1. Active Strategies and Activities for Achieving Texas IRW Student Learning Outcomes 4, 5 and 6 Rick Dollieslager Thomas Nelson Community College, Hampton, Virginia

2. Cengage Learning TeamUP ◦Professional Development Workshops & Conferences ◦Peer-to-Peer Consultation ◦On Campus Implementation Training ◦Professional Development Portal  http://cengage.com/myteamup

3. Today’s presentation is sponsored by Visit: www.cengage.com/teamupwww.cengage.com/teamup

4. Rick Dollieslager Jennifer Hurd (Moderator) Maggi Miller Suzanne Morales-Vale Presenters

5. Participants will be able to state the second three student learning outcomes for the IRW course. Participants will be able to add at least one activity or strategy for each of the outcomes to their IRW course planning. Objectives Objectives

6. SLO # 6: Determine and use effective approaches and rhetorical strategies for given reading and writing situations. (Rhetorical analysis/critical thinking) Similarities in the Reading and Writing Processes: They aren’t that different.

8. Similarities in the Reading and Writing Processes Communicating with text: The Pre-Writing stage Prewriting Researching/Reading Developing content/Brainstorming/ Generating material Thinking Assessing audience and purpose Planning Understanding text: The Pre-Reading Stage Pre-reading Preview text Preview vocabulary Establish/predict a purpose Connect to what we already know Anticipate what we will learn

9. Similarities in the Reading and Writing Processes Composing/Drafting Stage During reading Follow the plan (or alter it while drafting) Include notes from reading Support our thesis statement with specific evidence Make meaning with text Highlight important information Define/understand vocabulary in correct context Visualize Take notes and annotate Make meaning from the text

10. Similarities in the Reading and Writing Processes Revising/Editing After reading: synthesis All the parts are there: beginning, middle, end It’s accurate It’s documented It’s proofread, spell checked, edited Summarize Respond Organize information (mapping/outlining) Apply Use

11. Poll Question: A strategy for teaching reading comprehension more successfully is... A. Backfilling B. Sidewinding C. Front loading D. Exterminating the brutes

12. SLO # 4: Describe and apply insights gained from reading and writing a variety of texts (critical thinking) Connecting reading & writing = Critical Thinking

13. Assignment: Reading and writing about “Landscape with the Fall of Icarus”

14. Objectives: Connecting reading, writing, visual communication, critical thinking, and editing in a multifaceted activity. Assignment: Reading and writing about “Landscape with the Fall of Icarus”

15. Activities 1-4 for the Icarus assignment: Read etymology of a word and apply the appropriate definition to its historical context (“hubris”) Read biographical background on two artists Read and interpret a short passage from Bulfinch’s Mythology Summarize the myth and the message

16. Activities 5-9 for the Icarus assignment: Read about, view, and interpret visual data from a Renaissance painting Edit: Identify sentence boundaries in a written passage and apply punctuation conventions to make meaning (This step also includes Outcome #10: “Recognize and apply the conventions of standard English in reading and writing.”) Write (optional): Four personal or analytical essay prompts based on the readings and paintings

17. Researching the background: two short on-line biographies Poet William Carlos Wlliams Artist Pieter Brueghel the Elder

18. Researching the background: understanding “hubris” in context

19. Researching the background: Read & summarize Icarus myth

20. Punctuate the poem as prose. According to Brueghel when Icarus fell it was spring a farmer was ploughing his field the whole pageantry of the year was awake tingling near the edge of the sea concerned with itself sweating in the sun that melted the wings' wax unsignificantly off the coast there was a splash quite unnoticed this was Icarus drowning

21. SLO #4 “apply insights...” Essay topics analyze other poetic and artistic views of Icarus story More poems and paintings about Icarus Writing prompts about the myth or works

22. Analytical and personal essay prompts Personal and academic topics for writing about the Icarus myth and the poems and paintings it has inspired: (Apply) 1] In classical Greek times, people understood the Icarus myth... What examples in your own life or in the real world could this myth be compared to either in its historical context or in the contemporary context? (Apply) 2] Brueghel’s painting and these four poems... Tell about what happened and what you wish you had done if you had known. (Interpret) 3] Which of the four poems tells, retells or reuses the myth of Icarus the best in your opinion? Support your opinion by stating what happens in that poem, and compare that to what happens to him or how he is referred to in the others. (Interpret) 4] In Flemish artist Hans Bol’s (1534-1593) painting... how is his interpretation different... Describe what happens in the two paintings and discuss the different meanings that are depicted.

23. Chat Question 1: What Pre-Reading activities have you found most useful when teaching material that is difficult to understand?

24. SLO # 5: Compose a variety of texts that demonstrate reading comprehension, clear focus, logical development of ideas, and use of appropriate language that advance the writer’s purpose. (IRW/critical thinking) Paragraphs to essays: Incorporating readings into writings

25. Strategies for Previewing Text Connect to what they already know Ask: “What strategies do you know to help you to read and comprehend?” Front-load for Reading: “I’m going to ask you three questions in class, which you may be writing about later.” Ticket Into Class: “What are three things you learned from the reading?”

26. Let’s do a walk through!

27. We will read and write about two articles.

28. Preview the articles with a Wordle

29. Pose questions to answer after reading.

30. Teach summarizing and paraphrasing. Read the questions prior to reading the article Read, looking for answers Close the article and answer questions from memory When you can’t answer a question, answer the rest and then go back to the source If you have not looked at the article while answering, then you have paraphrased, meaning, putting it in your own words

31. The short of it: Multitasking is a myth. (Let’s do Step 5 together.)

32. Any solution for multitasking? Yes! A time management system.

33. Pass the previewing torch. Teach SQ4R.

34. Covey’s time management matrix

35. What does your life look in quadrants?

36. How do we get our lives into Q2?

37. Sharing experiences & writing about them.

38. Bring the 4 parts together in one paper.

39. SLO # 6: Determine and use effective approaches and rhetorical strategies for given reading and writing situations. (Rhetorical analysis/critical thinking) Informal or ungraded strategies: SQ4R and Cornell note taking

40. Poll Question #2: A good visual enhancement for studying vocabulary is... A. A bindfold B. A blind horse C. A Wordle word puzzle D. A poke in the eye

42. Model the Cornell format. Good notes = good research.

43. Chat Question 2: What are some ways to give students incentives to learn activities such as SQ4R and Cornell note taking, or other success strategies that are not usually formally graded?

44. Page search me on Google: “dollieslager” (lower case) OR--Email me: dollier@tncc.edu

45. Upcoming Events Workshop in Austin, October 18: http://events.SignUp4.com/AustinIRW101 82013 http://events.SignUp4.com/AustinIRW101 82013 Fall Energizer Conference: http://events.SignUp4.com/TUfall2013Suc cess_DevEdAZ http://events.SignUp4.com/TUfall2013Suc cess_DevEdAZ Webinar: November 7 Workshop in Houston, November 1