April 2013
1 post
12 tags
It's not me. It's you. Okay, it's really both of...
I recently asked my transfer-level English composition class to write a short 275-word or less letter to the editor of a print or online version of a printed newspaper. I had students read through the instructions, handed out samples of letters and gave them information about how the assignment would be graded. For good measure, I not only handed out written instructions, I posted them on...
March 2013
2 posts
13 tags
Using a wiki to document service learning
When I first started teaching technical writing in 2005, my supervisor, a teaching chair with years of experience, recommended that I install a “service learning component” into the course.
I had a vague idea that this meant that my students should do some kind of service outside of the college, but I couldn’t really imagine what that should be. Worse yet, I couldn’t...
6 tags
Scaffolding to more challenging work
Many of my students find essay writing challenging. To make it less threatening, I make sure that I use student models ahead of time, develop and show how grading rubrics are applied, and guide students through all stages of the process (brainstorming, clustering, outlining, drafting, peer review, revision, editing, and proofreading) before they get to a final draft.
One big step that helps them...
February 2013
5 posts
Keeping writing on track
In one of my higher-level developmental classes, my textbook, Reading Critically, Writing Well, does a good job of indicating that it’s important to have a main idea, or dominant impression—and often, a spelled out thesis statement in essays. Most of my students adhere to this, producing work that makes sense, but a few have issues. I’m not sure what’s behind this. Perhaps...
12 tags
Getting from "skill-and-drill" to real life...
In the last 4 or 5 years, I’ve been hearing more and more negative press about “skill-and-drill” type exercises in education. The biggest issue seems to be that students don’t transfer these abilities to their own writing. Because I teach a lot of developmental English, simply skipping lessons on grammar, sentence structure, punctuation and other mechanics would be doing my...
16 tags
The value of a before-and-after quiz
Every instructor and administrator I’ve met has complained that students aren’t studying—or aren’t studying properly. Newspapers seem to revel in publishing articles on this subject. Like other colleges, my community college offers courses on study skills, but the students who need these classes the most often don’t take them. I’ve asked students why they...
9 tags
The lifesaving rubric
When I first started teaching over a dozen years ago, I found the grading load to be a bit overwhelming. Once in a while, I even thought about returning to advertising. Then I remembered I’d often worked 3 weekends out of 4 every month at the agency. As a salaried employee, this was time I had invested in an industry that I had grown to dislike. So I kept on doing what I was beginning to...
8 tags
Identifying and overcoming obstacles
We talk a lot about underprepared students and helping them develop “habits of mind” to succeed in college. I understand these as abstract concepts, but it seemed important that I try and make these “real” for myself—not just so that I understand these ideas more fully, but also so that I can support students in moving toward “habits of mind” that will...
January 2013
2 posts
12 tags
Motivating students to write in detail
Once in a while, I meet a student who writes in too much detail. He or she rambles on about the smallest thing, getting off course in his or her paragraph or essay. It’s an issue, but it’s not an issue I face every day.
The issue I face every day is that many of my students are not skilled at writing details. They have not been trained (or cannot put into place training they have...
6 tags
Getting it Together
When I first started teaching college, one thing that cause me anxiety wasn’t the actual teaching—it was trying to stay organized. At the time, I was teaching at 3 different colleges. I often drove 20 hours a week to support myself. I tried different attaches or tote bags to separate my stuff. More than once, I pulled up to a college, dove into my trunk and realized I’d brought...
December 2012
4 posts
18 tags
Helping developmental learners succeed
I’ve been working with developmental students at the postsecondary level since 1999. Many people respect what I do, but I sense that a number of people feel that working with developmental students is frustrating and unrewarding. Oddly, I feel just the opposite. Somehow, my lower-class background and roundabout way to getting an education has helped me understand a bit of what shapes a bit...
17 tags
Choosing topics that don't suck
I’ve gone through many stages as a writing instructor. I started out the “nice guy” who allowed my students to choose each topic for writing paragraphs and essays. One thing I ran into was students “recycling” old topics (and old written stuff) for my class; the end result was mediocre work that did not reflect their current abilities. Then, I moved into being the...
17 tags
The new divide -- and it's not digital
In higher education, we talk a lot about “the digital divide.” We’re concerned that students can’t afford a computer, a printer, and decent internet access at home. And then what happens? They can’t perform for their classes.
