Notebook Editor

Entry #23195 - CRE 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Frederica Johnson
Edit this record Field name global edit Delete this record	What steps could I take that would improve my students ability to comprehension? What do I need to do differently to improve their interest in the course?
Edit this record Field name global edit Delete this record	1. First checked their placement scores then gave them a pretest that mimics the the level of reading they would encounter in CRE 101. The results told me that most of them lacked the level of reading and vocabulary that would result in a satisfactory grade. 2. I self-assessed my teaching style and materials that I use.
Edit this record Field name global edit Delete this record	1. I discovered that I could only raise their level of comprehension and vocabulary by a moderate amount. Too many of my students were not at the level of reading comprehension for CRE 101 and did not have the vocabulary. So, I focused more on lecturing than I normally do. I also made it a point to teach many of the RDG 091 concepts in CRE 101. 2. I brought in materials that were "real life" examples of reading concepts. Provided charts as a shorthand way of reviewing material.
Edit this record Field name global edit Delete this record	I will know the answer to this when I give them their posttest. Student engagement is a relative term. This depends on the students' interest in the course and the material that is assigned for them to read.
Edit this record Field name global edit Delete this record	I will rely more on contemporary issues that relate to students' lives, do more with the basics, and use more technology, but only if it fits into a particular concept.
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	CRE 101
Edit this record Field name global edit Delete this record	CRE 101 20826 and 20828
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23314 - CRE 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Martin Reker
Edit this record Field name global edit Delete this record	How can the current trend in environmental information reporting be integrated mor effectively into a critical reading and wrting course (CRE101)? To what degree are current students in CRE101 impacted by the economic crisis of today and how can they criticall evaluate those issues?
Edit this record Field name global edit Delete this record	Student/teacher research engaged in gathering and assessing reports, news releases, magazine articles and other information on the environment and the economy.
Edit this record Field name global edit Delete this record	Students are vitally concerned with these issues and are more than willing to evaluate them within the recommended criteria, competancies, and outcomes expected in a CRE 101 course. Papers and presentations reflected a solid analytical grasp of these problems and conditions. Student individual and collaborative work in these areas was thorough and insightful.
Edit this record Field name global edit Delete this record	I'll continue to support student efforts in these areas, since their engagement in these subjects directly connects to the future world they'll live in.
Edit this record Field name global edit Delete this record	We'll contiue to encourage students in these directions and I'm considering the inclusion of more written and presentation work with in the class model I'm currently using.
Edit this record Field name global edit Delete this record	I've run this by one other colleague and the response was favorable.
Edit this record Field name global edit Delete this record	CRE 101
Edit this record Field name global edit Delete this record	0009, 0008, 0007
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23320 - CRE 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Rita McCarthy
Edit this record Field name global edit Delete this record	How can I help my students evaluate an author's argument? How can I facilitate my students' ability to synthesize ideas on related issues from varied sources?
Edit this record Field name global edit Delete this record	Last semester we did not have enough time to focus on the final unit consisting of "Don't Believe Everything You See or Hear in the News " an excerpt from David McCullough's John Adams, the Declaration of Independence, an excerpt from Sandra Day O'Connor's The Majesty of the Law, the Bill of Rights, and a textbook excerpt on the George Washington paintings. Students (on their final evaluations last semester) said they felt "rushed" to master this material. Most found the reading material to be "difficult" and extremely "challenging." As a result of the anecdotal evidence, I decided to lengthen the time frame to 2 and 1/2 weeks to allow for better written responses and oral participation.
Edit this record Field name global edit Delete this record	The extra time definitely paid off. I also found that going over the Declaration together increased understanding of this classic deductive argument. Many still found the vocabulary daunting, but they were able to master the material. The material I chose was particularly appropriate to the synthesizing competency.
Edit this record Field name global edit Delete this record	I was surprised how much the students liked working on material of a historical nature. Many said they had never read either the Bill of Rights or the Declaration. Most seemed to enjoy learning about our founding fathers.
Edit this record Field name global edit Delete this record	This time the only stumbling block was the Bill of Rights. Next semester I'll go through the Bill with them and we'll work on paraphrasing the key amendments to promote understanding.
Edit this record Field name global edit Delete this record	Most feel it's a good idea to cover material of this nature.
Edit this record Field name global edit Delete this record	CRE 101
Edit this record Field name global edit Delete this record	#20833
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23321 - CRE 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Rita McCarthy
Edit this record Field name global edit Delete this record	How can I help my students evaluate an author's argument? How can I facilitate my students' ability to synthesize ideas on related issues from varied sources?
Edit this record Field name global edit Delete this record	Last semester we did not have enough time to focus on the final unit consisting of "Don't Believe Everything You See or Hear in the News " an excerpt from David McCullough's John Adams, the Declaration of Independence, an excerpt from Sandra Day O'Connor's The Majesty of the Law, the Bill of Rights, and a textbook excerpt on the George Washington paintings. Students (on their final evaluations last semester) said they felt "rushed" to master this material. Most found the reading material to be "difficult" and extremely "challenging." As a result of the anecdotal evidence, I decided to lengthen the time frame to 2 and 1/2 weeks to allow for better written responses and oral participation.
Edit this record Field name global edit Delete this record	The extra time definitely paid off. I also found that going over the Declaration together increased understanding of this classic deductive argument. Many still found the vocabulary daunting, but they were able to master the material. The material I chose was particularly appropriate to the synthesizing competency.
Edit this record Field name global edit Delete this record	I was surprised how much the students liked working on material of a historical nature. Many said they had never read either the Bill of Rights or the Declaration. Most seemed to enjoy learning about our founding fathers.
Edit this record Field name global edit Delete this record	This time the only stumbling block was the Bill of Rights. Next semester I'll go through the Bill with them and we'll work on paraphrasing the key amendments to promote understanding.
Edit this record Field name global edit Delete this record	Most feel it's a good idea to cover material of this nature.
Edit this record Field name global edit Delete this record	CRE 101
Edit this record Field name global edit Delete this record	#20833
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23322 - CRE 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Rita McCarthy
Edit this record Field name global edit Delete this record	How can I help my students evaluate an author's argument? How can I facilitate my students' ability to synthesize ideas on related issues from varied sources?
Edit this record Field name global edit Delete this record	Last semester we did not have enough time to focus on the final unit consisting of "Don't Believe Everything You See or Hear in the News " an excerpt from David McCullough's John Adams, the Declaration of Independence, an excerpt from Sandra Day O'Connor's The Majesty of the Law, the Bill of Rights, and a textbook excerpt on the George Washington paintings. Students (on their final evaluations last semester) said they felt "rushed" to master this material. Most found the reading material to be "difficult" and extremely "challenging." As a result of the anecdotal evidence, I decided to lengthen the time frame to 2 and 1/2 weeks to allow for better written responses and oral participation.
Edit this record Field name global edit Delete this record	The extra time definitely paid off. I also found that going over the Declaration together increased understanding of this classic deductive argument. Many still found the vocabulary daunting, but they were able to master the material. The material I chose was particularly appropriate to the synthesizing competency.
Edit this record Field name global edit Delete this record	I was surprised how much the students liked working on material of a historical nature. Many said they had never read either the Bill of Rights or the Declaration. Most seemed to enjoy learning about our founding fathers.
Edit this record Field name global edit Delete this record	This time the only stumbling block was the Bill of Rights. Next semester I'll go through the Bill with them and we'll work on paraphrasing the key amendments to promote understanding.
Edit this record Field name global edit Delete this record	Most feel it's a good idea to cover material of this nature.
Edit this record Field name global edit Delete this record	CRE 101
Edit this record Field name global edit Delete this record	#20833
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23323 - CRE 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Rita McCarthy
Edit this record Field name global edit Delete this record	How can I help my students evaluate an author's argument? How can I facilitate my students' ability to synthesize ideas on related issues from varied sources?
Edit this record Field name global edit Delete this record	Last semester we did not have enough time to focus on the final unit consisting of "Don't Believe Everything You See or Hear in the News " an excerpt from David McCullough's John Adams, the Declaration of Independence, an excerpt from Sandra Day O'Connor's The Majesty of the Law, the Bill of Rights, and a textbook excerpt on the George Washington paintings. Students (on their final evaluations last semester) said they felt "rushed" to master this material. Most found the reading material to be "difficult" and extremely "challenging." As a result of the anecdotal evidence, I decided to lengthen the time frame to 2 and 1/2 weeks to allow for better written responses and oral participation.
Edit this record Field name global edit Delete this record	The extra time definitely paid off. I also found that going over the Declaration together increased understanding of this classic deductive argument. Many still found the vocabulary daunting, but they were able to master the material. The material I chose was particularly appropriate to the synthesizing competency.
Edit this record Field name global edit Delete this record	I was surprised how much the students liked working on material of a historical nature. Many said they had never read either the Bill of Rights or the Declaration. Most seemed to enjoy learning about our founding fathers.
Edit this record Field name global edit Delete this record	This time the only stumbling block was the Bill of Rights. Next semester I'll go through the Bill with them and we'll work on paraphrasing the key amendments to promote understanding.
Edit this record Field name global edit Delete this record	Most feel it's a good idea to cover material of this nature.
Edit this record Field name global edit Delete this record	CRE 101
Edit this record Field name global edit Delete this record	#20833
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23324 - CRE 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Rita McCarthy
Edit this record Field name global edit Delete this record	How can I help my students evaluate an author's argument? How can I facilitate my students' ability to synthesize ideas on related issues from varied sources?
Edit this record Field name global edit Delete this record	Last semester we did not have enough time to focus on the final unit consisting of "Don't Believe Everything You See or Hear in the News " an excerpt from David McCullough's John Adams, the Declaration of Independence, an excerpt from Sandra Day O'Connor's The Majesty of the Law, the Bill of Rights, and a textbook excerpt on the George Washington paintings. Students (on their final evaluations last semester) said they felt "rushed" to master this material. Most found the reading material to be "difficult" and extremely "challenging." As a result of the anecdotal evidence, I decided to lengthen the time frame to 2 and 1/2 weeks to allow for better written responses and oral participation.
Edit this record Field name global edit Delete this record	The extra time definitely paid off. I also found that going over the Declaration together increased understanding of this classic deductive argument. Many still found the vocabulary daunting, but they were able to master the material. The material I chose was particularly appropriate to the synthesizing competency.
Edit this record Field name global edit Delete this record	I was surprised how much the students liked working on material of a historical nature. Many said they had never read either the Bill of Rights or the Declaration. Most seemed to enjoy learning about our founding fathers.
Edit this record Field name global edit Delete this record	This time the only stumbling block was the Bill of Rights. Next semester I'll go through the Bill with them and we'll work on paraphrasing the key amendments to promote understanding.
Edit this record Field name global edit Delete this record	Most feel it's a good idea to cover material of this nature.
Edit this record Field name global edit Delete this record	CRE 101
Edit this record Field name global edit Delete this record	#20833
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23574 - END101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Rashmi Menon
Edit this record Field name global edit Delete this record	test1
Edit this record Field name global edit Delete this record	test2
Edit this record Field name global edit Delete this record	test3
Edit this record Field name global edit Delete this record	test4
Edit this record Field name global edit Delete this record	test5
Edit this record Field name global edit Delete this record	test6
Edit this record Field name global edit Delete this record	END101
Edit this record Field name global edit Delete this record	3456
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23305 - ENG 061
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Amalia Gheorghita
Edit this record Field name global edit Delete this record	1." What can I do to help my students improve their spelling?" 2.“How can I help my students understand some basic concepts, for example, how to write a strong topic sentence, the Subject-Verb Agreement, or how to differentiate between the Past Perfect and the Present Perfect Tenses?”- which are some of the problems most of my ENG 061 students are facing.
Edit this record Field name global edit Delete this record	I gave them numerous tests, and I conducted surveys to see what their greatest challenges in regards to basic concept understanding and to spelling rules were. I also asked them to pinpoint all their grammar and writing issues, so I can tailor my teaching according to their specific needs.
