Hello there! This  week we're working on more units (Formal Education and Ability?), composing our first mini-argument, and finishing up Large Project 1.  On Wednesday, I'll demo self-assessment of Large Project 1 as well as introduce Large Project 2, which is a unique sort of research project. We'll hopefully have some class time to brainstorm that bugger... Next Monday (Week 7 / October 3), we will tackle the unit on Sexuality and maybe play around with a meme-based slidedeck? I'll be at  TYCAMW22 , so classes will not meet on Wednesday; students are strongly encouraged/expected to work on Large Project 2 (and any late work, too, of course).  + The image below is a bitmoji of me, showcasing when I'm about to argue something, and I have all my evidence ready to go:

Hello lovely humans, So, I think I'll just refer to these weekly slides that I intend on adding to as we work through the semester.  As you'll see in the slides above, and in brief, this week we're working on Group 1 and finishing up Large Project 1. On Wednesday, I'll demo self-assessment of Large Project 1 as well as introduce Large Project 2, which is a unique sort of research project. We'll hopefully have some class time to brainstorm that bugger... Next week (October 3-7), I'll be at TYCAMW22 , so classes will not meet; students are strongly encouraged/expected to work on Group 1 and Large Project 2 (and any late work, too, of course). I believe the schedule shows that Group 1 is due during Week 7?

We covered all the mini-argument "stuff," and I read this handout aloud. Students then took the mini-argument quiz in Blackboard (if you've reviewed the handout, it's the same information that can be found in the videos that the quizzes links to) before or after working on the Large Project 1 Workshop.  I explained that the mini-arguments work as a connector piece between the units and the larger projects. We will gather information from the units/topics and educate ourselves on those contents before composing mini-arguments about them. Then, the large projects are typically a more in-depth/longer version of a mini-argument. UNITS/TOPICS > CONTENT FOR MINI-ARGUMENTS > LARGE PROJECT IDEAS For the LP1 Workshop, students linked to or attached their drafts and gave TAG feedback to two classmates; I gave feedback , too. 

FEEDBACK DAY - WOOT WOOT!?! Now that I've switched up how we give feedback to one another in all of my classes - using TAG feedback instead of proofreading , etc. - it's more fun for me and the students. Okay, I'm only guessing that it's more fun/easier for students, but in the past, I think they've struggled with that "duty" - to put on some sort of nerdy hat and find spelling/punctuation errors when they didn't feel confident in that ability.  They ARE readers, however, and that makes them perfect candidates for the TAG feedback angle.  So, in English 110, a draft of Large Project 1 was due today. We used a discussion board in Blackboard Ultra to share the links or attachments of those drafts, and then students gave TAG feedback to at least two classmates.  Some humans still needed to give feedback as part of Group Zero, so it was a massive feedbacking sort of class session! {One student vocally said they didn't have a draft. I asked the class wh...

I was out last week, so let's catch up, shall we? ENGLISH 110  Hopefully, students continued to work on Group Zero and their Large Project 1s last week; Group Zero is "due" today, and we're conducting a workshop of LP1 on Wednesday (11am/1pm) / Thursday (8am). I told classes via email last week that if half of of the class posted anything before class time today, there would be a reward. This will probably be candy for Wed/Thurs classes? In classes today (11am/1pm) and tomorrow (8am), we'll test out my Google Voice number with a check-in. I'll answer any questions that pop up during that activity; in my 11am class today, the concerns were with how to give feedback, what the difference was between a rough draft and final draft, and what to do with a paper-based rough draft.  After following up with Check-In stuff, I moved onto explaining Group1 and how Groups 1-5 are a similar format: you'll have genres in certain categories to choose from.  There will be s...

In English 120 today at 3pm, we took a peek at our Exercise 9 answers (on that Padlet) from last week... then since not everyone had read Chapter 1, nor seemed caught up on the Chapter 1 Exercises, I started with a video of ethos, pathos, logos , gave more examples of each, and then we watched the three videos connected to a quiz in the Chapter 0-4 module regarding self-assessment, reflection, and feedback. I then gave them time to fill out that quiz or read Chapter 1 or complete those Exercises or start working on Chapters 2-4 for next week.  The class is small and shy (overall), so I will need to figure out ways for them to engage in the Units coming up. I think we'll use Padlets and Google Voice and maybe even Slack to get them chatting. We'll see.

Hello humans! In English 110 classes today, we're going to look at parts of this slidedeck (the Questions area ); we'll discuss slides 1-5. Then we'll fill out a Week 3 Reflection handout . We'll end class by playing around with this document for Large Project 1: Where to Find Images and How to Create Images . I will try to remind students to continue working on both Large Project 1 and Group Zero.