I agree that it’s something to be concerned about. And I support programs that help students financially. Providing laptops to students...
12 tags
Detach and revise
One of the things I’ve run across is that the “authority of print” makes it difficult for my students to revise their writing. In short, they believe that because it is typed up and *looks* like a final draft, it is a final draft. Because so much of their writing is published and applauded (or at least read) in real life, they sometimes have a difficult time understanding that...
November 2012
7 posts
6 tags
A teach back with interaction (and retention)
After developing the “book says, I say” technique that gets students to teach back material in skills based textbooks, I realized that something was missing. Although this little technique could be used as an individual teach back or team-based teach back, I hoped there was a way to incorporate even more “voices” in this method.
Today I tried out the double-up “book...
11 tags
A workplace gratitude list
Oh, I’m so predictable. My students think so, too. At times they ask me, “So what are we doing on Monday?” I ask them to check out their syllabus and as they’re looking, I may comment, “A quiz?” And then, of course, there is a quiz on the required chapter quiz that day. Voila! A student in my highest level developmental class asked if we were going to write an...
11 tags
Brainstorming (or when 12 heads are better than 1)
Both of my developmental reading/writing classes are moving into argumentative writing. In the past, one thing that has difficult for my students has been making a claim and supporting it well. Also, counterargument has completely confused my developmental writers. Either they refuse to deal with counterarguments (or counterclaims) or they mistakingly write on both sides of an issue—even...
8 tags
Recall and application of textbook concepts
I’ve been a fan of the 3-question multiple-choice quiz to check reading comprehension for several years now. Here’s one I gave today:
In my developmental-level reading and writing class, I not only gave a quiz today, but also used another quick method to check comprehension of half of a chapter on argumentation from our textbook.
After collecting the quizzes, I handed out some...
4 tags
Another "teach back" strategy
I’ve blogged about the “teach back” before. There’s something exciting about having students teach bits of material from the textbook—and the number of students who do well with assessment later is much higher.
Here’s another “teach back” I used this semester in my STUDY 089 course. As this course has no prerequisites, it’s often a mixed bag...
18 tags
Increasing reading comprehension (part 1)
Of all the courses I’ve taught, the one that’s taught me the most is reading. This kind of course has helped me realize that poor reading skills are the number one reason why students do poorly in all of their classes.
I’m sure this isn’t a surprise to most secondary and postsecondary instructors; still, it’s very revealing to watch up close. When my college taught...
9 tags
The "book says, I say" active learning strategy
Working with a developmental student population can be challenging. At times, discussion can stall and suddenly the class seems like a chore. This is where active learning strategies bail me out.
After giving a 3-question quiz on the day’s reading, I either move students into a “teach back” (described in previous blog posts) or a sort of “he says, I say” technique....
October 2012
6 posts
9 tags
The simple yet effective yellow sticky note survey
Here’s the thing—I want to understand how my students write so I can customize lessons to support them better. The tricky thing is that my writing students:
may have a general feeling of “not being good at writing,” but have not identified (or cannot identify) their strengths and weaknesses
may not be able to communicate this information if they do know it
feel...
6 tags
Different attitudes, different approaches
After e-mailing students who are failing my developmental courses and requesting that they come see me in my office, I noticed one of my students in our lunchroom. He’s not disruptive, but he is noticeably failing one class and is failing another by a hair. It’s not good. I noticed that the hallways and lunch room were empty and swung inside the door frame to chat. Our conversation...
9 tags
Safeguarding the learning experience through...
As a community college instructor, I’ve gone through many different phases when it comes to classroom policy. One semester, I tried the minimalist approach with almost no guidelines. After a four-fold increase in complaining students at my office door, I moved toward more stringent policies. At one point, I ended up with nearly 3 pages of rules(!) And then I was back to minimalism again.
...
9 tags
Completing a feedback loop
Communicating with students through writing, review, re-writing, grading and reflection is so important; yet, a fair number of students entering my classes seem to view writing as a kind of “one shot” deal. As I’ve mentioned before, I stretch out the writing process to include brainstorming, outlining, drafting, peer/instructor review, rewrite, and rewrite again. Even the grade a...