Edit this record Field name global edit Delete this record	I have discovered that some of my students took the time to study more, and improve on their skills. I gave all my students the chance of retaking their tests in the Testing Center in order to improve their grades, having as final result, the last grade overriding the grade before. Let's say that some of my students had F, or D grades on some of their tests. If they retook the respective tests, and had A, or B grades, these grades would override the F, and D grades. To my disappointment, not all students were motivated enough to retake the tests. I also encourage them to make spelling cards, based on some printouts I brought to class, and carry those cards with them throughout the semester, checking the spelling rules on a constant basis. The Spelling Rules, and the prefixes' and suffixes' cards worked only with my ESL students, and only with a very limited number of my native speaker students, though most of my native speaker students are as prone to making spelling mistakes as my ESL students are.
Edit this record Field name global edit Delete this record	Some of my students noticed that teaching was more focused on their specific challenges and needs, rather that the textbook itself. Tailored grammar exercises and numerous printouts and research sessions made the class become overall more engaged.
Edit this record Field name global edit Delete this record	I plan on giving the students more surveys during the semester, and I also plan on focusing more on guiding those students who experience grammar and writing challenges.
Edit this record Field name global edit Delete this record	The impression was that I was a little bit too enthusiastic in assuming that all the students will be infused with the same passion for Writing, and Linguistics that I have. The idea of making a positive impact, even if I am impacting only a few, should be gratifying in itself. The students have to meet the instructor halfway.
Edit this record Field name global edit Delete this record	ENG 061
Edit this record Field name global edit Delete this record	[none]
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23347 - ENG 061
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Stephanie da Costa Mello
Edit this record Field name global edit Delete this record	Would providing students with more examples of good paragraph writing help students improve their ability to more successfully write their own paragraphs? Would spending one class going over Word 2007 help students better type and revise their writing assignments.
Edit this record Field name global edit Delete this record	I gathered writing assignments and student feedback.
Edit this record Field name global edit Delete this record	In general, most students were appreciative of the extra models of paragraph writing. I also found that a greater percentage of students understood what they needed to do on their writing assignments because of the extra examples. The downside was that some very weak (or just lazy) students repeatedly changed just a couple of words in the examples and turned them in as their own work. This happened even after I explained that they needed to hand in original work. Spending a class going over Word 2007 was effective. In general, students had better paragraph format and fewer spelling errors this semester than in previous semesters.
Edit this record Field name global edit Delete this record	Providing students with additional writing models and information about how to use Word 2007 seemed to lower students' stress level because they felt more confident that they knew how to meet the class requirements.
Edit this record Field name global edit Delete this record	Since additional writing models were effective with and appreciated by most of my students, I will give future students additional writing models as well. I will also give future students a class on using Word 2007
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	ENG 061
Edit this record Field name global edit Delete this record	20974
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23383 - ENG 071
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Chris Nielson
Edit this record Field name global edit Delete this record	How does unity, coherence, and logical development promote better organizing in writing and support a central idea? How do rhetorical contexts affect writing?
Edit this record Field name global edit Delete this record	I collected information through a number of paragraph and essay assignments over the course of the semester. Each of these assignments included lessons in brainstorming and prewriting techniques, drafting, formatting, and writing. Part of the brainstorming and prewriting techniques and lessons were designed to help students decide on/determine an audience and others were designed to help students figure out ways of reaching that audience. I collected all the process material that went along with each assignment in order to see the type of thought and work students were putting into their writing. The assignments I used each asked the students to write for different reasons, for different situations, which ultimately helped create different rhetorical contexts for each assignment. I also had reflection writings at the end of each assignment asking students to comment on their writing process, the benefits they feel resulted and issues they still need to work on.
Edit this record Field name global edit Delete this record	I discovered for a number of students (probably about one third from both classes)admitted that they usually did not approach writing with a process and that the prewriting techniques proved to be helpful. Based on the writing that I saw, as the semester progressed, I saw a solid increase in unity, coherence and logical organization in most student writing. Our consistent discussion and application of these specific terms greatly helped students be more aware of them in their writing. The different assignments used showed me that it is important to keep a variety of writing topics in future semesters. I expect this to be the case, but it was helpful to see more specific reasons why. From student to student, I could easily see a difference in writing based on the assignment. When it was something a student was more interested, the writing (including the process work) was better, more thorough, and more interesting.
Edit this record Field name global edit Delete this record	The impact this is having on my teaching is that I know that for the dev. ed. especially, the need for reiteration is ever present. So, maintaining the same terms and goals throughout the whole semester is important. In other words, I cannot stop emphasizing the need for unity, coherence and logical organization half way through the semester because I assume the students have it down. Instead, I need to make sure to SAY these things with every assignment. I also need to keep working on more original and creative assignments. Students definitely respond to more creative, interesting prompts that they can relate to.
Edit this record Field name global edit Delete this record	I will continue to be consistent throughout the semester with the main writing goals. Dev. ed. students need to be constantly reminded that unity, coherence, and logical organization are essential elements of ALL writing, not just writing for this class. I will also continue to create interesting rhetorical contexts for students. I want to make sure they are as engaged with the assignments as possible.
Edit this record Field name global edit Delete this record	The discussions I did have were usually quite productive and helpful (and they were with one other person teaching the same class). We both noticed many of the same things in our classes, which helped us figure out different ways of approaching similar problems, issues, or student struggles.
Edit this record Field name global edit Delete this record	ENG 071
Edit this record Field name global edit Delete this record	20978, 20987
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23403 - ENG 071
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Ruth Callahan
Edit this record Field name global edit Delete this record	2. Organize writing to support a central idea through unity, coherence, and logical development (I, II, III, IV). 5. Generate and support effective and appropriate ideas (II, III).
Edit this record Field name global edit Delete this record	I participated fully in the Department - sponsored common final in Section 20975, and I used all but the Department topics in Sections 20985. Here I used allowed preparation materials and the authorized grading sheet.
Edit this record Field name global edit Delete this record	I am very convinced that the new 091 needs to be a slightly more complicated course. I was reinforced in my conclusions that students who are required to cope with outside material -- while perhaps not rising completely to the occasion -- MUST be exposed to dealing with some form of "objective material" before leaving 091.
Edit this record Field name global edit Delete this record	I will present my views to my colleagues who are engaged in the new 091 next term. I have requested a meeting over the summer of everyone concerned or interested.
Edit this record Field name global edit Delete this record	I will try to require more objective writing.
Edit this record Field name global edit Delete this record	The person with whom I shared the "objective material" final agrees with me! :)
Edit this record Field name global edit Delete this record	ENG 071
Edit this record Field name global edit Delete this record	20975, 20985
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23196 - ENG 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Natalie Gould
Edit this record Field name global edit Delete this record	Because my students in Ace Plus are only 16 I wanted to see what their cultural I.Q. was--thus directed my questions in that manner: 1. What have you read (genre)? 2. How much "Literature" are you familiar with?
Edit this record Field name global edit Delete this record	On a level of 1 to 10 about a 7. Most were familiar with the typical short story and authors given in school exercises. However, anything beyond that--novels, plays, and a cultural I.Q. were limited. For example they may have just been introduced to Walt Whitman but they did not know anything about his writing nor its significance to his time period (the Civil War) and how that had an influence upon his work. When I discussed Irving's "The Adventure of the German Student" none of my students knew anything about the French Revolution or the "Terror" both of which are necessary in order to fully understand the story.
Edit this record Field name global edit Delete this record	See above
Edit this record Field name global edit Delete this record	I decided some background was necessary and I made it a requirement to for them to look up a little biographical information on authors and to understand historical context. Thus I added a section on "The Scarlet Pimpernel" set during the French Revolution. I also assigned them a Literary Analysis for their final paper.
Edit this record Field name global edit Delete this record	Introduce more historical context and biography. Discussion on why and how that is important to a piece. Class discussions using context.
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	21060--Ace Plus
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23267 - ENG 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Dan Sabel
Edit this record Field name global edit Delete this record	How will the easy access to computers in the classroom affect their learning? How wil students adapt to the rigors of peer-review?
Edit this record Field name global edit Delete this record	Easy access to the computer allowed for more research, the ability to email assignments, etc. Edited rough drafts and student responses that were appreciative of the editing.
Edit this record Field name global edit Delete this record	I discovered that the computer is a friend, not an enemy. It assisted in every assignment we did. Also, I was surprised how seriously they took the peer-review, but in a class that meets once a week, I can see now how important any criticism might be.
Edit this record Field name global edit Delete this record	I started developing more lessons that required immediate computer access; somethign I did not plan on early on. I encouraged editing via email as well/
Edit this record Field name global edit Delete this record	I will put more control on the computer so that it is not abused or wasted. And perhaps use blackboard to post papers so that more students can edit.
Edit this record Field name global edit Delete this record	Did not.
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	0079
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23290 - ENG 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Marcia R. Newman
Edit this record Field name global edit Delete this record	How can we better increase language level and diction on student essays? How can we improve peer editing process?
Edit this record Field name global edit Delete this record	1. Gathered info from English Writing Conf. at ASU 2. -Used internet to find websites for practice, to create "grammar moments" -Focused on areas for correction of final drafts, such as using thesaurus tool to improve word choice -Provided a one-stop listing of resources for writing that students can use
Edit this record Field name global edit Delete this record	1. Method was excellent, with adaptation for my classes and my style. 2. Forcing students to review a diction skill on their final draft was good technique.
Edit this record Field name global edit Delete this record	1. I will use this new peer editing technique. I loved it!! 2. The technique worked, but felt that it didn't carry over.
Edit this record Field name global edit Delete this record	1. I will make up new peer editing sheets for student recording. 2. Keep trying & reading about various techniques. Diction is a hard one!
Edit this record Field name global edit Delete this record	N/A
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	21061, 21065
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23310 - ENG 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Martin Reker
Edit this record Field name global edit Delete this record	How would adjustments made in the argument/persuasion module of my ENG 101 curriculum impact students in those courses? How would more group work in the same area of study(argument/persuasion)impact the work produced in this module?
Edit this record Field name global edit Delete this record	The forms of evidence gathered were the new assignments created for this module.
Edit this record Field name global edit Delete this record	Group work, especially in the areas of MLA citation and perception of logical fallicies in argument, benefited from small group collaboration, rather than just individual work. The new assignments helped students prepare for the outcome papers in argument and persuasion.
Edit this record Field name global edit Delete this record	The dialogue between small groups and teacher facilitated more questions and involvement. For many students arg./pers. concepts and procedures are challenging, so having imput from multiple sources helps clarify the process.
Edit this record Field name global edit Delete this record	I am considering adding more group assignments for critical processes in this area. I'm also considering aading more sequential steps in this module.
Edit this record Field name global edit Delete this record	I've talked informally with several people, but I couldn't at this time draw any conclusions from this method.
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	0032, 0049
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23346 - ENG 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Amanda Murphy
Edit this record Field name global edit Delete this record	A. Reading to discover B. Reading to analyze rhetorically
Edit this record Field name global edit Delete this record	We discuss and complete various activities throughout the semester regarding self-evaluation and focusing on an understanding of who we are as students, our strengths and weaknesses, and techniques to showcase or address those strengths and weaknesses. As part of this ongoing discussion and awareness, on the day that the final essay was due for the third unit, I gave students a copy of our ENG 101 rubric and asked them to grade their own essays (honestly) before submitting them to me. I explained the point; they should be able to read, analyze, and think about their own work critically and have a realistic idea of what grade to expect based upon the assignment that they completed and the grading criteria that have been provided by an instructor.
Edit this record Field name global edit Delete this record	Students are always shocked when I ask them to complete this assignment. However, I found that the majority of students were able to critically read and analyze their own writing and grade themselves pretty accurately. The majority of the students in the class ended up giving themselves a grade that was within 5% of the final grade that I assigned to their essays. Only a handful of students either seriously inflated or underestimated the quality of their essays.
