Week four: First Year Comp Assignments

I would imagine that I would formulate a first year composition course around the types of writing that I want them to be exposed to, with some of the general principles in mind that I included in my philosophy of teaching. What we call an “argument essay” in the English 3 curriculum is what I consider one of the single most important forms of writing for the high school student. The writing portion of the SAT gives students about 25 minutes to write on an idea. Many times, they are clueless about how to write more than their opinion through their thesis statement. They generally enjoy doing this in class because they get to voice their opinions, and it is also an opportunity to explain to them what makes an argument well-formulated.

Current Events

April _____ 2012

Title of Article______________________________________________      Author____________________ From (Source) ________________________     Date on Article _____________

Genre (Entertainment, Economics/Business, Law/Legislation, Politics, Science, Crime, Education, Technology)______________________

Summarize your article in 3-4 sentences

In 3-4 sentences, write what makes this article newsworthy and important. What is the impact this “news” or “event” has on society?

They use the current events to discuss what is happening in the world around them. When we do a researched argument later in the year, they use these articles as inspiration for topics to research. This assignment is completed weekly for six weeks and each Monday we discuss the issues. When students bring in editorials relating to the current events, we have fun identifying the appeals, discuss the audience of the news sources, and share our own opinions on the topics.

According to Bruffee’s findings, “reflective thought is public or social conversation internalized” (399). By providing students with group activities that require natural conversation, we are giving them an additional tool to create original ideas, commentary, and eventually, composition. We can determine that thought is “an artifact created by social interaction” (400). I think that tasks that are similar to the ones at these stations but are more advanced for a first year composition classroom would be equally as successful.

I do allow students to use a “pass” on one of the stations. Many times, they look at what will be the most work and skip it! But for the average student, the pass could be used on a task that they don’t do well on. For example, one of my students who is less “verbally” inclined and considers him or herself a better at creative expression may not complete a longer writing task but will spend plenty of time on stations three or four. These ideas of left and right brained individuals (and the theory of hemisphericity on p. 336) are represented.

Stations on Oppression

1. Read an excerpt from “My Sojourn in the Lands of my Ancestors.”  In this story, Maya Angelou journeys to Africa and “became a hunter for that elusive and much-longed for place the heart could call home” (110).  She craved acceptance, but was often times rejected.  READ P.112-113 (arrows).
2. Respond to the following question about what you read in Station 1.  Compare and contrast the experiences of Olaudah Equiano and Maya Angelou. What would Olaudah Equiano say about Maya Angelou’s experience? Write 5-6 sentences about a similarity between the two. 

3. The painting on p. 96 is by Robert Riggs.  It portrays action on the open deck as well as the scene in the dark hold below.  In 4-6 sentences, describe the mood that the painting brings about.  How does the artist achieve this mood?  What was the artist’s intention when he painted this?  How does it make you feel.

-Hint: Look at the colors, shapes, and where the painting forces you to focus.

4. Read the passage below and illustrate what could be seen through Olaudah Equiano’s eyes.  The drawing can be abstract or it can be realistic.  YOU MUST USE COLOR. 

“The closeness of the place, and the heat of the climate, added to the number in the ship, which was so crowded that each had scarcely room to turn himself, almost suffocated us…. The shrieks of the women, and the groans of the dying, rendered the whole a scene of horror almost inconceivable.  Happily perhaps, for myself, I was soon reduced so low here that it was thought necessary to keep me almost always on deck.”

5. What makes a place feel like home?  Write a description of a place that feels like home to you.  Use sensory details-details that appeal to the five senses- to make the place come to life for your readers.  Write four sentences about this.

6. Research “modern day” slavery online

• Take Cornell notes on information found (you can’t print anything!)
• Keep everything “classroom appropriate”
• Try to answer the following questions:
• What are some types of modern day slavery?
• Where is slavery prevalent?
• Is slavery present in the United States?
• What is being done to get rid of these practices?
• 5-7 bulleted facts required (more is better)

7.       Look up vocabulary words below and write the definitions on a sheet a paper.  Include the FIRST definition and the part of speech of the FIRST definition.

·         Impervious

·         Purge

·         Reverberate

·         Surreptitious

·         Wane

·         Rebuff

·         Careen

I have one assignment that reflects my style of student-centered and individualized learning that I can’t seem to find. It involves a chart (similar to the one below) and tasks. There are several ways to do this type of assignment, but the simplest is to say to pick one from each column. Differentiated instruction like this would work well in a FYC course to allow for personalization in interests while achieving similar goals. Another element could be added when returning to class after the assignment was due. Students who chose particular tasks could work together and “jigsaw”, eventually sharing with the class what they learned through the tasks.

Summer Reading Reflections

Close Readings	Essays	Visual Representation
Section 1	Prompt A	Task A
Section 2	Prompt B	Task B
Section 3	Prompt C	Task C