Hello all, I’m not exactly sure what a Mic Check would be in a written form, so I will try to follow the guide that Jim announced in the video for the synchronous session. He asked “If you had to nutshell your post from this week into 30 Seconds… what would be the one thing you would want to highlight?”
For my post this week, I really wanted to highlight the need for thinking about writing spaces and circumstances that students write in. For developing writers, it is key to learn which times, places, and life events contribute to successes as writers. Often times, students have difficult life situations that impact their work or less than desirable study skills, and I want to provide students with a low-stakes writing assignment (the cover letter reflection) that helps them metacognitively understand those factors that contributed, but also how they managed those factors. I think that giving them that space allows them to think about their process and those moments when they were working well or not. It’s also a nice way to see which steps of the writing process helped them so that I can adjust assignments or time spent on them. Also, it gives them a chance to have a personal connection with me that they might not want to share in front of others.
Take-Aways of 3 areas that I can include in my classroom today:
- I really liked Sean’s post with the “Reverse Outlining” (part 2) where he has the students do two outlines of the same paper and then compare differences about that paper at different stages. I love this idea because I try to do something similar with having students identify the thesis and then compare whether they all understood the same points, but I really like the way that the outline expands on this comparison. Using the Post-draft Outline to help students identify other major points of the paragraphs and then consider that process is an interesting way to help them see the major changes that were made, but it could also help bolster their purposes if the students were careful about the outlines and made clear the reasons for the organization. This focus could help them see if they were not making significant changes at all—not that they ever do that. J Lol.
- I really enjoyed hearing Jade’s process assignment essay in which she has them imagine the audience as “their younger/former selves.” Currently, I have students write some advice to future students about how to be successful in the class, but this idea in terms of writing can be a nice end-of-semester reflection or at any point when the students seem to grow. The students could write a letter to their former self at the beginning of the semester and give them advice about their writing process. The students could think about their growth in the process and the challenges, but also some of their strategies for how they overcame those. Then, I could use some of these as models or for advice for students at the beginning of the semester. I like this idea because it serves several purposes and helps them to use metacognition to build confidence and have some reminders of tools that they can use in future writing courses.
- Melissa’s post about the thesis statements and topic sentences on the board to contribute to the conversation sounds very exciting. I want to use this activity in both the f2f and online setting. In this case, the online posting would be an effective platform as Warnock points out because of nature of archiving. The students could easily see each other’s posts, and they could add to the conversation as they develop their own processes. I have often seen students walk across the room to talk about a paper that they read the previous class meeting or give a student an idea that was discovered in a different paper. The online setting would allow for this type of communication easily because they could continue chatting and refining their language while they “contributed to the conversation” of each other’s ideas.