Friday, September 27, 2002
Did a peer review sessions today, after a "stay home and write" day on Wednesday. About 3/4 had drafts, with the other 1/4 ranging from nothing to outlines to two pages.
FAQs: Can I include my opinion in this paper?--I guess I must have been stressing "arguments" too much, research too much.
MLA stuff: who drills this concern into students?
All the sources say the same thing--what do I do? I suggested that was a good thing, and that they could lists the sources who say the same thing.
Also introduced "sideshadowing." One student said "this is a really good brainstorming strategy" or something like that. Most seemed to do it pretty diligently and effectively--I will follow up on this Monday and Tuesday. I decided that I had better conference with students and just get a little more face time, a little more 1:1 contact.
I'm also working on revising the Unit 2 schedule--trying to build in more structure, more assigned readings, etc. I should look at your schedules, shouldn't I.
FAQs: Can I include my opinion in this paper?--I guess I must have been stressing "arguments" too much, research too much.
MLA stuff: who drills this concern into students?
All the sources say the same thing--what do I do? I suggested that was a good thing, and that they could lists the sources who say the same thing.
Also introduced "sideshadowing." One student said "this is a really good brainstorming strategy" or something like that. Most seemed to do it pretty diligently and effectively--I will follow up on this Monday and Tuesday. I decided that I had better conference with students and just get a little more face time, a little more 1:1 contact.
I'm also working on revising the Unit 2 schedule--trying to build in more structure, more assigned readings, etc. I should look at your schedules, shouldn't I.
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