To introduce the course, yourself,
your policies, the course texts, and your students to one another.
Begin to address writing as a "situated," rhetorical activity
(a series of choices made for a specific audience and purpose
within a given context). Introduce Portfolio 1 and hand out assignment
Connection to Course
The interview activity
establishes communication necessary for peer reviews and classroom
discussions. This activity, along with the introduction to course
goals, also introduces the idea of how contexts influence our
actions. Then the Writing Situation Model* provides students
with a concrete visual they can use to apply the concepts they
learn today to other situations in the future.
*The rhetorical model
for writing will be used throughout the course to demonstrate
how writers use contexts to inform their writing. Exposure to
the Writing Situation Model establishes initial familiarity with
a concept that will be returned to and developed throughout the
course, and this model should be connected to the course goal
of students becoming increasingly able to write for varied purposes,
whether those are academic, cultural or civic contexts.
A Possible Sequence
of Activities for Today
1. Take attendance and introduce
yourself and the course.
3. Review your policy and everyday
expectations (in terms of homework and other assignments, class
discussions). Hand out your policy statement and provide a timeline
for major due dates or at least the first portfolio.
9. Give a first reading and writing
assignment. It is very important that you leave 5 minutes at the
end of class to conclude and assign homework. This avoids
students missing the assignment and you having to talk over students
while they are packing up.
Assign that students log in to the Writing
Studio Class Page (http://writing.colostate.edu/),
locate the class forum, and post a 250-500 word message that addresses
the following prompts:
1- Describe yourself as a writer. What kinds of writing do you
most enjoy and why? What kinds of writing do you think are most
important and why?
2- What influences you as a writer? What in your background
or environment might shape your choices about content (what
you like to write about) and style or approach (how you write)?
When you have finished posting your message, print a hard copy
and bring it to class. Note to students: You might
find it useful to compose your message in a word processor and
then paste the final version of the message into the discussion
forum’s compose message box.
the postings above and below* yours.
you are the first person posted, read the post below yours and
the last person's posting, and if you are the last person posted,
read the post above yours and the first person's posting.
Finally, have students read Lizabeth
Cohen's article, "Trying to Buy Our Way Out of Trouble"
from your NYT Resource Packet. (You should print
out and bring this and all future articles to class with you for
discussion.) Instruct students to use the critical reading
skills they read about on pages 152-157 in the PHG as they read