Class Agendas

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 3Are 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

Class 8

Class 9

Class 10

Class 11

Class 12

Class 13

Class 14

Class 15