I design my classes to give you time to read, write, think, and collaborate simultaneously. We are going to act as a community of scholars, each accountable to the other and each working to help the other become successful. Again, each class has its own specific learning objectives and course goals (and you’ll find these on individual course syllabi), but as a general rule, I want you to leave any class I teach with
- A deeper understanding of what happens when you write and how writing works,
- Knowledge about writing that you can use to help you navigate other writing situations, and
- The ability to conduct inquiry-driven research on unanswered questions that matter to you.
In order to reach these goals (and to achieve the learning outcomes outlined in your individual syllabi), we are going to do a variety of reading, writing, and researching activities together.
THE DAILY GRIND
This category is a catch-all for the labor we’ll put into our class on a daily basis. The goal for this work won’t be to produce writing projects (larger, extended pieces of writing on a single topic). These reading and writing activities, instead, contribute to our scholarly development. These Daily Grind activities give us time to read, to think, to write, to think some more, to change our minds. As collaborators, keeping up with your Daily Grind means more than showing up and putting yourself in a seat. We all have to give ourselves time and set aside some energy to work together. All scholars (and you’re student scholars) give themselves opportunities to practice reading, writing, and asking questions, getting better, self-correcting, and eventually designing processes that work for them. So, this is what we’ll be doing.
The Daily Grind activities required by your class may or may not include all those described below. Each class is different, and as such, each requires a different focus for our work. You should consult your Projects & Points reference sheet (or site) for more details. Generally, the basic Daily Grind work in my classes include, but are not limited to:
At the beginning of class, you can expect a quiz on the reading assigned for that day. On the quiz, I will ask one of the following questions:
1. What is the most significant point of the reading?
2. How would you compare this reading assignment to a previous reading assignment in the course?
3. Give an example or real world application of some idea or concept in the assigned reading.
4. Open your copy of the reading. Write down and give the page number for what you thought was the most important sentence in the reading. Why did you think that sentence is so important?
5. What question did you have about the reading? or, what did you find troubling or disturbing?
6. What was your reaction to the content of the reading?
RECORDING IN MY CLASSROOM
Classroom activities may be recorded by a student for the personal, educational use of that student or for all students presently enrolled in the class only, and may not be further copied, distributed, published or otherwise used for any other purpose without my express written consent. All students are advised that classroom activities may be taped by students for this purpose.