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<DIV>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!</DIV>
<DIV> </DIV>
<DIV>
<DIV>In a message dated 10/14/2009 1:21:18 A.M. Eastern Daylight Time,
shariseraneau@aol.com writes:</DIV>
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<DIV>Good Night/Early Morning:</DIV>
<DIV> </DIV>
<DIV>My comments to others : )</DIV>
<DIV> </DIV>
<DIV>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.</DIV>
<DIV> </DIV>
<DIV>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.</DIV>
<DIV> </DIV>
<DIV>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.</DIV>
<DIV> </DIV>
<DIV>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. </DIV>
<DIV> </DIV>
<DIV>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.</DIV><BR><BR>_______________________________________________<BR>BKN-ENGLISH-646-FALL-2009
mailing
list<BR>BKN-ENGLISH-646-FALL-2009@lists-1.liu.edu<BR>https://lists-1.liu.edu/mailman/listinfo/bkn-english-646-fall-2009<BR></FONT></BLOCKQUOTE></DIV></FONT></BODY></HTML>