assignments ENGL513 Composition Theory & Pedagogy: Reading Responses
|
Need to be in touch with me?
LEE TORDA 310 Tillinghast Hall Bridgewater State University 508.531.2436 ltorda@bridgew.edu www.leetorda.com |
Spring 2019 Office Hours:
W 3:30-4:30 R 11:00-12:00 F 11:00-12:00 And by appointment. Want to make an appointment? Click here. |
OVERVIEW
Each week there is reading due, you are responsible for a one-page, single spaced, response. Your response should attempt to make an argument about what the central values/ideas/argument of a particular reading or set of readings are. This kind of response is something that was a central part of my own graduate education, and I have found that, all these years later, I still use these one-pagers in my own professional life as a teacher and scholar. I mean for them to serve the same purpose in your own graduate and professional life. You should expect to share these responses with me and with your colleagues weekly. They will be active documents in our class.
DETAILS
EVALUATION
The Reading Responses collectively are worth 15% of your final grade in this class.
In order to earn a B for that 15% you must:
What an "acceptable" reading response looks like:
In order to earn an A for your 15% you must: Do all of the things required for a B grade for all but one of the assigned Reading Responses.
In order to earn a C for your 15% you must: Do all of the things required for a B grade for all but three of the assigned Reading Responses.
Each week there is reading due, you are responsible for a one-page, single spaced, response. Your response should attempt to make an argument about what the central values/ideas/argument of a particular reading or set of readings are. This kind of response is something that was a central part of my own graduate education, and I have found that, all these years later, I still use these one-pagers in my own professional life as a teacher and scholar. I mean for them to serve the same purpose in your own graduate and professional life. You should expect to share these responses with me and with your colleagues weekly. They will be active documents in our class.
DETAILS
- Responses should attempt to identify, through a close reading of the text, a central argument of the readings for the week: what is this authors argument about writing and/or literacy theory and/or pedagogy? What in the text proves it to you?
- Your thesis should try to pinpoint a particularly interesting (to you) aspect of their overall argument. It might not be possible to address every aspect of the readings. You will most likely have to choose to focus your attention in one or two places. This is NOT a summary. It is an argument.
- You can quote judiciously, but, given the 500-700 word count, "judicious" is the word of the day.
- You do not need a bibliographic citation because we are all working with the same set of readings.
- Reading Responses should be written in 12 or 10 point font and should run about 500 words no more than 700.
- Reading Responses should be single-spaced and as close to one page as possible.
- Please include your name, date, and ENGL513, single-spaced at the top of your draft. No need for excessive spacing or cover pages. Double-sided is fine. Stapled if needed is appreciated.
EVALUATION
The Reading Responses collectively are worth 15% of your final grade in this class.
In order to earn a B for that 15% you must:
- Turn in all but two of the assigned Reading Responses that earn an "acceptable."
- You can revise any Responses that don't earn an "acceptable" as many times as you want until you earn an "acceptable."
- You must turn in something--even if it is a sketchy and incomplete few sentences--on the day that the Reading Response is due in order to earn the right to revise.
What an "acceptable" reading response looks like:
- It follows the format described above (10 or 12 point, font 500 to 700 words, single-spaced, and as close to one page as possible)
- It is turned in, at least initially, on time
- It identifies the argument of the writer or writers, to use evidence from the text (either in quotes or paraphrased)to prove your point.
- It makes a real effort (even if it is not always perfectly successful) to craft a thesis that focuses on an interesting (to you) aspect of the larger argument.
- It is NOT just a summary; it is an argument.
In order to earn an A for your 15% you must: Do all of the things required for a B grade for all but one of the assigned Reading Responses.
In order to earn a C for your 15% you must: Do all of the things required for a B grade for all but three of the assigned Reading Responses.