Fri., Oct. 23, 2009

Another good day. Brenda observed while we worked on putting 1.1 and 1.2 together to make 1.3. I think they got where we're headed--further, they're writing and thinking--no need to fret and worry about more.

Brenda had a great idea--we were working on the transition between the two pieces and I had modeled a transition; she suggested I then stop and have them write a transition of their own. A terrific idea! I'll do that next time--then, at that moment, they'll be putting theory into practice.

Oct. 19, 2009

Gave back 1.1 with grades today. I have mixed emotions--excitement and nervous apprehension. Did I grade it right? Did I cover my ass? Who's going to shoot me cause they are pissed at the grade? On the other hand, I received a couple of superb papers--they handled the contact zone in sophisticated, thoughtful, generous ways.

In the edn, good experience--I look forward to Wednesday when I can talk to them about their responses.

Oct. 16, 2009

Good day again. Students turned in Final draft 1.1. We moved to Anzaldua--worked in one large group analyzing Anzaldua. One third to one-half did not read it yet; that was the only drawback. Engagement of text by students tells me more good stuff to come from them.

Wed. Oct. 14, 2009

Really good day. Had a modeling day, working with a student piece (1st draft) that engaged the prompt well and articulated a thorough "contact zone" experience. I put the paper on blackboard, pdf, and then we read through it together--finding positives as well as places for improvement.

Oct. 12, 2009

Good day. Students handed in first drafts for the essay and we did a revising workshop. They did a good job of looking to clarify rather than editing. On Wednesday, we'll shift into editing this draft. Had a couple no-shows, I'm not surprised at the people who didn't show--these two have been, how shall I say it politely, "behind," most of the quarter. Onwards and upwards!

Oct. 9, 2009

Good day. We worked in class on the essay. Many made good progress. I'm having to juggle the schedule to allow more time for writing--cut out outside readings. Don't want to make too many changes, but when it's less reading, I know they "like it!!"

Day 5

Okay, we finished up Pratt and I handed out the prompt. They seemed pretty good with the prompt, like they will engage a contact zone space and grapple with it. I was pleased they seemed excited to write about the topic. On a side note, we did the Open-Focus writing (that's the meditation/visualization I'm designing and working on) -- half came up with an idea for their paper during the meditation! I'll take half any day!

Day 4

Just finished my first foray into Pratt. I was hoping to send them into groups, but I saw it necessary to stay in a large group because most mentioned they didn't understand it. I think this move worked well as several students noted at the end of class they now understood the article and its intent. Wednesday I'll assign the first essay---I think this will help clarify the two main points I'm focusing on in Pratt, contact zones and autoethnography. One student asked if all the readings are as difficult--I thought for a moment and then told her, "At the end of the quarter, let me know." She smiled, understanding my intent.

Eng. 107 Days 1,2, and 3

Okay, I'm back...

Day one -- amalgam -- it was my voice speaking, but I heard an amlagam of "Professor's past" pouring from my mouth. The feeling was strange, similar to the notion, "I'll never be like my parents, but, 'oh shit!' I just handled that the way my mom would have." However, by day two I felt more myself, although still finding my footing. Day three--I shifted gaers and put the students into groups to make meaning out of the text for themselves. This worked well! Each group did a short presentation afterwards--worked well. Took pressure off me and got them more involved. Overall, moving swiftly, yet I find with each day, I, and they, are settling in.