Edit this record Field name global edit Delete this record	Students were excited by this activity. They saw it as a challenge to see how accurately they could self-evaluate their writing. They were also excited to receive their graded essays back and compare the final grade assessment that I gave them with their own assessment of their essays. I think that it helped to solidify the importance and relevance of our ongoing conversation regarding self-evaluation and knowing oneself as a student through a concrete application of the concepts.
Edit this record Field name global edit Delete this record	I plan to continue incorporating this activity in ENG 101. However, in the future, I think I will have students write a short paragraph of reflection regarding this activity and their comparison between the self-assessment and the instructor assessment. This follow up would require students to further engage with their writing and consider it critically as they analyze the similarities and differences in the various grades they gave themselves in comparison to the grade and comments I provided for the same criteria.
Edit this record Field name global edit Delete this record	n/a
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	21075
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23348 - ENG 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	John Ventola
Edit this record Field name global edit Delete this record	Why are students reluctant to complete reading assignments? How can students be compelled to complete reading assignments?
Edit this record Field name global edit Delete this record	Read numerous articles from a variety of writers from different colleges and universities addressing different approaches in getting students to complete the reading assignments. Assessed student completion of reading assignments through the use of discussion, quizzes, and portfolio assignments.
Edit this record Field name global edit Delete this record	Students often don't complete reading assignments because the assignments often don't have a grade attached to them. I needed to create assignments with due dates and grades that related directly to the assigned readings.
Edit this record Field name global edit Delete this record	Created worksheets based on each chapter calling for the students to locate important terms in the chapter and paraphrase (not copy) the textbook explanation for each. Created BlackBoard quizzes and hard copy in-class quizzes based upon the assigned readings. Devoted more time to discussing assigned readings. Students were asked to outline textbook chapters. Students were asked to identify any bold print of highlighted words or phrases. Students developed a clearer understanding of important concepts. Students were more likely to complete reading assignments. Students(some) developed a better understanding of the importance of completing reading assignments.
Edit this record Field name global edit Delete this record	I will continue to use the newly developed assignments and continue to research new assignments that will ensure that students complete reading assignments.
Edit this record Field name global edit Delete this record	Mostly agreement.
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	21014, 21025, 21028
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23354 - ENG 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Kay Grosso
Edit this record Field name global edit Delete this record	How well do students recognize writers' patterns when reading aloud in class? How well can students mimick an effective writing structure and pattern in a sample paper in their own work?
Edit this record Field name global edit Delete this record	I used many, many oral questions of readers in class during a reading. I also allowed two rewrites of each/any assignment in class to get closer to the competencies I had established would be important in mimicking effective writing patterns.
Edit this record Field name global edit Delete this record	Reading aloud gave students more insight into an author's pattern IF I asked questions about how the pattern was creatively written into a paragraph. If I waited until the reader completed the entire paragraph and then asked questions, most students could not discuss what they had read. It was gone! Also, I learned that rewrites limited to two gain better rewrites than last semester when unlimited rewrites were allowed.
Edit this record Field name global edit Delete this record	I really worry about reading skills in ENG 101 as they impact writing skills. There is a HUGE disconnect and lack of skills in this area. Students are not prepared to WONDER about a writer's selection of words. Students do not feel the thinking behind the selections. They cn not relate words to history, to analogy, to previous words iin the same essay being read aloud. Big problem. My students actually said they enjoyed reading aloud because it was something new they had not done before....
Edit this record Field name global edit Delete this record	ENG 101 is knowledge based in competencies and I plan to do more reading and less writing, but focus the writing on much more examples of readings. I am almost leaning toward interpretive writing, versus modal writing as the comptency that pushes knowledge forward to skill.
Edit this record Field name global edit Delete this record	Everyone laments the loss of reading and thinking at the same time. Critical thinking is disappearing.
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	21032
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23363 - Eng 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	David Nelson
Edit this record Field name global edit Delete this record	How to write clear, concrete thesis statements. How to write topic sentences that state a clear claim to be supported and that are derived from the thesis.
Edit this record Field name global edit Delete this record	Based on exercises and student writing it becomes clear that Eng 101 students do not always have a sense of how to express the thesis and supporting points in a fashion that allows for unambiguous, concrete support.
Edit this record Field name global edit Delete this record	That when students draft supporting paragraphs they do not always have a clear sense of the point they are trying to develop and support. Consequently, paragraphs tend to drift and supporting evidence and quotes tend to miss the point.
Edit this record Field name global edit Delete this record	I shifted some focus away from the thesis and had students look more carefully at how they developed topic sentences that stated a claim, and then how they supported the topic sentences. As a result some students had more focused thesis statements and more persuasive argumentative essays.
Edit this record Field name global edit Delete this record	I plan to continue using exercises that guide students through the process of developing clear, well supported paragraphs for argumentative essays. I've found that essay templates work well for this purpose, and I plan to expand my use of them.
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	Eng 101
Edit this record Field name global edit Delete this record	21021
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23368 - ENG 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Julie Gray
Edit this record Field name global edit Delete this record	Considering the first competency, "Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer, as well as the writing's ethical, political, and cultural implications " I wanted to know if I took a more or less taboo writing topic and made it new again by engaging student writers in a specific rhetorical context that deals with that taboo topic, then would the topic encourage student writers to engage with a more specific audience rather than a general "You" audience? Would learners be willing to use a fiction source to inform their writing and create a rhetorical context for their audience.
Edit this record Field name global edit Delete this record	The old topic was capital punishment, the death penalty. Students were provided with a very specific rhetorical context around this issue. I will post it here even though that doesn't really help answer the question. It will, however, help explain how I measured variables. The context was this: Topic: Capital Punishment Purpose: Inform and persuade Arizonans to keep current law, change current law, or revise current law Audience: Arizona citizens and, especially, voters Context: Last week, I read and was moved by George Orwell’s “A Hanging.” I started to really think about the death penalty in the United States and more specifically in Arizona. In the US today, 12 states do not have specific laws regarding the death penalty, 1 state, Nebraska, has declared it constitutional, 3 states legalize it but have not done it since 1976, and the rest of the states allow for and have been imposing capital punishment, mostly for murder in the first degree with mitigating factors. Arizona is a state that has legal capital punishment. Many Americans, including Arizonans, consider the death penalty to be barbaric and inhumane. Others feel that it is our judicial system’s strongest effort to deter serious crime. As a young Arizonan, I don’t know much about the issues, and if and when it comes time to vote on eliminating or revising the law in Arizona, I want to know the facts and what they mean to me, my friends and family, and my community. If it’s important that I act now to make an effort to end or support capital punishment, then I’ll need to know that, too. Now, this is a persuasion paper, so I am going to look for you addressing the audience to specifically talk them into or out of supporting the death penalty or denouncing it here in Arizona. By the end of your paper, I want to be “moved” to contact my representatives or vote for continuing our policies around capital punishment or to “just say no” and do all I can to stop this horrible practice. There is no “correct” position, but I will look for your position being explained and justified based on your experiences and any research that you do to gather facts, data, authority positions, examples, rationales, and/or statistics from credible sources. You will organize your writing so that you will not need more than two and half pages to inform and persuade the reader. You will need at least 5 sources for your paper, but feel free to have more if it helps you be persuasive. First, read Orwell's "A Hanging" and tell in the discussion forum what you think Orwell's position on capital punishment is as it is expressed in this narrative essay. The review the non-fiction resources that I have provided. You may want to learn more by talking to friends and family or checking the local library databases. Once you are comfortable about what your position will be, then make an outline of how you will convince your readers to accept your position and act on it. I will set up a Discussion Forum for us to discuss Orwell's essay and other issues and challenges as we work through the writing process. To measure the first question, I looked for one or more lines in the student essays that suggested awareness of the specific audience for assignment. For example, if a writer said, "Arizona voters must be aware..." or "Citizens of Arizona cannot turn a blind eye..." or pretty much anything that addressed Arizona, voters, citizens, or people of Arizona counted. These statements would suggest that the writer was focused on the local (Arizona) aspect of the more global issue of the death penalty. For the second question, counted references to Orwell and to non-fiction sources to see if both were used.
Edit this record Field name global edit Delete this record	For the first question, I found that 18 of 21 students made specific references to the Arizona audience. The other three papers clearly had a "general You" audience. The 18 papers used a variety of local and national sources to build a historical and social context for the issue and an argument for or against the death penalty specifically in Arizona. It was clear that learners became more informed about the issue within its more specific rhetorical context. I suspect that this made the topic and the writing assignment a little more relevant and authentic for the student writers. I am encouraged to do more assignments this way so that we can focus on writing within rhetorical contexts that are important for our students than general topics tend to be. For the second question, I simply counted how many essays included a reference to Orwell. Only 4 of 21 essays mentioned "A Hanging" to set up context for the essay on capital punishment. I can only speculate about what this means, but it's clear that the student writers were not as inclined to use fiction as a resource as they were inclined to use non-fiction sources.
Edit this record Field name global edit Delete this record	I did select a final reading to create a personal/social context for the students' final in-class writing. Students were engaged in the topic, and that is always nice to see. I would like to develop more learning modules for our writing students based on meaningful and authentic rhetorical contexts.
Edit this record Field name global edit Delete this record	It's great to see students excited and motivated by working on assignments that seem relevant for them. I'd like to do more of this.
Edit this record Field name global edit Delete this record	I have not yet.
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	21056, 21057
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23384 - ENG 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Chris Nielson
Edit this record Field name global edit Delete this record	1. Will the incorporation of current event articles and works of contemporary authors help students engage more intensely in the analysis of rhetorical contexts? 2. Will the consistent use of reflection writing increase students' self-awareness and assessment of their strengths and weaknesses in writing?
Edit this record Field name global edit Delete this record	For question 1, I gathered data through in-class fast-writing, small group work, and discussions. For question 2, I collected reflection writings students wrote in-class before turning in each of the 4 major writing project, plus an additional one at the end of semester.
Edit this record Field name global edit Delete this record	1. I discovered that the discussions we had from more current articles were more thoroughly read by students. Therefore, they were more engaged, which allowed the lesson of rhetorical contexts to be made more clearly. Also, the more contemporary literature (Maya Angelou for example) had greater appreciation from the class as a whole. 2. Students like reflecting about their work. They are honest and insightful. Reflection writing is very beneficial.
Edit this record Field name global edit Delete this record	Mainly, this semester reconfirmed (in regard to my student learning questions)that much of what I am doing is what I like to do, and is what works well for me. I see engagement amongst students, and I see improvement in writing.
Edit this record Field name global edit Delete this record	I will continue to work hard to find engaging stories and articles for student consumption. I will continue to have class discussions and small group work focused around reading assignments. I will continue to have students complete reflection writings. I may look for different ways to approach reflection writing though, just to keep it interesting and less predictable.
Edit this record Field name global edit Delete this record	Not much discussion about these issues with other faculty members.
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	21026, 21033, 21051
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23391 - ENG 101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Phillip Roderick
Edit this record Field name global edit Delete this record	1. What effect will a library session have on students' abilities to conduct the cursory research necessary to fulfill one of the course competencies in English 101? 2. How can literature be used to effectively teach rhetorical contexts like topic, audience, and writer?
Edit this record Field name global edit Delete this record	1. I have scheduled a library presentation with Christine Moore who will provide information and materials to help students overcome their difficulties setting foot into the library. 2. I will assign three specific short stories and lead the class in a discussion of how rhetorical contexts can be used in literature.
Edit this record Field name global edit Delete this record	I discovered that exposing students to a library session was one of the most productive out of class activities I have ever engaged in. It's one thing to assign an argumentative essay and tell the students to use research from the library, and quite another to actually force them to attend a library session where they are able to learn "hands on" how to find that research and where to look. My conclusion is that holding a library session with one of the librarians is an invaluable experience for my students. The evidence of this success was found in the final argumentative essays, which were by far the best I have received in all my years of teaching this paper.
Edit this record Field name global edit Delete this record	The impact of this exercise is that I will always assign one class period per semester to taking my students to the library for one of these sessions. The students were engaged with one another as the librarian had them get together in groups and locate information online.
