Today’s Agenda:

• Warm Up

  • Reflecting on Threshold Concepts

• Reading Discussion

• Threshold Concepts in Action

• Homework

 

Today's Goals:

Learning Outcomes​

• Identify how their views of writing have changed as a result of the work they have done in the course

• Demonstrate your ability to locate, read, evaluate, select and use (integrate) effectively information from appropriate sources with your own ideas

• Demonstrate their ability to analyze different rhetorical situations (in academic, workplace, or civic contexts)

Habits of Mind

• Responsibility is fostered when writers are encouraged to recognize their own role in learning.

• Metacognition is fostered when writers are encouraged to reflect on the texts that they have produced in a variety of contexts.

Key Terms

• Composing Processes: planning, researching, drafting, sharing and responding, revising, editing, publishing, reflecting

• Reflection, metacognition, transfer/expansion

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Warm Up

In your warm up document, consider your first two weeks of classes in Learning Community E. Reflect on your experiences, keeping in mind the following questions:

• What has surprised you the most during the first two weeks of the semester?

• For our class in particular, how has the class met or challenged your expectations? Are you using writing as much, more, or less than you thought you would be?

• Now that you have experienced several weeks of University classes, what is your perception of the transition from high school to University? In what ways is your work in University different?

 

Reading Discussion

Since last class you should have read Threshold Concept 5.0 from Naming What We Know and Framework for Information Literacy "Research as Inquiry" and "Scholarship as a Conversation"

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Group 1: NWWK Threshold Concept 5.0, first 3 paragraphs

Group 2: NWWK Threshold Concept 5.0, paragraph beginning on bottom of pg 72 - end

Group 3: Framework - "Research as Inquiry" Intro paragraphs

Group 4: Framework - "Research as Inquiry" Knowledge Practices & Dispositions

Group 5: Framework - "Scholarship as a Conversation" Intro Paragraphs

Group 6: Framework - "Scholarship as a Conversation" Knowledge Practices & Dispositions

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Each group needs to discuss the importance of their assigned sections. Pick at least one quote to discuss with the class. Add group notes to the Google running document (kept by your scribe)

 

Threshold Concepts in Action

Each group is assigned one Threshold Concept. Discuss the concept and what it means to you - be prepared to explain its significance to the class. After you have discussed what it means in your group, find a meme online that you think offers a good representation of that Threshold Concept (keep it appropriate for class). Answer the following questions on a new document called "Threshold Concepts in Action, 9/14". You may share one document in your group as long as each member adds it to their own class folder, or you can each keep a separate document.

• What does this Threshold Concept mean?

• How have you experienced the Threshold Concept in the context of our Learning Community?

• Explain the meme that you selected (I will put it up on the big screen)

• How does this meme connect to the Threshold Concept you chose?

 

Homework

Read:

Naming What We Know, revisit Threshold Concepts 1.0, 2.0, 3.0, 4.0, 5.0 

Framework for Information Literacy "Information Creation as a Process"

Finish reading GENRE in the WILD

 

Write:

Discovery Log 3 - due 9/16

Reading Response 3 over Week 3 readings is due Sunday, 9/16

Make sure that your Google Drive or OneDrive folders are organized and contain all assignments and documents listed on Wednesday's checklist.

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