTAND THIS {#26}
3. HOW EASY IS IT TO CHANGE THE PROGRAM
BY SUBMITTING OUR FEEDBACK TO THE TEACHERS OF THE COLLEGE {#28}
4. WHAT THE MAIN OBJECTIVE SHOULD BE FOR COMPOSITION
WHAT ARE THE GOALS {#27}
SHOULD BE ABOUT CONTENT {#29}
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Elizabeth Birmingham |
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