Edit this record Field name global edit Delete this record	I plan to continue this exercise in the future. I might perhaps focus the exercise into more specific areas of research, but overall I don't believe in messing with something that works.
Edit this record Field name global edit Delete this record	N/A
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	21035, 21044
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23337 - ENG 101, ENG 107
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Betsey Wheeler
Edit this record Field name global edit Delete this record	The areas of focus for this semester were how to teach and assess the students' mastery of the competency number four: 4. Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one's own ideas. (III, IV) How can students better demonstrate their ability to format and document sources to develop and support their ideas?
Edit this record Field name global edit Delete this record	For their argumentative essay, students are required to use three credible sources (one for each supporting paragraph) and one optional source for the refutation paragraph to support their ideas. To understand the process of incorporating sources, the students have a presentation on research by a librarian with follow-up by the teacher. We spend four class periods working on research and documentation where I give hands on support for each student’s work. This gives me an initial assessment of the students’ work. Ultimately, they turn in their papers with a works cited page for formal evaluation.
Edit this record Field name global edit Delete this record	At the 101 level, students are really just gaining a familiarity with citation. In their final papers, most students have errors. Those who have paid attention and studied the guidelines usually do ok. There are ambitious students who do it perfectly and some students who don’t even make the effort.
Edit this record Field name global edit Delete this record	The interaction between the students and the library was beneficial in building understanding and skills in research. The hands on documentation workshops also promoted student engagement and success. However, since this is a new and complex task, I feel that the students need more feedback.
Edit this record Field name global edit Delete this record	Because there are often errors, I feel like I need to re-evaluate my teaching methods to include another step of informal feedback before the final draft is turned in. This will give them the opportunity to focus on the requirements and make corrections. Ultimately, these skills of formatting and documenting will be utilized in other classes.
Edit this record Field name global edit Delete this record	I did not discuss this with other faculty members.
Edit this record Field name global edit Delete this record	ENG 101, ENG 107
Edit this record Field name global edit Delete this record	21015, 21171
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23200 - Eng 102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Bill Peters
Edit this record Field name global edit Delete this record	1. Will changing my 102 syllabus to reorder my assignments help students to time manage their schedule for writing the research paper? 2. How will my emphasis on more group work affect their understanding of both the coverage of poetry and short stories?
Edit this record Field name global edit Delete this record	1. Students stuck with the schedule longer but I still lost those students who waited until the last minute to write their research papers. This happened in spite of requested due dates for preliminary work along the way. 2. The poetry work turned out well. I didn't leave enough time in my shortened semester class for work on the short stories. I think the short story work will turn out fine in those classes with a regular semester schedule.
Edit this record Field name global edit Delete this record	1. Regarding the research paper, students still tend to think they can write it overnight. Procrastination habits are hard to break. I'm considering how to modify my schedule or their work habits for my fall classes. 2. Poetry was fine. And as I said, I think the short story unit from now until the end of the spring semester will turn out fine.
Edit this record Field name global edit Delete this record	Regarding the course itself, my discoveries have led me to once again consider how to 'work' the syllabus to give the students the best chance to succeed. I run my class informally so student engagement and one-on-one help is significant. The main problem for the students as I've implied is time management and an unwillingness to start working on the research paper early enough to avoid a freefall when they start running out of time.
Edit this record Field name global edit Delete this record	I plan to modify my syllabus a bit and probably be more stringent on early assignments coming in on due dates. I've given them some flexibility so I may have to tighten that up.
Edit this record Field name global edit Delete this record	Mary Beth and I talk all the time about this issue in 102 where students fall by the wayside when the research paper comes due. I should have her fill in this section. My impression is that their behavior causes us to roll our eyes as we desperately seek rationales for our own shortcomings. My impression is that we think it's all the fault of the students.
Edit this record Field name global edit Delete this record	Eng 102
Edit this record Field name global edit Delete this record	21091, 21096, 21113
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23236 - Eng 102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	carmela arnoldt
Edit this record Field name global edit Delete this record	Students will read and summarize an article found in a scholarly journal in a library database. Students will paraphrase part of an article found in a scholarly journal in a library database.
Edit this record Field name global edit Delete this record	Students summarized a short article arguing that high school and college students be required to study the "humanities." Students paraphrased a poem and part of the above article.
Edit this record Field name global edit Delete this record	Students required additonal instruction and practice in order to master the skills.
Edit this record Field name global edit Delete this record	Teaching: Additional instructionl detail and modeling will be offered. More practice will be required
Edit this record Field name global edit Delete this record	Teaching will remain the same; however, I will emphasize these in Eng 101. Additional examples will be offered. Additional practice will be required.
Edit this record Field name global edit Delete this record	Others experience similar results.
Edit this record Field name global edit Delete this record	Eng 102
Edit this record Field name global edit Delete this record	21112
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23293 - ENG 102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Philip Mateer
Edit this record Field name global edit Delete this record	I was focusing on updating my tests and making them more fair, so: (1) Are there questions on each test that an unusual number of students are missing? (2)(a) Is that related to a problem in how the questions are phrased? (b) Is it related to a lack of emphasis on that question's topic during class lecture/discussion prior to the test?
Edit this record Field name global edit Delete this record	I focused on improving and updating my tests, through a combination of analyzing answer patterns on previous versions of the tests and talking to students after each test, to ask about why particular questions were missed and to catch unclear, ambiguous or “unfair” questions. The goal was to produce test questions that were a fairer assessment of the students’ abilities and learning. For each test for each semester, I noted the number of “wrong” responses for each question, the ways the questions were answered incorrectly (which wrong answers were given, etc.), and the typical causes for points taken off on essay responses. Then, when the tests were passed back, I went over each question with each class, noting problems and asking about why particular questions with a high wrong-answer rate were missed.
Edit this record Field name global edit Delete this record	The process revealed, for each test, some questions where the wording was unclear or ambiguous -- especially where more than one “right” answer could be justified, depending on how the students interpreted the question. It also revealed questions where in-class lectures had not sufficiently prepared students to answer questions about a topic.
Edit this record Field name global edit Delete this record	This process caused me to modify subsequent tests, and decrease the number of “incorrect” responses by students due to problems in test focus or wording (as opposed to the students just not studying the material sufficiently)
Edit this record Field name global edit Delete this record	I’ll continue to analyze the tests and try to improve the questions, through statistical analysis of the tests and feedback from the students. I’ve definitely learned to avoid certain types of ambiguous wording on test questions, and to make sure that the material covered on the tests correlates with the time devoted to that material in the classroom (i.e., don’t ask questions about material that was only covered in passing, or not at all, during lecture time).
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	ENG 102
Edit this record Field name global edit Delete this record	21086
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23294 - ENG 102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Philip Mateer
Edit this record Field name global edit Delete this record	I focused on updating my tests and making them more fair, so: (1) Are there questions on each test that an unusual number of students are missing? (2)(a) Is that related to a problem in how the questions are phrased? (b) Is it related to a lack of emphasis on that question's topic during class lecture/discussion prior to the test?
Edit this record Field name global edit Delete this record	I focused on improving and updating my tests, through a combination of analyzing answer patterns on previous versions of the tests and talking to students after each test, to ask about why particular questions were missed and to catch unclear, ambiguous or “unfair” questions. The goal was to produce test questions that were a fairer assessment of the students’ abilities and learning. For each test for each semester, I noted the number of “wrong” responses for each question, the ways the questions were answered incorrectly (which wrong answers were given, etc.), and the typical causes for points taken off on essay responses. Then, when the tests were passed back, I went over each question with each class, noting problems and asking about why particular questions with a high wrong-answer rate were missed.
Edit this record Field name global edit Delete this record	The process revealed, for each test, some questions where the wording was unclear or ambiguous -- especially where more than one “right” answer could be justified, depending on how the students interpreted the question. It also revealed questions where in-class lectures had not sufficiently prepared students to answer questions about a topic.
Edit this record Field name global edit Delete this record	This process caused me to modify subsequent tests, and decrease the number of “incorrect” responses by students due to problems in test focus or wording (as opposed to the students just not studying the material sufficiently).
Edit this record Field name global edit Delete this record	I’ll continue to analyze the tests and try to improve the questions, through statistical analysis of the tests and feedback from the students. I’ve definitely learned to avoid certain types of ambiguous wording on test questions, and to make sure that the material covered on the tests correlates with the time devoted to that material in the classroom (i.e., don’t ask questions about material that was only covered in passing, or not at all, during lecture time).
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	ENG 102
Edit this record Field name global edit Delete this record	21092
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23349 - ENG 102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	John Ventola
Edit this record Field name global edit Delete this record	Why are students reluctant to complete reading assignments? How can students be compelled to complete reading assignments?
Edit this record Field name global edit Delete this record	Read numerous articles from a variety of writers from different colleges and universities addressing different approaches in getting students to complete reading assignments. Assessed student completion of reading assignments through the use of discussion, quizzes, and portfolio assignments.
Edit this record Field name global edit Delete this record	Students often don't complete reading assignments because the assignments often don't have a grade attached to them. I needed to create reading assignments with dues dates and grades related directly to the assigned readings.
Edit this record Field name global edit Delete this record	Created worksheets based on each chapter calling for the students to locate important terms in the chapter and paraphrase (not copy) the textbook explanation for each. Created BlackBoard quizzes and hard copy in-class quizzes based upon the assigned readings. Devoted more time to discussing assigned readings. Students were asked to outline textbook chapters. Students were asked to identify any bold print of highlighted words or phrases. Students developed a clearer understanding of important concepts. Students were more likely to complete reading assignments. Students(some) developed a better understanding of the importance of completing reading assignments.
Edit this record Field name global edit Delete this record	I will continue to use the newly developed assignments and continue to research new assignments that will ensure that students complete the reading assignments.
Edit this record Field name global edit Delete this record	Mostly agree.
Edit this record Field name global edit Delete this record	ENG 102
Edit this record Field name global edit Delete this record	21137
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23353 - Eng 102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Johnnie Clemens May
Edit this record Field name global edit Delete this record	See Pre-Assessment form.
Edit this record Field name global edit Delete this record	See Pre-Assessment form.
Edit this record Field name global edit Delete this record	The psychology instructor and I met several times to create, coordinate and link assignments. We also met for a short time after each class to “debrief.” Students utilized course content in the Psychology and Culture class in order to have assignments to research and essays to write in English 102: • For the first English 102 essay, students chose from three topics discussed in Psych 132: Defining & describing a sub-culture, defining and applying critical thinking concepts to themselves as students or citizens, or writing either a pro or con argument on foreign factories, that also defined sweatshops. These were all topics discussed in Psych. 132. Also, the Psych 132 textbooks were cited and used for the Eng. 102 essay. • For the second major writing assignment, which was a major group presentation in Psych. 132, students wrote a 9-page research essay, focusing on the culture of a foreign country. • For the third essay in Eng. 102, students chose from the following topics: a history of a cultural dish, an essay focusing on gender stereotyping, an essay on non-verbal communication, an essay on the berdache in Native American culture, an essay on the Indian eunuchs, or an essay on the sworn virgins of Albania. Once again, these were all topics that were discussed in Psych 132 (and a lesser presentation was assigned in 132 on sharing a cultural dish). Also, the Psych 132 textbooks were cited and used for the Eng 102 essay. • In addition, there were shared shorter assignments. For example, we both used a handout called “A Village Called Earth.” In Psych 132, content issues were discussed; whereas, in Eng. 102, we examined the accuracy and reliability of the research, based on examining what was available as a citation of source material for the handout from our district’s Diversity Committee. • The psychology instructor was unable to attend my class because of her teaching schedule, but I did attend each of her classes and was able to participate in discussions and lectures, as needed. For example, the class was going over errors in critical thinking, and I was able to remind students that these are called errors in reasoning in composition classes and remind them that this was something very likely covered in Eng 101. • Upon examining a student questionnaire, we learned that, in general, most students were satisfied with the learning community for these reasons: 1. They enjoyed the shared content, which overlapped, which meant that each class worked on the same subject matter and doing the long essay for Eng. 102 helped them to prepare for the group presentation in Psych. 132. 2. They enjoyed the camaraderie and formation of friendships due to being in the same classes together. • Areas that needed improvement, from both the two instructors” point of view were the following: 1. Per the student questionnaire, the first assignment needed fine-tuning in terms of better integration of material from Psychology 132 into the English 102 essays. Very likely, the essay topics will be very different next year. 2. There was recognition by some students that students in the learning community “don’t do enough paying attention …to get the work done.” The other instructor and I both agreed and felt that, unfortunately, the FYE program tends to promote hyper-bonding, which was exacerbated by some students being together for yet another semester. That, in turn, led to a degree of lack of attention in the classroom.
