Reading Responses

Throughout the course, you will be responsible for reading from assigned course materials and for turning in reflective responses to the assigned readings. These responses will allow you to revisit the materials you’ve read for class and think about the ways the readings reflect experiences that you have had with using writing in your life. They will also offer you a progressive snapshot of how your thoughts about using writing are developing throughout the course. Responses should incorporate textual evidence from the readings where appropriate to show how your examples reflect an understanding of the content of the readings.

 

Reading Responses are due at the end of Sundays and should be compiled in your class folder either in one running Reading Response document, or in a Reading Responses folder in your “Engagement and Learning” shared folder.

 

Each entry must contain:

• Date submitted and readings covered

• Examples that reflect your understanding of the concepts covered in the reading

• How does this reading confirm or change your understanding of what it means to use writing?

 

Here are are a list of questions and statements you might keep in mind when using writing to respond to the class readings for both of the texts we will be referring to most often:

Naming What We Know

As you read the short essays in NWWK, each one describes a writing concept that we think is essential for your success as a college writer and beyond. Each of these concepts will be "troublesome." In other words these concepts challenge you to change the way you think about writing (and as a result, the way you use writing).

For each of the NWWK readings, you will compose a response that achieves the following purposes (choose one or more or craft your own that relate to student SLOs?):

• Using quotes from the reading and examples of writing you have done in the past, explain this concept to seniors at your high school alma mater. They would want to know, in language they understand, how this concept is different from what they currently know / believe about writing. And they will understand your explanation if you connect it to examples of writing that might be relevant for them.

• Explain your reaction to this concept: Is it obvious? Or is it new information? If it's obvious, offer examples from your past experiences with writing to show that you already understood this. If it's not obvious, use examples from your past experiences to show how you had the "opposite" or different understanding of writing.

• Identify the sentence or sentences in the reading that you think best explain the concept. In other words, what part or parts of the reading helped you understand the concept?

• What part or parts of the reading were not clear, and why? How / why did they confuse you?

• What would you believe about writing if the concept were not true or accurate? What kind of writing would you do?

• Using your past experiences with writing (in or out of school) choose examples that you think help you "apply" or illustrate the concept. For example, how was your use of writing in the past an example of not understanding or believing the concept? How would your use of writing in the past have changed or been different if you had understood this concept?

• Considering your ongoing self-assessment as a learner, what would kind of evidence would you need to provide to show that you have passed over this threshold?

• How does this concept change / transform / expand your knowledge about writing, the ways you think about using writing? Offer one or more "before" and "after" examples.

 

Framework for Information Literacy

​Select statements from the list below. Ask students to offer your candid self-assessment of your ability to do these tasks. If you think you can do this, offer an example to demonstrate your competence:​

• Describe the information cycle and explain how, by whom and when information is created.

• Explain the difference between a Google search and a search in a library database.

• Determine the point of view or possible bias in a research source; I can show how sources connect to each other in the conversation.

• Brainstorm several questions I could use for a topic based on the results of my research.

• Explain the differences between types of sources; purpose, audience, genre, currency, credibility;

• Define different ways that someone can be an "authority" on a subject; professional status, subject expertise, special experience, social position.

• I can conduct a search using Quick Search and narrow it to the proper focus to find results for my paper.

• I can change my search as needed to find better or different results, or to fix a search that did not work.

• I can choose sources that are suitable for my research project based on several criteria.

• I know when and how to ask a librarian for help.

• Describe the "conversation" you have discovered with your research;

• Identify the intended audience(s), purpose(s), and genre (of the source)

• Explain why a source is appropriate.

• Explain why you did not select a source.

• Explain how a source contributes to your purpose.

• Explain how the conversation you have discovered relates to your writing (how are you joining this conversation?)

• Explain why you chose or rejected a source based on the authority of the creator.

​

Warm Ups

Each class period there will be a set of warm-up questions and/or a prompt to which students will respond in approximately 10 to15 minutes. Students should read the warm-up questions and begin writing and responding to the warm-up as soon as class begins. These will be on a running document for warm ups. Students should take it upon themselves to ask questions and for assistance with warm ups as needed. Warm-ups are designed to help students reflect and engage with homework, readings, concepts and ideas discussed in class, and to prepare students for classroom engagement. Warm-ups are quick, low-stakes writing assignments, which give the students an opportunity to demonstrate their learning and/or engagement with concepts and materials from class. Lastly, students should use their prior knowledge and the course materials to support their warm-ups.

 

Group/Class Discussions

We will be participating in group and class discussions on any readings we have for homework. Usually, I will assign groups to discuss a section of the reading. The group will discuss and then we will discuss as a class. There are typically four roles in group discussions: scribe, 2 researchers, and support/speaker. However, I will call on anyone and everyone. I will walk around and evaluate who is doing work and who isn't. Then when we transition to class discussion, the speaker can speak for the group but I will be calling on anyone in the class. 

 

Peer Review

We will be peer reviewing each others work many times in this course. These sessions count as process work. You are required to give thoughtful and constructive feedback to your peers. You must address the peer review questions or prompt that I assign in order to receive full credit for assignment. 

 

Introductory Letter

You will work on an introductory letter throughout this semester. You will have two versions, one for the midterm portfolio and one for the final portfolio, with many drafts leading up to each. This is basically a letter about yourself by letting your fellow classmates and I understand you a little better. Also, it will help you reflect on yourself throughout the semester. How did you begin this semester and how did you change? When wondering how much to write ask yourself what you want to share about yourself and your goals with the class, and what you feel others should know about you. Be sure to make this letter your own! Be creative about the format and design.

Here are the following questions to respond to:

​

1. Your name and preferred first name

2. Your "hometown"? What makes you define this location as your hometown? 

3. A "selfie" or image/picture that represents you: What do you think others think or know about you based on that visual representation?

4. "I was born in . . . . I first remember . . . . etc." (the stereotypical launch of a personal narrative)

5. How would your family describe you? How would your friends describe you?

6. What would we learn about you from the internet and various social media sites?

7. Talents and / or hobbies?

8. Your major and why you chose it?

9. Explain your understanding of what writing and research are, and explain your past experiences and relationship with writing and research (positive, negative etc.).

10. Long-term goals: 6 years (August 2024); 12 years (August 2030);

11. Academic subjects that you consider your strengths

12. Academic subjects you know you will have to work at and why

13. Your current weekly schedule, explained: in addition to classes, work schedule, other commitments, what are identified study times, relax times?

14. What are three goals you have for this semester?

15. Personal life goals?

16. What expectations do you have for yourself?

17. Educational goals?

18. Career goals -> why?

19. Where would you like to move/live?

20. Extra curricular activities?

21. What are your study habits?

22. What is your learning style?

23. Volunteer experiences?

24. What kinds of technology do you have / use / want / wear (or not)?

25. How would you describe your techno-literacy?

26. Ask yourself, how will I define myself as a learner, future employee, future citizen?

    1. How do I want to be known? How many different ways do I want to be known?

​

​

​