Wisconcin Teachers in the New York Times

Wisconsin's Legacy for Unions

The article linked above is a 'look back' from this:

Angry Demonstrations in Wisconsin as Cuts Loom

GRAPH ON ROLE OF PROPERTY TAXES IN FUNDING PUBLIC EDUCATION

Article on education funding as unconstitutional

Class Agenda 3.14: Moffett peer review, WC observations

1. NO QUIZ
2. Moffett Paper (10:30-10:50): students will copies can peer review; students without copies discuss their methods and findings with other students; class will address any outstanding issues related to the paper
3. Tutoring Writing (10:55-11:30): Students will form teams that teach the main concepts of the class to other students.

4. Active Voice (11:30-11:45): Students will individually note three activities they found compelling in the reading. Students will individually note to class why they found one of these activities compelling.

5. In-class blog (11:50-12:15): Students will blog about their experience in the Writing Center

6. Brief discussion of Writing Center (12:15-12:35)

7. Next time: QUIZ, CATW Exam, ENG 101

Class Agenda 3.10: Intro to Writing Center, Moffett Paper

1. Graded Quiz (2) on pp 1-7
2. Discuss reading
3. Writing Center Vids
4. Moffett Paper
5. HOUR BANK: Class exits early, students go to Writing Center this week for one hour

Class Agenda 3.7: Tutoring Writing Discussion, Review of 101, Moffett video

1. Quiz on Tutoring Writing 21-30
2. Name review and reading discussion
   a. pair up with partner, exchange name and email
   b. summarize the main idea(s) from the reading your team is assigned (be able to teach the idea to others)
   c. agree on what you believe to be the most important idea from the entire reading

   d. groups: 1. stage-process-model/recursive stage process model / prewriting/ writing/ cognitive processes involved 2. culture and symbol/ political reality 3. tutoring process: HOCs/LOCs/ student-centered tutoring 4. collaborative tutoring/ teacher-centered tutoring 5. chaos of tutoring/ complexity of tutoring/ fuzziness of tutoring 6. body language

3. Review of ENG 101: what makes a good college essay
   a. brief class discussion
   b. please note link to They Say I Say

4. Moffett on media video
   a. after video, set up blogger blog/profile (see instructions)
   b. once your blog is set up, write 200 word response to the video (first impressions, main ideas, what might be useful as concept(s) moving forward for research paper)

5. time permitting -

Notes on your diagnostic (what makes good teaching?)

Love and remedy: teaching is about caring.

Teaching requires a holistic approach.

Teaching requires good human qualities.

Good teaching motivates.

Good teaching is persistent, patient, and encouraging.

Good teaching makes classroom knowledge applicable to real life.

Good teaching is passionate and exciting.

Good teaching share the spotlight with their students.

Teachers should know that many unfocused students DO want to learn.

A good teacher should go beyond the classroom to learn more about his or her students.

A good teacher doesn't rush through a topic.

A teacher should have an understanding of their students and the flexibility to change their methods.

A teacher cannot teach students on a subject they know nothing about.

A teacher should allow students to trust them enough to communicate well.

Teaching requires the realization that people are different.

Teachers should be friendly but only to an extent.

Sample ENG 101 paragraph

here is a sample paragraph that contains a direct quote. I will note the particular parts of the sentence that contains the direct quote.

1. topic sentence. Statement or re-statement of a supporting claim for the thesis.

2. Defining vocabulary from the topic sentence. Define the key terms you are using.

3. Introduction of text you're using to support the claim. Author, title, publication, any additional information.

4. Brief summary of the major argument of the text.

5. Brief summary of the immediate context from which you are pulling the direct quote. You do not want your reader to be confused by the meaning of the quote, or where it's coming from. Consider, too, that the text you're using was itself in conversation with other texts and authors. If you know anything about that conversation, this part of the paragraph is the time to demonstrate that.

6. The direct quote.

a. The signal phrase. She writes

b. The "direct quotation" (remember that the quote must be 'integrated' into the voice of your sentence. Avoid "dangling quotations" or "dropped quotations," in which the quote lacks even a signal phrase.

c. The (citation).

7. The paraphrase of the direct quote

8. Critical Thinking

a. agree/disagree/both
b. connect to another idea from the same text
c. connect to another idea from a different text
d. connect to another idea from another form of media (film, etc)
e. if you've already connected to other textual ideas, you can relate a useful and appropriate personal experience, or a topic from the news
f. re-state the topic sentence claim by connecting your critical thinking discussion back to your thesis

Note: as you relate the supporting ideas from the direct quote and critical thinking, it may be that all of your connections aren't a "perfect fit." be conscious of that, and honest about it. Constantly define the words you use, and be clear about what "works" with your thesis and what doesn't. In order to raise these thoughts, you'll have to ask yourself critical questions: is this really a neat fit? am I missing something? Is there a problem with the point of view I'm using? Could someone disagree with this? how?

Moffett: some beginning links

1. Moffett annotated bib

2. NWP Moffett review

3. Moffett and the National Writing Project

4. A Tribute to James Moffett

5. Source: find full article on laguardia library website