[Bkn-english-646-fall-2009] Assignment #5

[Lodjical at aol.com]

Shari: I'm glad you responded; maybe I wasn't clear. When I say  
"freewriting" (I don't necessary use technical terms like the "goons" do), it is  
exactly what you do as far as "[jumping] into the 'heart' of the assignment and  
getting them to understand what is being asked of them and how they can 
organize  it". This allows them to do their work and not be lazy by trying to 
coax me to  do it, or stupid by completely avoiding it, and to have something 
tactful we can  work with on spot!
 
 
In a message dated 10/14/2009 1:21:18 A.M. Eastern Daylight Time,  
shariseraneau at aol.com writes:

Good Night/Early Morning:
 
My comments to others : )
 
Rajul: I also never use freewriting because I think it takes up to much  
time in the session. Also, because  I find the students to be very  hesitant 
when they are put on the stop to write something because they may  feel 
insecure about their ideas or writing. I also hate when it gets too quiet  in my 
session if the student is off freewriting. I actually like the back and  
forth interaction and talking out their ideas.
 
Sara: I too feel that signal words and key concepts are important ideas  in 
getting students to understand the material. "Compare and contrast" is also 
 key but many students at times may only focus on one or the other and 
forget  the rest of the assignment which can totally throw off their paper.
 
Anthony Eid: I had a similar situation where my student and I went over  
the material, specifically we worked on forming a solid thesis statement. In  
our next session they did not work on it at all and did not even come up 
with  an argument. I feel your pain about you being 'floored' that the student  
missed everything you worked on together.
 
Christine: I also wrote in my response the time constraints are  completely 
forgotten by the authors in the text. They propose a lot of  different 
exercises to do with the students but they have forgotten that we  only see 
these students once a week for 50 minutes. Also, the idea of  glossing, is 
beneficial to the organization of a paper. I think that exercise  appears to be 
one of my favorites from the text so far. 
 
Rice: It is helpful to get a paper started by making a list for my  
students so that they can get the "gist" of what is going on in the  assignment. 
But I don't like freewriting so I don't even bother to give it to  my 
students. I just like to jump into the 'heart' of the assignment and  getting them 
to understand what is being asked of them and how they can  organize  it.


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