Edit this record Field name global edit Delete this record	I learned to help students focus more on their work at hand. I went around the room and worked with students individually to help them stay centered on their assignments and helped them with documentation and integration quesstions along with being sure they integrated material from both courses.
Edit this record Field name global edit Delete this record	Having seen the benefits to students afforded by the FYE program, I plan on teaching in another FYE cohort group in the spring of 2010. In the classroom I was able to enhance my ability to seamlessly blend materials learned by students in the psychology class into my own course content. In the future, this learning community curriculum will become available to other FYE instructors who may want to teach this combination of courses. I will also be working with the Faculty Senate and administration to ensure the continued viability of the FYE program on my campus. However, I am purposely not teaching in the fall first semester cohort group. This will be one way to counter over-familiarity that developed among FYE students. In the spring, they will be familiar only with the psychology instructor. Additionally, I intend to refine and improve the FYE second semester learning community by working together with the psychology instructor to update our curricula and revise assignments. I will also work with the FYE Committee to establish a plan for all cohorts to deal with the phenomenon of hyper-bonding; it is an issue with most first semester cohort groups. I will also schedule student appointments throughout the semester to discuss individual progress. Finally, I intend to research methods that can be implemented to assist college students to become more self-disciplined, more goal-oriented and more mature in order to create a more effective learning atmosphere.
Edit this record Field name global edit Delete this record	I found that the issues noted above were common to other FYE cohorts. Also, similar problems with integration of source material, documentation and citation format was a common problem. I also discussed these issues regularly with Polly Laubach, the Psych instructor that I worked with this spring.
Edit this record Field name global edit Delete this record	Eng 102
Edit this record Field name global edit Delete this record	21103
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23355 - ENG 102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Kay Grosso
Edit this record Field name global edit Delete this record	Can students conquer the level of detail required by the competency in documentation using MLA? Can students arrange a causal analysis effectively to support the thesis with theory as well as examples to indicate WHY they hold the opinion they do?
Edit this record Field name global edit Delete this record	MLA is a detail nightmare until rewrite after rewrite narrows the level of student errors down to the minimum I can allow. They CAN wrap their minds around how a system works and how to make sources fit into it. As to critical causal analysis, I find many students unable to find an author's theory until I carefully walk them through the author's thinking. Students are not drawn to analysis. They are drawn to examples.
Edit this record Field name global edit Delete this record	See above.
Edit this record Field name global edit Delete this record	I would love to teach only ENG 102 for a few semesters to play with the competencies and student level of skill acquisition. I am amazed that students come to ENG 102 with little to no analytical ability. The competencies suggest they need to be able to apply such knowledge within the arrangement of a research opinion.
Edit this record Field name global edit Delete this record	I am going to shorter research projects rather than do the longer one and each one will address the critical thought of a writer and either argue for or against the author's opinion and why. MLA has gone and changed their approaches, so any goals are now superceded with new details to learn.
Edit this record Field name global edit Delete this record	Many have stopped doing longer research papers.
Edit this record Field name global edit Delete this record	ENG 102
Edit this record Field name global edit Delete this record	21117, 21156, 21167, 21101, 21089
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23359 - ENG 102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Julie Lewis
Edit this record Field name global edit Delete this record	1. Can students correctly and effectively integrate sources through summarizing, paraphrasing, and quotation? 2. Can students correctly cite outside sources in the text and on the works cited page?
Edit this record Field name global edit Delete this record	1. As part of the learning process, students read a newspaper article and completed a written exercise in which they were instructed to paraphrase certain sections, qoute certain sections, and summarize the entire article. We went over the graded exercises in class. 2. Students completed an in class exercise in which they used the English Department MLA guide to cite a sampling of common sources and put them on the board for discussion and correction. Not graded.
Edit this record Field name global edit Delete this record	The students responded well to both exercises and we were able to address problems before they surfaced in the research paper. Although many students do benefit from these exercises, I am always a bit surprised at how some others do not put the lessons into actual practice. You can lead a horse to water...
Edit this record Field name global edit Delete this record	I like these exercises and have honed them for a few years now. Unless the MLA requirements for research change drastically, I will continue this type of work. As always, I will try to make real life connections to the process.
Edit this record Field name global edit Delete this record	I would maybe spend more time on examples, but I think we walk a fine line between explanation and overkill.
Edit this record Field name global edit Delete this record	n/a
Edit this record Field name global edit Delete this record	ENG 102
Edit this record Field name global edit Delete this record	21129, 21135
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23364 - Eng 102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	David Nelson
Edit this record Field name global edit Delete this record	How to better use quotes to support a point. How to better integrate the quote into a paragraph.
Edit this record Field name global edit Delete this record	I looked through writing texts and online writing centers for information on using quotes effectively. The Princeton Writing Center has a particularly useful handout on using quotes.
Edit this record Field name global edit Delete this record	In examining student writing, it is often apparent that ENG102 students have trouble using quotes effectively. Quotes often awkwardly disrupt the flow of the writing, quotes often are not clear or truly supportive, and students rely too much on the quote to convey the primary meaning of the point being developed.
Edit this record Field name global edit Delete this record	Some students tended to write clearer, better supported paragraphs and tended to be more critical in determining what quotes to use in their writing. Since students were strongly encouraged to comment and/or interpret all quotes, paragraphs tended to be more thoughtful, and quote integration tended to be more graceful. However, with a good number of students, it was hit and miss.
Edit this record Field name global edit Delete this record	I plan to develop more exercises and assign more practice paragraphs that focus on effective use of quotes.
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	Eng 102
Edit this record Field name global edit Delete this record	21105, 21125, 21140
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23392 - ENG 102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Phillip Roderick
Edit this record Field name global edit Delete this record	1. What affect does peer review have on the quality of student writing? 2. Can students learn to effectively use MLA citation without resorting to plagiarism or incorrect citation?
Edit this record Field name global edit Delete this record	1. I have redesigned my peer review process. I will have the class engage now in both a student to students and class to student peer review process 2. I will spend more time on MLA citation than ever before. I have prepared handouts and exercises designed to help students overcome their fear of MLA citation. I will also have the students utilize online exercises to assist in this process.
Edit this record Field name global edit Delete this record	1. Peer review, if done correctly, CAN impact the quality of student writing. However, despite continued changes to my peer review process, I have yet to find the perfect way to do peer review in a way that benefits all types of students. I was unable to utilize the "class to student" peer review method this semester, but will do so in the next semester. I did, however, use the student to student method of peer review. I discovered that students who came to class with an essay they felt was good enough to submit, did much better than those who just brought in a paragraph, for example. To avoid this, I require the students to bring to peer review an essay they would feel comfortable submitting as a final draft, but that doesn't mean that every student will do so. Also, I discovered that students who were paired with someone will inferior writing skills gained very little from the process. This is the one single area of the peer review process that I am working hard to correct. Also, instead of assigning 25 points for peer review this past semester like I usually have, I ended up deducting 25 points from the overall score of the final draft for those students who didn't participate in peer review. I discovered this not to be as good an idea as I previously thought, as I hated to grade an "A" paper and then deduct 25 points from it because the student skipped peer review. 2. Spending more time on MLA citation definitely improved the quality of citation on students' papers this past semester. As planned, I spent several class sessions providing handouts and presentations and sample essays on proper MLA citation, and the payoff for doing so was final research papers that were in most cases flawless when it came to the formatting of these essays. When students feel confident in how to punctuate the works cited page, and when they know what plagiarism is, I find that I don't deal with plagiarism nearly as much. In fact, I have to say that I didn't discover one incident of plagiarism on the final papers in any of my 102 classes.
Edit this record Field name global edit Delete this record	The impact of my discoveries regarding the peer review process indicates that I must continue working with colleagues and studying the results of my changes to perfect the peer review process for my students. For fall, I will go back to assigning points for peer review, and perhaps I will start actually assigning peer review partners, instead of allowing students to pick their own partner. As for the MLA process, I will continue to spend the quality time preparing the students as I did during Spring 2009. This was a definite improvement over previous semesters.
Edit this record Field name global edit Delete this record	As I indicated, I will be making changes to the peer review process, and will continue the same process regarding MLA citation.
Edit this record Field name global edit Delete this record	N/A
Edit this record Field name global edit Delete this record	ENG 102
Edit this record Field name global edit Delete this record	21088, 21095, 21107
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23385 - ENG 108
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Chris Nielson
Edit this record Field name global edit Delete this record	1. Will the incorporation of current event articles and works of contemporary authors help students engage more intensely in the analysis of rhetorical contexts? 2. Will the incorporation of new, exciting technological avenues of research help students find more appropriate information resources in a more efficient and effective manner?
Edit this record Field name global edit Delete this record	For question 1, evidence was mainly collected from in-class discussions and small group work. For question 2, after introducing different means of researching, I asked for student feedback, while also checking the sources gathered and used in their research papers. I used a delicious.com account with the help of Christine Moore in the library to assist with research.
Edit this record Field name global edit Delete this record	I discovered that the students in this class were interested in ALL of the readings we had in class. Being as this is an ESL class, students engage is nearly all the work of the semester. However, many of them greatly appreciated the current event articles because it gave them a chance to engage in discussion of something they already had some knowledge on and vocabulary of. As far as the delicious.com account, I had good feedback from the students. They liked having easy access to links that we had discussed in class. They also had good success with finding research through many of the links Christine put onto the account.
Edit this record Field name global edit Delete this record	The biggest impact came from the use of delicious.com account. The engagement it created with the students impressed me. I want to continue to use it and continue to find new ways of incorporating into my classes.
Edit this record Field name global edit Delete this record	I will continue to use contemporary authors and current event articles. I will keep searching for new ways to use technology, especially for research.
Edit this record Field name global edit Delete this record	The discussions I had about the research element of this class and the use of delicious.com have been very positive. I have had many questions from faculty members.
Edit this record Field name global edit Delete this record	ENG 108
Edit this record Field name global edit Delete this record	21172
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23350 - ENG 210
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	John Ventola
Edit this record Field name global edit Delete this record	Why are students reluctant to complete reading assignments? How can students be compelled to complete reading assignments?
Edit this record Field name global edit Delete this record	Read numerous articles from a variety of writers from different colleges and universities addressing different approaches in getting students to complete reading assignments. Assessed student completion of reading assignments through the use of discussion, quizzes, and portfolio assignments.
Edit this record Field name global edit Delete this record	Students often don't complete reading assignments because the assignments often don't have a grade attached to them. I needed to create assignments with due dates and grades that related directly to the assigned readings.
Edit this record Field name global edit Delete this record	Created worksheets based on each chapter calling for the students to locate important terms in the chapter and paraphrase (not copy) the textbook explanation for each. Created BlackBoard quizzes and hard copy in-class quizzes based upon the assigned readings. Devoted more time to discussing assigned readings. Students were asked to outline textbook chapters. Students were asked to identify any bold print of highlighted words or phrases. Students developed a clearer understanding of important concepts. Students were more likely to complete reading assignments. Students(some) developed a better understanding of the importance of completing reading assignments.
Edit this record Field name global edit Delete this record	I will continue to use the newly developed assignments and continue to research new assignments that will ensure that students complete reading assignments.
Edit this record Field name global edit Delete this record	Mostly agreement.
