Summer weekend teaching opportunity at Pingree Park

Teach a 90 minute to 1/2 day writing class up at Pingree Park with the College Connect teen program.  Here’s what the organizer has to say:  “College Connect is a yearly program for youth in foster care from the ages of 16 to 21. The goal of the program is to provide a college experience to the youth. In the past, we have gone to Colorado Mountain College and Alamosa just to list a couple. During their stay they participate in ‘classes’ to provide a real life experience of what college could be like. The courses in the past have been focused toward Arts, History and English. There are no rules to what the classes need to look like. The courses usually last between an hour and half to half a day. The conference will be from July 16th to July 18th. The classes are offered on July 17th. This year, the College Connect Conference will be held at Pingree Park. I would love feedback on classes and people who could help with facilitating the classes.”   Interested?  Contact Nicole Armstrong at the Matthews House at 970-472-0609 / 970-631-5937-Cell or via email: nicole@thematthewshouse.org.

Workshop: Writing from Sources: Issues, Research, and Pedagogy

Upcoming Workshop: Writing from Sources: Issues, Research, and Pedagogy!
Date & Time: Thursday, April 12 at 3:30 in the Whittaker Conference room (Eddy 303)

What issues do your students have with finding, summarizing, and integrating sources? Whether we teach literature or composition, our students often face the same tasks: reading sources and drawing from them to support their ideas. In this workshop, Katie Hammond and Jenny Levin will share information from various sessions they attended at the 2012 Conference on College Composition and Communication regarding these issues. They will present:

  •  Research from the Citation Project about how first-year students are finding, reading and using sources in their research writing;
  •  Specific assignments and activities that strengthen students’ research and evaluation skills.

The one hour workshop will be focused on practicality – Katie Hammond  and Jenny Levin have synthesized and created multiple activities and assignments for you to take away with you! The workshop will also be very interactive as all attendees will be encouraged to discuss their experiences and share ideas. All instructors of classes are encouraged to attend!

Upper Division Composition Workshop: Textbook

Upper Division Composition Workshop on Nancy Wood’s Essentials of Arguments and Perspectives of Argument: This workshop will focus on how each of these well-written and engaging texts can be used to help our upper division students write and analyze arguments effectively. Join Christina Sutton on Tuesday March 6th or Wednesday March 7th in the Whitaker Conference Room from 3:30-4:30pm.

Upper Division Composition Workshops: Introduction to Teaching CO300

Upper Division Composition Workshop: Introduction to Teaching CO300. This is a series of three workshops for those who have not yet taught 300 but are interested in doing so in the future. Each one builds on the previous one, so the whole series provides an orientation to the goals and objectives of the course as well as examples of how current instructors have designed syllabi and assignments to achieve those goals and objectives. In sum, people need to go to all three if at all possible and that’s the expectation set for those who have committed to attending. The dates for this series of workshops are:

  1. Thursday February 23rd, in the Whitaker Conference Room at 2:00-3:30pm.
  2. Thursday, February 16th in the Whitaker Conference Room at 2:00-3:30pm.
  3. Thursday, March 1st in the Whitaker Conference Room at 2:00-3:30pm.

Contact: laura.thomas@colostate.edu

Upper Division Composition News: Spring, 2012

We’re working on several workshops this spring, both to introduce the newly recommended titles of textbooks for CO300 and to prepare new teachers of CO300. More details about each session will appear in coming weeks in the newsletter calendar. Specific information about places and times for the sessions will appear in the newsletter and in email notifications. Please contact Kate Kiefer with any questions about the topics of upcoming sessions.

Week of Feb 6 – Roundtable on the CO300 textbook review process and recommended list
Week of Feb 13 – First session of “New Teacher of CO300” series –
Week of Feb 20 – A Little Argument
Week of Feb 20 – Second session of “New Teacher of CO300” series
Week of Feb 27 – Rhetorical Analysis
Week of Feb 27 – Final session of “New Teacher of CO300” series
Week of March 5 – Well-Crafted Argument
Week of March 26 – Essentials of Argument/Perspectives on Argument
Week of April 2 – Syllabus design, 1
Week of April 9 – Syllabus design, 2

Our first session, the Roundtable on the textbook review process and the recommended list of titles will run on Tuesday, Feb. 7, from 12:30-1:30 pm and on Wednesday, Feb. 8, from 4-5 pm in Natural Resources 112. Please join Kate Kiefer, Ed Lessor, Bev McQuinn, and Debra Walker for one of these sessions for a brief overview of the final five books after our comprehensive textbook review.

CO300 Textbook Roundtable

Please join us for a roundtable discussion of our CO300 textbook review process and outcomes. We’ll hold sessions in NR112 on Tuesday, Feb. 7, from 12:30-1:30 pm, and on Wednesday, Feb. 8, from 4-5 pm. Ed Lessor, Bev McQuinn, and Debra Walker will give brief overviews of the five new texts on our recommended textbook list. We will also address key questions and preview the follow-up workshops dedicated to a single text on the list.

For those of you currently teaching CO300, we hope that you will consider adopting one of these texts for fall. Although very different, all five better accommodate our upper-division students’ sophistication and range of experience in their disciplinary courses than the current recommended texts. But anyone can continue to submit an alternative syllabus to the Director of Composition to teach any textbook of choice in CO300.

Upper Division Composition News

At Kate Kiefer’s request, Bev McQuinn, Debra Walker, Ed Lessor, and Kate undertook a comprehensive review of argument textbooks this semester and are preparing to share insights and recommendations with all faculty interested in or currently teaching CO300. We anticipate NO changes in textbook adoptions for spring 2012. We will begin with a roundtable discussion of our review process and most highly ranked texts in February and then follow with a series of workshops later in spring semester. If you have specific issues you would like to be sure we cover in the workshops, please get in touch with one of us.

Lisa Langstraat and Sue Doe: Instructor Short Course

Lisa Langstraat and Sue Doe will be offering a TILT Short Course, “Working with Post-9/11 Student-Veterans,” October 13th and 20th. Get more information or register for this course.

Framework for Success in Postsecondary Writing

Prepared by the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project, February 2011, the “Framework for Success in Postsecondary Writing describes the rhetorical and 21st century skills as well as habits of mind and experiences that are critical for college success. Based in current research in writing and writing pedagogy, the Framework was written and reviewed by two- and four-year college and high school writing faculty nationwide and is endorsed by the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project.”

The Framework first describes the eight Habits of Mind “essential for success in college writing”:  curiosity, openness, engagement, persistence, responsibility, flexibility, and metacognition.  The Framework explains that these habits are “ways of approaching learning that are both intellectual and practical and that will support students’ success in a variety of fields and disciplines” and goes on to suggest “how teachers can foster these habits of mind through writing, reading, and critical analysis.”  This document supports what we do and why we do it, and is a good reminder of our overall goals as teachers of postsecondary writing.