Category Archives: Metaphrasis

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Times, They Are A-Changin’

Welcome back, everyone! Thought you’d enjoy this little gem from XKCD: A webcomic of romance, sarcasm, math, and language.

Field Notes: A Glimpse Inside Great Explorers’ Notebooks | Brain Pickings

Here’s a wonderful link for faculty members who might be using Barry Lopez’s work this year. Lopez, the author of Arctic Dreams, Of Wolves and Men, and “A Dark Light in the West: Racism and Reconciliation” (among many others), is the Lane Community College Reading Together author for 2011-2012. Especially for those who may be reading “The Naturalist,”  included in Vintage Lopez, our selected collection of some of his most famous essays, you’ll find this wonderful array of notebook entries fascinating as well as instructive. They include drawings, prose, watercolors, and photographs that focus a multifaceted lens on the naturalist’s curious, curious mind.

Field Notes: A Glimpse Inside Great Explorers’ Notebooks | Brain Pickings.

College Completion: Graduation Rates and Data for 3,800 Colleges

Yes, our own Lane CC makes an appearance in the data. We outstrip other institutions by FAR in per-completion spending, but this is likely tied to the fact that our rate of student “completion” is so very, very low. That, of course, is based on an incredibly narrow definition of “completion,” which doesn’t include part-time students, students who transfer for completion, students who stop-out, and students who’ve attended college before, ever. (And yes, that’s pretty much Lane’s entire student body.) Still, the data are interesting, particularly in light of the move toward “achievement compacts” (away from FTE) and emphasis on college “completion” that was recently endorsed by Governor Kitzhaber–a plan that is currently being promoted across the state by the OEIB. You can do side-by-side comparisons by institution or by state, and did I mention that the graphics are awesome? It’s definitely worth taking a look:

College Completion: Graduation Rates and Data for 3,800 Colleges.

National Grammar Day 2010: Ten More Common Grammar Myths, Debunked « Motivated Grammar

Happy Grammar Day! National Grammar Day 2010: Ten More Common Grammar Myths, Debunked « Motivated Grammar.

Storytelling for Social Justice: Lakota Students Reject Stereotypes

Recently I’ve given a few presentations around campus discussing my work on diversity and a pedagogy of/for social justice. One focus of those presentations has been the role of rhetoric and ideology, through what education theorist Lee Anne Bell calls “stock stories,” in either preserving or disrupting historical patterns of racism, sexism, heterosexism, and other forms of discrimination that operate along the axes of difference.

Following along those lines, I wanted to share this multimedia project by Lakota students of the Rosebud Sioux Reservation in South Dakota, created in response to ABC’s reductive representation of Native Americans in the recent 20/20 special “A Hidden America: Children of the Plains.” One of the reasons I find this video so compelling is that it demonstrates how students themselves can use storytelling to make their own interventions for social justice–in this case, a multimodal “transforming” story, to once again draw upon Bell’s framework:

More Than That

You can also listen to an NPR story about the students and their project here: Through Video, Lakota Students Reject Stereotypes : NPR.

This will make you smarter (really)

A fascinating new contribution from the folks over at Edge is now available. This year’s collection centers on the question: “What scientific concept will improve everybody’s cognitive toolkit?”

Last week I was talking to my WR 115 class about “reflective learning” as one kind of meta-cognition, and this book could potentially help expand our metacognitive abilities–both students’ and teachers’–in a big way. In terms of writing and especially the teaching of writing, we ask our students to get metacognitive every time we put them together to workshop drafts of their essays, when they think/write about their own writing experiences and practices (in postwrites, revision plans, self-assessment, etc), and when they reflect back on their work in our composition courses as they prepare final portfolios, just to name a few.

Those of you thinking about Lane’s core abilities (which are currently under revision) and/or considering undertaking a critical thinking assessment project will find this book especially timely and, at least from what I’ve seen so far, a pleasure to read, to boot. You can find a description and some wonderful excepts from the text over at Brainpickings (a personal favorite and fabulous resource for all things “cultural” for the curious mind):

This will make you smarter (really).

Write to Learn in Energy Management

Yesterday I gave a brief presentation on how to improve student writing for our Energy Management program. I included the main points below under the broader rubric of “sometimes less is more”–both in teaching as well as in writing. In looking at a few additional resources that I could recommend for the EM faculty, I found this related journal article on using microthemes in fish and wildlife management courses, including a thoughtful rubric (another topic I touched on in the presentation). I’ll continue to add to this post as I build a Teaching/Writing Toolbox for for Energy Management at Lane.

Improving Student Writing: How to Do More with Less

For Starters:

  • make your own assumptions about writing and your expectations of students explicit
  • identify learning goals or outcomes for each assignment
  • use a rubric to assess student writing
  • share the rubric with students
  • give students an assignment sheet, and include the above in it

Middle of the Road:

  • low stakes writing—more small assignments (e.g., muddiest point / clearest point; microthemes): increases comprehension and fluency in writing about content
  • use multiple drafts for high stakes assignments
  • use a portfolio / delayed grading model
  • have students keep an error log for technical and mechanical issues in writing (punctuation, sentence boundaries, etc)
  • don’t “correct” student error; identify it, explain its rhetorical impact, and offer a few suggestions for how the student can address the issue
  • have students assess themselves using the rubric before submitting an assignment

Wrapping it Up:

  • keep it simple (less is often more when it comes to commenting on student writing as well)
  • don’t mark everything
  • spend the most time commenting on the issues in student writing that REALLY matter to you

 

Visions of Students Today

Visions of Students Today. (A Michael Wesch remix)

Citation Obsession? Get Over It! – Commentary – The Chronicle of Higher Education

Citation Obsession? Get Over It! – Commentary – The Chronicle of Higher Education.

Bedford Bits: Ideas for Teaching Composition

Bedford Bits: Ideas for Teaching Composition.