Wednesday, October 26, 2016
Sunday, September 25, 2016
Take Care of Things
Okay second year English students who just got done doing a visual analysis for me, and for the rest of you as well: take a look here and tell me, what's the message being conveyed here?
This photo evokes emotion in me. It got me thinking. I saw it on Facebook and bootlegged it because I thought I'd like YOUR opinion and it would make for good conversation. No tricks here, by any means. I just see much deeper into this photo than I probably should. It makes me a bit sad and happy, both, actually, because how many of us will ever have what is in this photo? I am not sure I will, but I hope you all do :)
Good Emailing Advice
Students should read this.
Sound advice. We ask for all the pesky email etiquette for a reason. And yes, we do appreciate when you comply with, if not all, most of what the lists mentions.
I'll let you read it for yourselves :)
Sound advice. We ask for all the pesky email etiquette for a reason. And yes, we do appreciate when you comply with, if not all, most of what the lists mentions.
I'll let you read it for yourselves :)
Sunday, August 28, 2016
Fall Semester Will Be Full of Reading
Fall semester 2016: I'm beginning my fourth year at Clark State Community College and my first at Sinclair Community College.
Every semester at CSCC, I've tried to integrate projects and activities for my students to do outside of the classroom, that break the normal molds of "read this, read that." My go to projects usually involve improving grammar and everyday communication mixed with projects like "Pay it Forward" and traditional book reports.
This semester I've decided to challenge my students to read more and blog about what they read (how the piece impacts them, what they like about it, so on).
A basis I use for my courses involves students understanding the concepts of why we read and why we write: to be or to entertain, to evoke emotion, to educate, and to be or to enlighten. This concept then builds further into the beginning stages of analyzing what we read beyond just memorizing something; address your response to something you read then determine what the writer did to make you feel that. The better we can analyze a writer's motives when we are in the role of reader, the easier it then becomes to emulate motives in our own writing.
Why this project? Why make them read? Why make them blog?
Every semester at CSCC, I've tried to integrate projects and activities for my students to do outside of the classroom, that break the normal molds of "read this, read that." My go to projects usually involve improving grammar and everyday communication mixed with projects like "Pay it Forward" and traditional book reports.
This semester I've decided to challenge my students to read more and blog about what they read (how the piece impacts them, what they like about it, so on).
A basis I use for my courses involves students understanding the concepts of why we read and why we write: to be or to entertain, to evoke emotion, to educate, and to be or to enlighten. This concept then builds further into the beginning stages of analyzing what we read beyond just memorizing something; address your response to something you read then determine what the writer did to make you feel that. The better we can analyze a writer's motives when we are in the role of reader, the easier it then becomes to emulate motives in our own writing.
Why this project? Why make them read? Why make them blog?
Thursday, August 25, 2016
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