What I know
I shouldn't autopsy a paper
Process writing is an old idea
How to analyze language
grammatically
How to help students at the
sentential level
How to help students understand the
writing process
Language, culture, and identity are
interrelated
Writing is a process
Expectations of students can
influence their learning
Questions serve better for giving
feedback than evaluative comments
Making students comfortable is
essential to creating a class room environment that feels safe for students to
express themselves and approach their peers and instructors without fear or
embarrassment
How to conduct myself as a
professional in front of the classroom
How to write an essay
Not to use academic language to
belittle or embarrass anyone
Writing is so personal to students
it is tricky to grade/evaluate
Students don't come into my class
liking the writing process; it is my sacred task to change that
I still have to teach writing for
the Academy, but I don't have to make it dry, divorced from students, and dull
How to teach thesis, sentence
structure, paragraph development, intros, and organization
The expectations of college writing
courses
The importance of difference of
students
How to empower
Everyone writes differently so
students need guidance/options for discovery
The pain the students feel when
their papers are covered in red ink
Processes of writing
Writing as we know it today will
change
How to teach the parts of an essay
intro body conclusion
Composition is rigorously regulated
by research and theory – pedagogies
There seem to be many similarities
between secondary and postsecondary writing series/pedagogies
Teaching is an acquired skill to be
learned over time
Difference plays a major role in the
classroom (student, writing, background, etc.)
My own teaching goals
What it feels like to be a student
(experience)
What I want/need to know
Where my students are coming from
Their experiences with writing prior
to my classroom
Their learning goals
How to best respond to my students
needs
The school departmental
policies/goals for English/writing etc.
The history/development of rhetoric
Overview of critical
theories/theorists in rhetoric
Rhetorical modes alluded to by ball
(?)
Ways to work on/improve my own
writing
How to make it fun
How will I adapt to the changes
How to effectively teach how to
support what students say
How to help students feel ownership
in their writing
What about the students who don't
get it? How do I help them?
How to encourage students to use
their voice and maintain some form of structure
More worldly/news concepts to apply
to essay prompts
How to read, grade, evaluate student
writing 165-175 papers
How to reach my most reluctant
writers
Bringing expressive writing to new
levels (Bartholomae versus Elbow)
Journals – teaching students to
share more joyfully – and respond to each other as if in a conversation – not
with editing comments (no matter how many times I ask them not to…)
How not to fall into the trap of
using the academic language to enslave, as opposed to enrich a person's
well-being
How to motivate students to write
about all subjects
How to analyze papers without being
too critical or harsh
How to get students engaged and
excited about writing
How to get them to think critically
and in abstract ways
How to address the dilemma between
teaching what the Academy expects, e.g., standard academic writing versus
allowing students more freedom to express themselves in a variety of different
ways
How to teach online classes
How can different language
backgrounds be addressed?
How can an instructor guide students
during the stages of the process
How does a teacher communicate high
expectations to students without destroying their confidence?
What types of questions best serve
for providing feedback.
How to help ESL production workers
develop subject areas that make sense for them to write about
How to pinpoint areas of student
writing the focus on to know where they are quickly
How to understand topic organization
in more sophisticated ways than the five paragraph essay
How to respond ESL student writing
-- what to focus on
Is process writing still relevant,
if so how can I break the hesitation to pre-writing?
How can I
encourage the gift of intrinsic rewards?
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