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Handling the Paper Load : Alternatives to “ Homework ” for Writing Instructors.

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Presentation on theme: "Handling the Paper Load : Alternatives to “ Homework ” for Writing Instructors."— Presentation transcript:

1 Handling the Paper Load : Alternatives to “ Homework ” for Writing Instructors

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4 Hopkins, 1912:

5 “ Every year teachers resign, break down, perhaps become permanently invalided, having sacrificed ambition, health, and in not a few instances even life, in the struggle to do all the work expected of them.” Hopkins, 1912:

6 Hopkins, 1912

7 “ Can Good Composition Teaching Be Done Under the Present Conditions ?”

8 Yes, if we try to limit the time spent in marathon grading sessions No, if we continue to treat time responding to student essays as a “ side job ” or “ homework ”

9 Using Class Time for Response Newkirk : “ Read the Papers in Class ” (1979) –Treat writing classes as writing laboratories D ’ Agostino : “ Conference Class Sessions ” (2005) – “ Response is instruction.” – “ Response time is instructional time.”

10 Instructors ’ Labor Time : A Common Model A Model for “Content Delivery,” but not Writing Instruction

11 When Teaching Writing, Response Time IS Instructional Time

12 Barbara Walvoord “ Making The Grading Process Fair, Time - Efficient, and Useful for Learning in Your Classroom.” Assessment as a Tool for Change : Faculty Development Conference 2014 University of Wisconsin - Green Bay, WI January 24 th, 2014

13 Barbara Walvoord “ Making The Grading Process Fair, Time - Efficient, and Useful for Learning in Your Classroom.”  Cut down on the volume / number of formal, graded assignments that you have to grade at home  Increase the number of informal daily writing assignments, to which you respond very briefly ( and sometimes not at all )  Put lectures online ( recordings on D 2 L )  Suspend classes for a week and do 15 minute conferences  Bring sign - up sheet to class, allow students who can ’ t meet any other time to sign up for time slots during class time

14 Douglass Hesse “ Thirteen Ways of Looking at Responding to Student Writing.”

15 Douglass Hesse “ Thirteen Ways of Looking at Responding to Student Writing.”

16 Douglass Hesse “ Thirteen Ways of Looking at Responding to Student Writing.”

17 Douglass Hesse “ Thirteen Ways of Looking at Responding to Student Writing.”

18 Sideshadowing Teacher Response Nancy Welch (1998)

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20 The Process : Ask students to : Read through the first paragraph, considering the following questions, and write back to yourself in the margins of your paper : –What questions or hesitations did you have as you wrote ? –What were you thinking or feeling as you wrote ? –Where did you leave out ideas or information ? Why did you leave them out ? –What lines or phrases don ' t seem relevant ? Why ? Questions from the PowerPoint Presentation: "Sideshadowing: Engaging the Student Through the Sideshadowing Response to Writing" by Jill Moyer Sunday, Waynesburg University. ftp://classes.waynesburg.edu

21 Students also Write an “ End Comment ”: After you have written back to yourself in the margins of each paragraph, read over all you have written. –What does this new material tell you about your writing ? –How can you revise taking this the marginal text into consideration ?

22 While teacher comments “ foreshadow ” what a text should or must become… Student comments “ sideshadow ” what a text could or might become.

23 Welch uses Bakhtin to theorize sideshadowing as a “ centrifugal, diversifying force.” It makes the student and teacher focus on the “ here and now ” of the text rather than what the teacher wants it to be in the future.

24 Sideshadowing Alters Our Time Use : Sideshadowing takes some class time to introduce as a concept and about one class meeting per paper for students to complete the process. But it takes less time for the teacher to make his or her way into a text and discover what the student wants to address. The “ work of locating the draft within a field of possibilities is no longer up to [ the teacher ] alone.”

25 Works Cited D ’ Agostino, Karen N. “ Conference Class Sessions : Reducing Paper Load While Supporting Student Revision through Effective In - Class Response.” More Ways to Handle the Paper Load, on Paper and Online. Urbana : NCTE, Newkirk, Tom. “ Read the Papers in Class.” How to Handle the Paper Load. Urbana : NCTE, Welch, Nancy. “ Sideshadowing Teacher Response.” College English (1998)


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