Wednesday, March 4 – Syllabus Construction: Designing Assignments
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- Bizzup, Joseph. “BEAM: A Rhetorical Vocabulary for Teaching Research-Based Writing.” https://login.proxy.library.emory.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=31561117&site=ehost-live
- Bean, John C. “Designing and Sequencing Assignments to Teach Undergraduate Research.” Engaging Ideas. (reserves link)
- Gardner, Traci. Designing Writing Assignments http://wac.colostate.edu/books/gardner/ –>Chapter 3: Designing Writing Assignments and Chapter 4: Defining New Tasks for Standard Writing Activities
- Prepare to lead discussion – For these practically oriented readings, develop two or three discussion questions and one in-class writing activity that you could incorporate into a first-year class.
- Develop a blog post in which you forward what you believe might be two high-stakes assignments for your course. Suggest two low-stakes assignments (two for each high-stakes assignment) that you could use to scaffold students’ experience as they prepare. Note: I’m not asking you to produce “assignment sheets” for this post, merely to forward assignment and scaffolding ideas.
Review the syllabus boilerplate in anticipation of developing your own syllabus for ENG 101 or CPLT 110. Start a document in which you include the boilerplate text and begin to customize for what you anticipate as your own course policies.