First-Year Writing: Writing 150
This course reflects my teaching philosophy through assignments and course objective that focus on goal-centered learning paired with reflection, encouraging student-centered, self-regulated learning. Over the course of the semester, as students discover their own voice and power within the rhetorical situations provided as a platform for their writing projects, they will form a new and elevated perspective on their own writing abilities. My course encourages independent thinking and critical judgment via student analysis of various rhetorical influences that surround them in daily life (i.e. advertising, public figures, popular culture), student analysis of written texts, and student analysis of their own thinking and judgment processes.
A Note on Evaluation
I believe students learn best when they take their learning into their own hands and feel encouraged in their efforts, paired with effective guidance and direction. I also believe that a given writing project always has room for revision. With these notions in mind, I require writing projects to be turned in as a portfolio, encouraging students to physically collect evidence of their progress. I evaluate “final” drafts as drafts; I gear my commentary and suggestions toward a future version, focusing on ways to improve the writing and ideas to further develop the particular writing project. My comments are an assessment FOR learning, and I also assign a percentage grade as an assessment OF learning. Together, these assessments communicate to students where they currently stand, and also how to get to the next level of polished writing.
A Note on Evaluation
I believe students learn best when they take their learning into their own hands and feel encouraged in their efforts, paired with effective guidance and direction. I also believe that a given writing project always has room for revision. With these notions in mind, I require writing projects to be turned in as a portfolio, encouraging students to physically collect evidence of their progress. I evaluate “final” drafts as drafts; I gear my commentary and suggestions toward a future version, focusing on ways to improve the writing and ideas to further develop the particular writing project. My comments are an assessment FOR learning, and I also assign a percentage grade as an assessment OF learning. Together, these assessments communicate to students where they currently stand, and also how to get to the next level of polished writing.