care of the administrative work of making sure students are enrolled in the
course and have a syllabus.
the overall goals of CO150 and make sure that your students understand those
goals and how the sequences of activities, homework, and assignments will help
them reach those goals. Clarify due dates for each portfolio so that they can
record these on their master calendar.
your policies. Make sure to establish your policy on homework collection,
attendance, late portfolios, and the revision of portfolios. These will be
discussed during the orientation week and in your teaching methods course,
students with an overview of the primary concepts that will be used in the
writing situation model, which highlights the text, writers’ purposes,
readers’ needs and interests, limitations and opportunities, and
notion of writing as participation in a conversation; the importance of
becoming accountable to what others have written and the subsequent need
to offer something new to the conversation
role of public discourse in society and the obligation to understand the
complexity of the writing situations shaping public discourse
to the key instructional resources they will be using during the course,
including the Prentice Hall Guide,
the SyllaBase course page (http://writing.colostate.edu/syllabase/), Writing@CSU
especially the bibliography and drafting functions of Writing Studio, and the New York Times national edition.
a homework assignment, which students will post to the Class Discussion Forum
on their SyllaBase course page. You should read the work produced by your
students with attention to their overall writing abilities. If you find
students who have what appear to be fairly weak writing skills, pay particular
attention to subsequent homework and, if appropriate, meet with them and
develop a plan to enhance their writing skills. You might suggest that the
student work with consultants in the Writing
Center or you might set up
individual meetings during your office hours.
7.Introduce students to critical reading strategies and
to the principles of summary writing. As you introduce summaries, address the
concept of “objectivity” in summarizing and discuss three types of summaries:
main point, key point, and outline summaries. However, it’s critical that
students understand that “objectivity” in an absolute sense is difficult, if
not impossible to attain, since the purposes for summarizing will vary from
writer to writer. It is more appropriate, as a result, to discuss the concept
of “fairness” in summarizing. Students should strive to fairly and accurately
convey the ideas and information in a text that are most appropriate given
their writing situations (purposes, readers, etc.). Consider, for instance, two
writers who are summarizing a particular scientific report about recent
advances in cloning. One writer is interested in what the study has to say
about the potential for applying these advances to a commercial venture. The
other is interested in the specific data discussed in the report. The two
summaries, as a result, would vary significantly, even though both might be
fair and accurate. Be sure to consult the teaching guide on summarizing and
responding at http://writing.colostate.edu/guides/teaching/summaryresponse/.
8.Assign Portfolio 1.
Activities for this Week
Detailed lesson plans are
available for the first four weeks of the course, which is the entire first
portfolio of the course. You will note at the start of week three, however,
that the lesson plans ask you to start writing your own introductions,
conclusions, and transitions for the lessons. Beginning in the fifth week, you
will be expected to choose activities from a set of suggested activities (The
Activity Bank) and to develop your own activities for the Bank, which will help
you, your fellow GTAs, and your students achieve the goals for the course, the
week, and the specific lesson.
Throughout the course, even in
the first weeks, it’s a good idea to type up your own plans for the class,
rather to rely upon these sheets. Making your own plan for sequencing
activities—and comparing it to this original--will ensure that you get full
coverage of the material AND that you are doing things in a manner and sequence
that makes sense for you.