Edit this record Field name global edit Delete this record	ENG 210
Edit this record Field name global edit Delete this record	21175
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23298 - ENG071
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Linda Shepherd
Edit this record Field name global edit Delete this record	How do students apply the writing process to essay development?
Edit this record Field name global edit Delete this record	I required brainstorming and an outline for each essay. Students readily completed the outline a they saw it as a valuable organizational tool to guide them as they write their essay. Many stated the brainstorming was more just "busy work" and not as valuable as the outline, yet others stated the b-stormming helped to get their thought process started and guided their ideas and support search.
Edit this record Field name global edit Delete this record	I doscovered that brainstorming is valuable for students even if they do not always agree and the outline is a must. Providing students with SPECIFIC b-storming questions and an outline template is essential for well written and developed essays.
Edit this record Field name global edit Delete this record	With each essay I strived to make the guidelines more specific, especcially for the outline.
Edit this record Field name global edit Delete this record	I plan to continue requiring the branostorming and outline as each peice of a final essay submission and award points for each.
Edit this record Field name global edit Delete this record	The essays have been more well written and to continue the practices.
Edit this record Field name global edit Delete this record	ENG071
Edit this record Field name global edit Delete this record	20995
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23299 - ENG071
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Linda Shepherd
Edit this record Field name global edit Delete this record	How do students apply the writing process to essay development?
Edit this record Field name global edit Delete this record	I required brainstorming and an outline for each essay. Students readily completed the outline a they saw it as a valuable organizational tool to guide them as they write their essay. Many stated the brainstorming was more just "busy work" and not as valuable as the outline, yet others stated the b-stormming helped to get their thought process started and guided their ideas and support search.
Edit this record Field name global edit Delete this record	I doscovered that brainstorming is valuable for students even if they do not always agree and the outline is a must. Providing students with SPECIFIC b-storming questions and an outline template is essential for well written and developed essays.
Edit this record Field name global edit Delete this record	With each essay I strived to make the guidelines more specific, especcially for the outline.
Edit this record Field name global edit Delete this record	I plan to continue requiring the branostorming and outline as each peice of a final essay submission and award points for each.
Edit this record Field name global edit Delete this record	The essays have been more well written and to continue the practices.
Edit this record Field name global edit Delete this record	ENG071
Edit this record Field name global edit Delete this record	20995
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23197 - ENG101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Marla DeSoto
Edit this record Field name global edit Delete this record	Can students organize their writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context? Can students summarize, paraphrase, and quote from sources to maintain academic integrity and to develop and support their own ideas?
Edit this record Field name global edit Delete this record	I evaluated three focused paragraphs each student wrote about their classmates, each with a central idea introduced by a summarizing topic sentence and logical development. I evaluated four summaries of articles written by each student. Students then use the articles as paraphrased or quoted source material in an argumentative essay.
Edit this record Field name global edit Delete this record	After grading the assignment where students wrote focused paragraphs, I found that 49 of my 66 students were successful with writing paragraphs with a central idea introduced by a summarizing topic sentence and logical development. This shows these students can organize their writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context. After grading the assignment in which students wrote summaries, I found that 48 of my 66 students were successful when writing summaries and using this information in argumentative essays. This shows these students can summarize, paraphrase, and quote from sources to maintain academic integrity and to develop and support their own ideas
Edit this record Field name global edit Delete this record	A majority of students can organize their writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context. I will continue to emphasize this competency throughout the course. A majority of students have learned to summarize, paraphrase, and quote from sources to maintain academic integrity and to develop and support their own ideas. This skill directly effects the students' ability to write a successful argument.
Edit this record Field name global edit Delete this record	I will continue to require students to practice these skills throughout the semester. Every writing assignment will require a paragraphs with a central idea introduced by a summarizing topic sentence and logical development.
Edit this record Field name global edit Delete this record	Students have trouble with logical and focused paragraphing, as well as using source material integrated into their own writing.
Edit this record Field name global edit Delete this record	ENG101
Edit this record Field name global edit Delete this record	21053, 21054, 21002, 22644
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23300 - ENG101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Linda Shepherd
Edit this record Field name global edit Delete this record	How do students apply the writing process to essay development?
Edit this record Field name global edit Delete this record	I required brainstorming and an outline for each essay. Students readily completed the outline as they saw it as a valuable organizational tool to guide them as they write their essay. Many stated the brainstorming was more just "busy work" and not as valuable as the outline, yet others stated the b-storming helped to get their thought process started and guided their ideas and support search.
Edit this record Field name global edit Delete this record	I discovered that brainstorming is valuable for students even if they do not always agree and the outline is a must. Providing students with SPECIFIC b-stroming questions and an outline template is essential for well writeen and developed essays.
Edit this record Field name global edit Delete this record	With each essay I strived to make the guidelines more specific, especially for the outline.
Edit this record Field name global edit Delete this record	I plan to continue requiring the brainstorming and outline as each piece of a final essay submission and award points for each.
Edit this record Field name global edit Delete this record	THe essays have been more well written and to continue the practices
Edit this record Field name global edit Delete this record	ENG101
Edit this record Field name global edit Delete this record	21069
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23356 - ENG101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Rajwant Cheema
Edit this record Field name global edit Delete this record	How to help students to improve: - Summarize, paraphrase, and quote from sources to maintain academic integrity and to develop and support one's own ideas - Assess one's own writing strengths, and identify strategies for improvement through instructor conference, portfolio review, written evaluation and/or other methods
Edit this record Field name global edit Delete this record	It was evident from student work, quizzes, pre, mid and post self-reflections journal writings, one-on-one conferences that students needed lots of practice to achieve excellence in summarizing, paraphrasing, and quoting.
Edit this record Field name global edit Delete this record	Throughout the semester, I had to adjust my teaching focus to meet the needs of my learners so that I could provide more time and practice to address the above mentioned skills. Further, I noticed that steps, clarification of the directions for the assigned task, guided peer/instructor reviews, check for understanding, assigning points for steps/outlines of the required task were critical for student success. At the end, majority of my students showed improvement towards their writing skills.
Edit this record Field name global edit Delete this record	I always believe that during each semester, I have a unique group of students. I have to pace my teaching based on the group dynamics. I strongly believe in the socio-affective domain of teaching. So I set up the tone in the beginning of my semester by providing my students with numerous opportunities for group interactions. Eventually, it helps my students to open up more with each other, enjoy their learning, prepare them for real life, own responsibility for their learning...
Edit this record Field name global edit Delete this record	I will continue my current teaching practices and consider new approaches based on student needs/group dynamics. I always consider my students' suggestions for active learning based on their self-reflections, journal writings...
Edit this record Field name global edit Delete this record	NA
Edit this record Field name global edit Delete this record	ENG101
Edit this record Field name global edit Delete this record	21073, 21080
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23365 - ENG101
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Larissa Hill
Edit this record Field name global edit Delete this record	The two questions about student learning I explored this semester were the following: 1. How can I increase my students' motivation to achieve their full potential as writers? 2. How can I help my students address their audience's needs?
Edit this record Field name global edit Delete this record	Question 1: I learned at the On Course 1 Workshop that by using intristic motivators instructors can guide students to choose increased self motivation. Some of the most powerful intristic motivators are dreams and desired benefits, and one of the strategies to use this kind of motivator is establishing the value of the learning task to students' desired careers. Question 2: I experienced during the workshop and researched strategies for improving students' awareness of audience's needs.
Edit this record Field name global edit Delete this record	1. I learned that intristic motivators are the most powerful tools in students' success. 2. I discovered that many of our students could be more creative and give more detailed support if they were given enough time, guidance, and motivation.
Edit this record Field name global edit Delete this record	1. I had some of the best essays written on the assignments involving dreams and desired benefits. For many of my students, the most favorite and successful assignments were the ones about their goals and dreams. Those assignments solidified their commitment to their goals. Students also commented that those assignments made them work harder toward their goals. One student volunteered a comment that he did not know what he wanted to do in his life, but after working on the essay about his goals he did. 2. When it comes to student learning and success, I discovered that students respond better to their own experiences than to an instructor's lecture. With several concepts I was teaching this semester, I tried to approach my students' learning by having them experience what I wanted them to learn first and talk about their experiences afterwards. To hear students draw conclusions based on their experiences rather than on my lecturing was deeply fulfilling because they owned their discoveries and learning was more meaningful for them that way. For example, the results of the opening sentences activity motivated many students to rewrite their introductions because of the preferences of the whole class for a certain beginning of an essay. Another activity, the silent dialog, gave students an acute awareness of their audience's needs regarding the type and amount of detail even before they started writing their first drafts. Students appreciated this input from their classmates and sometimes were surprised by the requests for information where they thought everything was going to be clear to their readers.
Edit this record Field name global edit Delete this record	I plan to use the strategies that I found to be successful and to continue exploring new strategies for guiding students to choose increased self motivation and improve the audience awareness. I will use those strategies in my planning of assignments for ENG101 and other writing classes.
Edit this record Field name global edit Delete this record	I shared some of the successful strategies with several instructors, and my impression of those discussions was that some of them became interested in trying the activities with their classes.
Edit this record Field name global edit Delete this record	ENG101
Edit this record Field name global edit Delete this record	21006, 21045, 21047
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23182 - ENG102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Debra Metelits
Edit this record Field name global edit Delete this record	1. How can students' ability to write summary be improved? 2. How can student learning about MLA format be increased?
Edit this record Field name global edit Delete this record	I. I did common assessment of having students write summary of short story, "A Good Man is Hard to Find " rather than summary of Bettelheim essay. Because they could understand the reading better, we could focus more on what is needed in a good summary. 2. I focused more on MLA format earlier in semester. I had students copy a perfect example from Coyle book of a paper in total.
Edit this record Field name global edit Delete this record	1. We could focus more on important aspects of summary writing by doing short story rather than more difficult essay. I also had students revise their summary of short story to try to correct more errors. 2. MLA format has been improved since concentrating on it earlier in semester. Plagiarism has been reduced after more specific explicit instruction on what constitues plagiarism.
Edit this record Field name global edit Delete this record	Please see above. In addition, I changed the film I showed students from "Rabbit-Proof Fence " which is an excellent teaching film, to "Children of Men ' which is just as excellent a tool and which I think engaged students to a greater degree, especially the males. I also had students research various wonder tales and teach them to class early on, since I had realized that students were not as familiar with these tales as I had first expected. Doing so led many students to pick tales to research which they had not even heard of before.
Edit this record Field name global edit Delete this record	Plan to do the same.
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	ENG102
Edit this record Field name global edit Delete this record	21112, 21116
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23194 - ENG102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Deanne Hutchison
Edit this record Field name global edit Delete this record	How can I guide peer review more specifically? How can students use each other as a support in the class?
Edit this record Field name global edit Delete this record	I gave the students a peer review checklist to use for checking each other's format in the research paper. I made discussion board areas for student questions.
Edit this record Field name global edit Delete this record	Students did use each other as a source of help and for the review process, but the best responses came when there were points involved.
Edit this record Field name global edit Delete this record	I plan to incorporate more interaction in the assignments.
Edit this record Field name global edit Delete this record	The peer review checklist works very well. It is worth points, though, so I think that is the key in any important student interactions.
Edit this record Field name global edit Delete this record	N/A
Edit this record Field name global edit Delete this record	ENG102
Edit this record Field name global edit Delete this record	21147 & 21148
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23237 - ENG102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Mike Mullins
Edit this record Field name global edit Delete this record	Is Critical Thinking (CRT) a prerequisite to critical writing? How much variation in instructional modalities is optimal?
Edit this record Field name global edit Delete this record	I taught a compacted model of CRT that I use at Western International University, which gives them a vocabulary and a context. We also tried a special kind of open discussion called a Socrates Cafe (cf. Chris Phillips). I employed 1, 2 and 3 mode lessons, using standard lecture, open class discussion of readings, PPT presentations, and feature length films.
