Tag Archives: Writing

English Comp Workshop, or How One Attempts Get Students to Quit Saying “Peer Review”

It’s official. We’re three weeks in and that means my students are about to turn in their first essays. We did our first workshop and I wanted to post before I got the papers in because there’s some chance my … Continue reading

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Public Poetry by Alabama Teenagers

Last year, right about now, I was panicked about starting a graduate program. It was never really something I meant to do. I meant to start teaching high school students, but the jobs just weren’t there for me. I’ve been … Continue reading

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Secondary Teachers: What does writing look like in your classroom?

The project: We were asked to do some research on a topic that interests us. I chose secondary writing workshops. I’m interested in how to incorporate writing in a high school classroom in a way that offers transferability of skills … Continue reading

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To Collect or to Engage?

I found Richard L. Larson’s “The ‘Research Paper’ in the Writing Course: A Non-Form of Writing” very compelling. He says he does believe that “writers should identify, explore, evaluate and draw upon appropriate sources as an integral step in what … Continue reading

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Do you journal?

Or keep a notebook? Or write to understand something? This week, I’m talking about a chapter on Writing Across Curriculum, a movement that is apparently almost thirty years old (from the book A Guide to Composition Pedagogies). In college, maybe … Continue reading

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In Which I Attempt to Explain the Way My Brain Works AND Make a Point – Multiculturalism

Somewhere along the lines, a professor or twelve, who I will now call multicultural pedagogues, applied their teaching theories to me and in doing so, both directly and indirectly made me think outside of my own perspective. I believe this … Continue reading

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A Product of Service Learning and Better for It

While I have lots of concerns and questions about critical pedagogy, I must write about service learning this week, because that was one of the primary facets of my undergraduate education in a teacher-training program. I think by the end … Continue reading

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