Class 1: How do students experience writing? How were you as a writing student? Why do you think about writing the way you do? Where did you learn how to assess writing? What are your responsibilities to your students?
Class 2: How do teachers experience writing? What techniques can we use to begin planning writing? How might Scholes' account of the historical split between writing and literature--and the theoretical conflation of the two--affect our own practice?
Class 3: Are we "too concerned with teaching the right ideas in the classroom and not concerned enough with teaching the most effective ways of speaking, listening, reading and writing" (65)?
Class 4: Grammar and Correctness: "What do you do with a student's assignment? You 'correct' it, do you not? But how often do you 'correct' a poem, a play, story, or even an essay that is part of your syllabus? Not very often, I should think" (93).
Class 5:Grammar and Correctness, Part Too.
Class 6: How Rubrics Allow Teachers to Objectify Students, PI (Weather-related short class)
Class 7: How Rubrics Allow Teachers to Objectify Students