Edit this record Field name global edit Delete this record	Until students become familiar with CRT skills and practices, their writing lacks a a certain "edge." The analysis is not nearly as well honed until we have established the protocols for CRT. Students in a 75-minute class respond to 3-4 changes of delivery more readily than a small combination, including a single 75-minute lecture or PPT presentation. Their attention wanes at about 15 minute intervals and the more plates I can keep spinning, the longer I can keep their attention.
Edit this record Field name global edit Delete this record	The students like and respond to CRT because for most if not all it is a new phenomenon. They say is makes the writing of essays more logical. While class discussion was limited to a few active students, the quality of that discussion was higher and more satisfying. I will stick with it. I will employ multifaceted approaches in 101 and 102 from now on, recognizing that variety is the spice of teaching in the 21st century.
Edit this record Field name global edit Delete this record	see above.
Edit this record Field name global edit Delete this record	In particular the discussions I had with the Department Chair echoed my own impressions and told me I was on the right track. My fondness for CRT discussions is not universally admired among my colleague some of whom remain faithful to skill-based instruction almost exclusively.
Edit this record Field name global edit Delete this record	ENG102
Edit this record Field name global edit Delete this record	21085
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23351 - ENG102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Mary Leskovsky
Edit this record Field name global edit Delete this record	1. I explored, first of all, the question of the best way to teach students to summarize articles they've read for class and/or research purposes (as distinct from skimming articles fishing for quotations). 2. Second, I considered the pros and cons of having students research something they knew nothing about--at all, while still giving them some choice in the topic.
Edit this record Field name global edit Delete this record	1. 57 students complete three sections of ENG102, including 15 Honors students. All students were given an article to read, annotate, and summarize. The article was a relatively simple one-page piece written for a general audience. 14 of 15 Honors ENG102 students were successful, while only 31 of the remaining 42 students captured the articles thesis and major supporting points and presented the summary in good standard English. 2. I had students pick, lottery-style, a place to research (the Great Barrier Reef, the Great Wall of China, the Acropolis, etc.). They were able to switch their topic once during that week; they researched and wrote short documented essays and presented their findings to the class. In general, the students were responsive and found solid information on the topics. They were enthusiastic in presenting their findings to the class.
Edit this record Field name global edit Delete this record	I discovered (or perhaps siimply had confirmed)that many ENG102 students really struggle to read with comprehension and need directed reading activities to accompany writing assignments. I did not discover how to do this in a mixed class in a 15-week semester. I also discovered that students found the "topic lottery" fun and were enthusiastic about their research--much moreso than they tend to be about the research paper. Since this project was short, they worked at it with enthusiasm. The writing, however, was not significantly better than their other work for the course.
Edit this record Field name global edit Delete this record	1. The summary assignment made me realize how much help some of our students actually need in order to be able to write a research paper. I need to slow down and put even more structured steps into my research paper unit(s). 2. Students were much more engaged in the "topic lottery" than they typically are in other writing assignemnts. I was excited that some of them said they became more and more interested in their topic as they researched it. I will try this kindof assignment with more sections next year. Their enthusiasm, though not universal, was refreshing! And I think this approach combined the need to get students writing about new ideas with their desire to write about what they want to write about ("something that interests me").
Edit this record Field name global edit Delete this record	1.I'm going to incorporate two additional summary assignments into my ENG102 plan. 2. I'm going to use the topic lottery idea in my other sections as well next year. I'm considering using it for the major research paper assignment, but I need to work out more of the logistics.
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	ENG102
Edit this record Field name global edit Delete this record	21094, 21098, 21104
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23393 - ENG102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Renee Barstack
Edit this record Field name global edit Delete this record	How well can students find, evaluate, select, and synthesize online sources that examine a topic from multiple perspectives? How well can students integrate sources through summarizing, paraphrasing, and quotation from sources to develop and support one's own ideas?
Edit this record Field name global edit Delete this record	Students selected a social issue and viewed a minimum of three websites that addressed the issue from different perspectives. They used a website evaluation tool to critique each site and wrote an essay discussing their findings. Students summarized at least two magazine/journal articles and an online video, as well as wrote six different styles of quotations.
Edit this record Field name global edit Delete this record	Students need to be more critical of websites they use for research purposes. They must be able to identify the validity of sites they use. Most students know when to use summaries, paraphrases, and quotations to support their research.
Edit this record Field name global edit Delete this record	Students did an in class activity where different groups looked at four different websites for various social issues. Each student was responsible for one part of the critique and then the group reported their results to the rest of the class. Students need additional practice in ways to vary quotations and proper punctuation for each style of quotation.
Edit this record Field name global edit Delete this record	I will use the same activities; students will have additional in class practice in writing quotations and analyzing websites.
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	ENG102
Edit this record Field name global edit Delete this record	21145, 21124
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23304 - English 102
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Nancy Siefer
Edit this record Field name global edit Delete this record	How can I convey my love and passion for writing to my students, especially with an assignment as daunting as a research paper, and have fun doing it?
Edit this record Field name global edit Delete this record	We did several "how's it going" sessions throughout the semester. At the end of the semester, each student wrote a "How to Succeed in English 102" letter to be read by next semester's students or "victims" as one student wrote in her letter.
Edit this record Field name global edit Delete this record	The students who completed the semester felt they learned a lot -- more than in any other prior English class, and actually enjoyed the activities in class and getting to know one another. Reframing corrections on their papers to mean how much I cared about their writing made a great difference in their attitudes. When a student got back a paper with a substantial number of suggestions, he interpreted it as I "cared more for him" than another student who had fewer comments.
Edit this record Field name global edit Delete this record	Allowing students to reflect on every assignment -- in written and/or oral format -- increased their knowledge and self-confidence in their writing rather than looking to me to say they did "okay." Choosing to write one essay before the research paper and two after proved to be a good design for English 102.
Edit this record Field name global edit Delete this record	I plan to repeat the format and enjoy the students as much as I did this semester.
Edit this record Field name global edit Delete this record	NA
Edit this record Field name global edit Delete this record	English 102
Edit this record Field name global edit Delete this record	21131, 21136
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23338 - English 102.
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Thomas J. Carey
Edit this record Field name global edit Delete this record	1. What are the learning abilities of students at the beginning of English 102? 2. How much did these abilities grow as a result of the course?
Edit this record Field name global edit Delete this record	1. I gathered data from class discussions, conferences, and the three research papers students wrote.
Edit this record Field name global edit Delete this record	I discovered that learning progressed, regressed at times, and that I had to be hyper-vigilant to monitor what was occurring.
Edit this record Field name global edit Delete this record	I need to re-emphasize every step in the process of students writing the research papers. I need to generate new activities to ensure this learning.
Edit this record Field name global edit Delete this record	The same--reiterate and monitor learning. Different--create new activities to solidify the learning.
Edit this record Field name global edit Delete this record	Since I am at GCC North, I did not have the opportunity to do so.
Edit this record Field name global edit Delete this record	English 102.
Edit this record Field name global edit Delete this record	21128 47214 22645
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23288 - Enh 114
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	June. Stevens
Edit this record Field name global edit Delete this record	The questions evolved around an understanding of students perceptions regarding the social and cultural/historical nature of African American Literature within certain time frameworks.
Edit this record Field name global edit Delete this record	Students had limited perceptions and knowledge of the subject initially. The study indicated Students learning did increase and showed a greater response in students understanding and motivation toward the subject.
Edit this record Field name global edit Delete this record	Most students had limited background as evidenced by the pretest given at the beginning of class. By the end of the semester student learning was evident by the quality of work submitted in post assignments.
Edit this record Field name global edit Delete this record	Students seemed to enjoy participating in a variety of small group activities. They enjoy peer collaboration and are motivated to do more.
Edit this record Field name global edit Delete this record	Teaching style will be enhanced to include more peer group activity.
Edit this record Field name global edit Delete this record	This information was shared with other GCC faculty who agree that generating group activity with students is effective. My impression of these discussions was favorable.
Edit this record Field name global edit Delete this record	Enh 114
Edit this record Field name global edit Delete this record	1179
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23400 - ENH 275 Modern Fiction
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Ruth Callahan
Edit this record Field name global edit Delete this record	These "competencies" are drawn from the Honors Program Leaning Outcomes and Assessment document, which all Honors teachers are required to complete every time they teach an honors class. They refer to student skills: 1) Communicate effectively in one-on-one or group contexts. 2) Express ideas and concepts precisely and persuasively in multiple formats.
Edit this record Field name global edit Delete this record	For #1, I created a series of graded blog "shells." Some required answers to specific prompts due before a particular class session began; some were very open ended. Some included specific pupils; some were "all class" and so forth. For #2, I assigned formal papers and essay test questions.
Edit this record Field name global edit Delete this record	The students loved the blogs, whereas discussion groups had been of little interest lately. Many people took great care over them, although I have found what I believe is an important flaw in Blackboard blogs; teachers cannot directly -- and invisibly -- make a comment to a specific student. The essays were also better than usual, perhaps because of this improved formal preparation.
Edit this record Field name global edit Delete this record	I think people were MUCH better prepared for class discussions. That made a HUGE amount of difference. Literature classes in which students don't read are awful.
Edit this record Field name global edit Delete this record	Next term, I will do this again, but I will ask, probably around the halfway mark, if the students had made any alterations to their OWN blog writing as a result of seeing other people's.
Edit this record Field name global edit Delete this record	They seemed pleased for me! :)
Edit this record Field name global edit Delete this record	ENH 275 Modern Fiction
Edit this record Field name global edit Delete this record	22764
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23394 - ENH/EDU291
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Renee Barstack
Edit this record Field name global edit Delete this record	Can students effectively describe the history and development of picture and illustrated books and the criteria for evaluating art and content? Can students apply literary criteria (plot, characterization settings, styles, point of view, theme, tone) to fairy tales for children?
Edit this record Field name global edit Delete this record	Students reviewed six different picture books according to a list of criteria. Students created their own picture books as a final project. Students read and evaluated a variety of fairy tales from different countries, and then wrote an updated version of one including all of the necessary literary criteria.
Edit this record Field name global edit Delete this record	Students are effective in following a list of evaluative criteria when critiquing picture books. Students can create fairy tales including all of the necessay literary criteria.
Edit this record Field name global edit Delete this record	Students develop evalative criteria for critiquing picture books and fairy tales that match what the experts say.
Edit this record Field name global edit Delete this record	Continue to use similar assignments in the future. Each semester I bring in additional information/activities to involve students in critiquing various motifs of children's literature.
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	ENH/EDU291
Edit this record Field name global edit Delete this record	20923, 21188, 20924, 21187
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23282 - ENH222
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Betty Hufford
Edit this record Field name global edit Delete this record	1. How much teaching of writing should be part of an ENH class which requires multiple papers? 2. How broad a scope should a survey literature class take?
Edit this record Field name global edit Delete this record	Twenty-six students responded to a questionnaire on the last day of class.
Edit this record Field name global edit Delete this record	RE WRITING 1. Twenty students found writing assignment sheets helpful. Six found them somewhat helpful. 2. Nineteen found class discussion re the assignment helpful. Four found it somewhat helpful. One did not find it helpful. 3. Twenty-one found comments on the papers helpful. Five found comments somewhat helpful. RE SCOPE Fifteen students would have preferred fewer authors covered in more depth. Seven were unsure this would be better. Four did not want the scope limited.
Edit this record Field name global edit Delete this record	Because the results are fresh, see below.
Edit this record Field name global edit Delete this record	I will continue to handle the writing assignments as before. I plan to cover fewer authors if I teach this course again. To help me make my choices, during final exam week I will ask each student for one work or author that should definitely be included.
Edit this record Field name global edit Delete this record	That I am more fascinated by what I learn than others are.
Edit this record Field name global edit Delete this record	ENH222
Edit this record Field name global edit Delete this record	21180
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23339 - ENH295
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Mary Leskovsky
Edit this record Field name global edit Delete this record	1. I wanted to know whether students would be able effectively to research a topic, process the information, and present it in three different forms: poster, essay, and oral presentation. 2. I wanted to discover to what extent students in ENH295, most of whom are sophomores, would be able to formally debate an issue with their peers.