9 tags
Encouraging revision
One of the things I hear most from other instructors is that their students often turn in what looks like a pre-write or freewrite as a final draft of a paragraph or essay. I have the same issue. I’ve often wondered how and why this happens:
most of my students write online where a comment, reply, or blog is written in a number of seconds and posted immediately. In effect, their first draft...
7 tags
Applying skills and giving feedback
I have a new study skills textbook called Study and Critical Thinking Skills by Kathleen McWhorter. I like it. Of course, with any study skills textbook, it’s a challenge to move beyond talking about “soft skills” like note-taking or oral presentations and actually applying them.
One chapter is dedicated to oral presentations:
As we were reviewing this section, several...
September 2012
8 posts
8 tags
Connecting to the real world (for real)
One thing that’s gotten my students more serious about purpose and audience has been to connect assignments to the real world. I mean actually connect them — not just ask students to imagine that they’re writing for someone other than me.
In one case, I asked students in my technical writing class to visit a local agency or organization and report their findings on a wiki...
10 tags
Visual start guides & screencast videos
When I give my students a standard typed-up handout to learn a complex process — like a new software, I’m missing the mark. Over the years, in-class surveys have revealed that nearly 80% of my students are visual and applied learners — so unless I’m giving them something to look at or a hands-on demonstration, I’m out of luck.
Here’s something that I developed...
11 tags
The one-on-one in-class mini conference
When I was first teaching, one of the things that bugged me the most was students turning in what looked like a first draft as their final draft. I couldn’t believe that so few of my students were reviewing their own work—much less revising or proofreading. I understand that many of them were posting to forums and chat rooms, but they didn’t seem to understand that writing for...
8 tags
Limiting the red pen
I teach writing. One of the most difficult things is that when I mark up errors, I suspect that my students either take it very personally or ignore the marks completely. Either way, I’m not encouraging them to make changes to their work.
One issue, I think, is that students have had instructors marking every error and at some point they just give up. After all, if their paragraph or essay...
7 tags
Tie it to the book
One of the things I’ve noticed is that when a student posts on RateMyProfessors.com online, he or she is asked how much the instructor uses the textbook — and even asks the student to type in the ISBN of the textbook:
Surprised? Me neither. I’ve known that students are interested in how much we use the textbooks for a long time. As an adjunct, I know that I was often...
8 tags
Getting off the make-up assignment merry-go-round
I love what I do for a living. I love working with developmental- and transfer-level students. And, of course, I love my subject areas: writing, reading, study skills, film, technical writing and others. Teaching is a way cool job.
What I don’t love is going around and around with students about making up work. It exhausts me. And to be honest, many times they just want the points;...
12 tags
Support and guidance for working class students
Four years ago, I read Alfred Lubrano’s Limbo: Blue Collar Roots, White Collar Dreams. It took me several weeks to get through it (which is unusual because I’m a bit of a “narcotic” reader). I had to keep stopping because I kept crying. It’s the first time I felt as though someone really understood my life experience.
What a great book.
I’ve now made peace...
7 tags
Keeping the teaching of logical fallacies...
Teaching logical fallacies can be difficult. Yes, I want my student-writers not to fall victim to logical errors, but walking through textbook examples is dull, dull, dull. One thing I added to our standard textbook section on logical fallacies is the use of media to get students thinking about how accomplished scriptwriters (and possibly actors) can fall prey to these errors.
After reviewing...
August 2012
14 posts
8 tags
Developing a stand alone citation assignment
I’ve taken anonymous surveys of my transfer-level students and highest level developmental students to find out what they know about citing sources properly. Of those surveyed, approximately 75% believe it’s okay to use detailed information from other authors without citing it as long as they change the words a bit. Less than 25% reported having experience with Modern Language...
7 tags
But nothing ever happens to me...
At times, I ask students to choose their own subjects for reflective or autobiographical essay writing. Inevitably, a student will tell me, “…but nothing ever happens to me!” And no matter how I praise (or prod), they simply cannot find a topic to write about which they think might be engaging for the reader.
It’s frustrating. I know that my students have lives, but...
11 tags
Tackling the hybrid course
A colleague was laboring over her keyboard, muttering. When I asked her what was going on, she replied that she’d been saddled with a 16-week course, 12-week course, online, and hybrid course as her “part-time” load at my college. Then she added, “Same course, four preps.” As I stood there, trying to fathom how I would wrangle with that load, she said, “The...