Edit this record Field name global edit Delete this record	1. Of 17 students enrolled in the class, 1 withdrew during this process; 3 students completed the three-prong assignment in a way that met expectations, though they were less than excited about the assignment; 13 students exceeded my expectations, completing all phases of the assignment in a scholarly manner. These 13 students were enthusiastic, their work showed thoroughness and pride of "ownership." 2. Results of the debate were less than successful. Some students sponged while others did the work.
Edit this record Field name global edit Delete this record	1. This project reinforced my belief that students work most effectively when they feel a sense of control over the assignment, in this case by making several choices within set parameters. 2. Through the debate, I discovered that students need time to bond as a group before they're willing to aregue their positions effectively/forcefully.
Edit this record Field name global edit Delete this record	1. My discoveries with this class made me want to try something similar in other courses I teach. 2. My discoveries made me rethink the timing of the debate format.
Edit this record Field name global edit Delete this record	1. I plan to use this approach again next time I teach this course and to work on using different approaches (multiple intelligences) in other teaching situations. 2. I plan to introduce the debate format later in the seemster next time, after students have done some other group projects.
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	ENH295
Edit this record Field name global edit Delete this record	21189
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23307 - ESL 010
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Amalia Gheorghita
Edit this record Field name global edit Delete this record	This semester, I focused on basic conversational skills, pronounciation, and basic grammar: by using homophones, the difference between "tree" and "three", and by helping the students differentiate between The Present Simple Tense form and usage, and The Present Progressive, form and usage.
Edit this record Field name global edit Delete this record	Each class, we listened to a CD with conversational skills, and I tried to initiate similar conversations/dialogues between students. We also discussed the differences between tenses in the English language by giving examples that suit the students' lives, hobbies, and interests. For instance, if it's raining outside, we exemplified the Present Tense Progressive by stating:"It is raining outside.", and by focusing on what we did at that time, at the very moment it was raining:"we are listening to our teacher; we are taking notes; we are reading, etc." Then, we switched to the Present Simple by asking the students to say what they usually do, as a habit, when it rains, hence by using the Present Tense Simple, and thus understanding the difference between: "every...time", "every time it rains, and between "now, at this moment, at the moment of speech". The students were quick to grasp the differences, and to learn as much as possible in a very pleasant way, through games, listening to CDs, music, dialogues, etc.
Edit this record Field name global edit Delete this record	My students were absolutely thrilled with the results, and I was equally thrilled seeing their enthusiasm.
Edit this record Field name global edit Delete this record	The students were engaged in the language acquisition process. Their reactions gave me a much welcome teaching impetus.
Edit this record Field name global edit Delete this record	I plan on using similar activities, such as: games, conversational, listening-comprehension CDs, music, etc., that enhance the ESL students' interest in the process of language acquisition.
Edit this record Field name global edit Delete this record	Other GCC faculty members use similar methods with their ESL students. I had the impression I was on the right path with my ESL 010 students.
Edit this record Field name global edit Delete this record	ESL 010
Edit this record Field name global edit Delete this record	21193
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23336 - ESL 011
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Betsey Wheeler
Edit this record Field name global edit Delete this record	The areas of focus for this semester were how to teach and assess the students' mastery of the competency number nine: 9. Identify rooms, furnishings, measurements, and money. (VI) How can students better demonstrate their ability to identify rooms and furnishings?
Edit this record Field name global edit Delete this record	I used two methods of measurement. An initial assessment involved giving students a list of rooms and furnishings in chart form. The rooms were listed across the top of the chart as column headings with space to list the appropriate furnishings for each room. Students were directed to write the name of each piece of furniture that matched the room. This exercise showed that students could identify the room and its purposes by the types of furnishings it had. My final assessment offered pictures of five different furnished rooms. Students were asked to write a sentence for each room, telling one item that they saw there. This required students to not only be able to identify the rooms and objects, but also to produce the vocabulary on their own.
Edit this record Field name global edit Delete this record	I found that both assessments worked well. The first one showed the students’ ability to identify the vocabulary of rooms and furnishings and the second one showed they could produce it.
Edit this record Field name global edit Delete this record	Since this was a new course for me, I found that these assessment methods were good gauges for student understanding and I was satisfied with the results. I plan to use the same assessment method next semester.
Edit this record Field name global edit Delete this record	I think an alternate teaching strategy that might better prepare students for the assessment would be to find a doll house with furniture or house/furniture pictures that would allow students hands on practice putting the furnishings in the correct rooms. In an ideal world, each student could actively demonstrate their understanding by physically places the miniature objects in each room. It would reach out to those who are nontraditional learners.
Edit this record Field name global edit Delete this record	I did not discuss this with other faculty members.
Edit this record Field name global edit Delete this record	ESL 011
Edit this record Field name global edit Delete this record	21196
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23331 - ESL 021
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Betsey Wheeler
Edit this record Field name global edit Delete this record	The areas of focus for this semester were how to teach and assess the students' mastery of the competency number seven: 7. Talk about and acknowledge likes and dislikes of self and others. (I, II) How can students better demonstrate their ability to talk about and acknowledge likes and dislikes of self and others?
Edit this record Field name global edit Delete this record	One of the units in the book spotlights free time activities. Students spend a great deal of their time talking and writing about what they like to do in their free time. As they meet in discussion groups, they actively use the skills necessary to master this competency. I initially assess their ability to do this by walking around the room and listening to each group discuss the topic for the day (going out, TV, movies, going to the park, sports, leisure activities, and lifelong learning). I help each group by modeling appropriate English as needed. Part of the discussion prompt is to use phrases such as, So do I or Neither do I to acknowledge agreement or disagreement with other students in the group. In addition, each student gives an oral presentation about what they like to do in their free time. I assess this presentation and also give a written assessment asking questions about their free time activities. Part of this assessment has a section where students must complete a conversation using the vocabulary So do I or Neither do I to acknowledge agreement or disagreement.
Edit this record Field name global edit Delete this record	All three assessment methods worked well: informal discussions, oral presentations, and written assessments. Students especially enjoyed those that were interactive and then were able to perform better on the written assessment.
Edit this record Field name global edit Delete this record	These methods certainly actively engaged students and improved student learning.
Edit this record Field name global edit Delete this record	I will continue in the same manner with the oral activities perhaps with greater emphasis on acknowledging others, but will modify the written assessment to more clearly allow them to demonstrate agreement or disagreement with another’s views.
Edit this record Field name global edit Delete this record	I did not discuss this with other faculty members.
Edit this record Field name global edit Delete this record	ESL 021
Edit this record Field name global edit Delete this record	21201
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23343 - ESL 030
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Stephanie da Costa Mello
Edit this record Field name global edit Delete this record	I wanted to know if spending an extra week covering and reviewing the present perfect, present perfect progressive, past perfect, and past perfect progressive would help students better understand these four tenses. I also wanted to know if spending an extra week covering and reviewing the future progressive, future perfect, and future perfect progressive would aid students' comprehension and ability to use these tenses.
Edit this record Field name global edit Delete this record	I gathered homework exercises, written tests, and student feedback.
Edit this record Field name global edit Delete this record	Although I had to delete a couple of other teaching points in order to spend extra time on the tenses mentioned above, my students this semester definitely showed an improved ability to understand and use these tenses.
Edit this record Field name global edit Delete this record	I have always believed that it is better to teach fewer concepts more in depth than to hurriedly teach as many concepts as possible. The results in my class this semester strengthened my adherence to this philosophy of teaching.
Edit this record Field name global edit Delete this record	If I teach this class in the future, I will again take more time to teach and review the tenses above, which are problematic for many students. I feel this is extremely important because ESL 030 is the last ESL class in which verb tenses are taught. If students don't have a thorough understanding of the verb tenses at the end of 030, they will struggle in all of their other ESL and ENG classes.
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	ESL 030
Edit this record Field name global edit Delete this record	21208
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23342 - ESL 032
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Amanda Murphy
Edit this record Field name global edit Delete this record	A. Brainstorming topics B. Clustering and outlining techniques of organization
Edit this record Field name global edit Delete this record	After discussing, reviewing, and studying these concepts in our book and class discussions, students were given a group assignment where they put these methods into practice with their peers. Students had to select a broad topic from the following: pets/gardening/etc. In groups, students had to brainstorm various topics that could fall under one of these larger general topics. To do so, they made lists of various pets, aspects of owning pets, etc. Then, they had to select one specific topic from their list and further brainstorm specific ideas that could be used to support that topic in a paragraph. Once the groups had a second, detailed list they had to organize that information into related groups in a cluster diagram.
Edit this record Field name global edit Delete this record	We had already practiced this same activity in a large group format with a different topic, Learning English. When students were asked to re-create the exercise in their groups, it gave them an opportunity to put these skills into practice firsthand. They had to narrow the topics and then organize their ideas into logical groups that could be developed into various different paragraphs. Additionally, this exercise gave them an opportunity to practice their oral skills of discussion, negotiation, and justification with their peers.
Edit this record Field name global edit Delete this record	This exercise allowed students to solidify their understanding of these invention techniques and see how spending the effort to complete them fully made the process of actually writing a paragraph much more accessible. Furthermore, it gave them the confidence they needed to be able to go home and re-create the assignment again on their own after having successfully practiced it twice within the safety of the classroom environment.
Edit this record Field name global edit Delete this record	I plan to continue incorporating this activity in ESL 032 when I teach it in the future. However, one additional step would be to have the groups share their information with their classmates in an informal presentation. This would further fix their understanding of the concepts, provide them an opportunity to see additional examples in class, and create an informal, oral practice for them on a topic that they feel familiar with after having discussed it in their groups.
Edit this record Field name global edit Delete this record	n/a
Edit this record Field name global edit Delete this record	ESL 032
Edit this record Field name global edit Delete this record	21211
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23344 - ESL 040
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Stephanie da Costa Mello
Edit this record Field name global edit Delete this record	Would using celebrity gossip articles help students better understand indirect speech? Would using cartoons help students better understand direct speech?
Edit this record Field name global edit Delete this record	I gathered homework exercises, written tests, and student feedback.
Edit this record Field name global edit Delete this record	Using cartoons had a really positive impact on my students' ability to understand the concept of direct speech. When they saw that what is in the cartoon bubbles is the same as what goes inside of quotation marks, they realized what direct speech is. My students this semester did much better on the test covering direct speech than students in previous semesters. Using celebrity gossip articles surprising did not help students better understand indirect speech.
Edit this record Field name global edit Delete this record	Using cartoons added something fresh and unexpected in my classroom and helped engage students during the lesson on direct speech.
Edit this record Field name global edit Delete this record	I will definitely use cartoons to teach direct speech again in this class. I need to keep searching for a better way to get across the concept of indirect speech.
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	ESL 040
Edit this record Field name global edit Delete this record	21213 21216
Add new fields.

Go to Edit Button
See Additional Directions

Entry #23345 - ESL 042
Remove this page from the site

Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Spring Post 2009
Edit this record Field name global edit Delete this record	Stephanie da Costa Mello
Edit this record Field name global edit Delete this record	I didn't use a book in this class. I wanted to try aligning the competencies of the writing class with the same level of grammar class because the majority of students in the writing class were also taking the grammar class at the same time.
Edit this record Field name global edit Delete this record	I gathered homework, writing assignments, and student feedback.
Edit this record Field name global edit Delete this record	I have taught this writing class several times with several books that are not aligned at all with what is taught in the grammar class. Using different materials this time that were aligned with the grammar class produced amazing results. The writing assignments I received this semester were of the highest quality I have ever received in ESL 042.
Edit this record Field name global edit Delete this record	My students were thrilled to have the reinforcement that integrated skills brought them. They felt more confident about their abilities in writing and in grammar. My experience compels me to keep pushing for integrated skills in our ESL program.
Edit this record Field name global edit Delete this record	If I teach ESL 042 again, I will definitely use the same materials I used this semester and coordinate with the same level of grammar class.
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	ESL 042
Edit this record Field name global edit Delete this record	21220
Add new fields.

Go to Edit Button
See Additional Directions