9 tags
When your textbook is too difficult
I’ve had this situation happen more than once. A textbook is chosen for me and when I examine my curriculum, I find that that book is several levels above what’s expected. When I present the book to my students, my fears are solidified. They look at me with blank stares at even the easiest paragraphs.
What to do?
Well, there’s several options:
Don’t use the book. I...
5 tags
Helping students create a "dominant impression" in...
I work with many students who find it difficult to find the main point in a paragraph or passage. Worse yet, when writing, these students simply report information with no thought of “dominant impression.” Even after I step them through writing topic sentences for paragraphs and thesis statements for essays, much of their writing is shapeless and details seem to run all over the...
7 tags
Modeling the behavior I want from students
It was 11pm and I still had a dozen essays to grade. Cursing, I set my alarm for 4am and tried to sleep. I kept wondering why I’d promised the graded work back to my students the next day when I’d had so much to grade.
“This? This is my life?” I thought.
Yes, yes it is. Throughout my career, I’ve noticed that students pretend not to care what I’m doing, but...
9 tags
Taking on new courses
When I was teaching at a large community college in San Francisco, I taught five levels of composition. Five. Three levels of developmental writing and two levels of transfer writing. Although this was challenging, I found it energizing to continue to develop as an instructor. At times I was consulted regarding curriculum simply because I’d experienced a range of courses — and I...
12 tags
Let go of the pen
I’ve found myself complaining that students often get help with writing, but don’t always make the changes suggested. It’s frustrating, but I’ve cracked one part of the mystery by forcing myself to put down my pen when working one-on-one with students to improve their writing.
It’s really, really difficult.
Check out this example of a short “letter to the...
11 tags
Establishing expectations before the semester...
I just posted my syllabi, course policies, day-to-day outline, 1st week’s assignments, and other resources for my Fall 2012 courses on Blackboard (my course management system), enrolled my students, and made my courses available to my students. We have nearly a week before classes start. I’m just a bit behind schedule. For face-to-face courses, I usually have my materials posted and...
11 tags
The excitement of a supplemental textbook
I’ve been lucky enough to teach nearly all levels of developmental- and transfer-level courses in my area. One thing that’s encouraged my students to read, apply, and transfer knowledge is the use of a supplemental book. Of course, choosing one is a bit tricky. I’ve had some luck with several; in fact, I chose a non-fiction book called Class Matters to supplement my skills book...
3 tags
The usefulness of student evaluations
About 5 years ago, I checked my Rate My Professor page. For some reason, one specific personal attack reverberated in my head for weeks. It was a painful experience. After that, I asked a colleague to check my online ratings and alert me if she saw anything directly related to my teaching that cropped up several times. So far, so good.
Evaluations are a tricky thing. Whether they’re a...
7 tags
Framing the semester with a "no blow off" first...
I used to work at a college that allowed students to breeze in during the first 3 days of class and register late without any approval. It was the worst thing ever. I had to create 3 days worth of busy work that couldn’t “count” for anything to fill the time. The few students who did show up the first 3 days were either frustrated or thought the whole class was going to be this...
6 tags
I trust my students (or how I stopped parceling...
When I first started teaching college about a dozen years ago, I only provided basic course information in my syllabus. Every class period, I would do the day’s lesson and then put instructions for the next class period on the board. Inevitably, I’d get a number of phone calls and e-mail from students asking what homework was due for the next class period. This would be understandable...
9 tags
The fewer the clicks, the better
I was at a professional development workshop 2 years ago and heard a speaker say that with online teaching, there was something called, “the three click rule.” In short, anything that required a student to do a task should be able to be done in 3 clicks or less.
Not only do I agree, but I think 3 clicks may be too much. In fact, simplifying my course management sites for all my...
July 2012
16 posts
9 tags
Making reading assignment deadlines clear
I once took a graduate level course in rhetoric at a university where I was teaching. The instructor handed out a syllabus with no dates. We spent 10 minutes of each class haggling about what was due on “day 7” and if something should have been read on or before “day 14.” And we were graduate students! Because research and advising students in the master’s program was...
