This course map outlines learning objectives, discussions, activities, and resources for a …
This course map outlines learning objectives, discussions, activities, and resources for a three-week module or block that would be part of an introductory writing class. The module focuses on identity and belonging that supports different perspectives and the importance of diversity, equity, and inclusion as part of belonging.
I’ve designed this unit to slot into the second and third (and …
I’ve designed this unit to slot into the second and third (and into fourth) weeks of my Writing 122 course. Rethinking my course from an equity perspective led me to reshape my approach to some key concepts (particularly audience), highlighting lived experience as an important component of knowledge when addressing social issues. An important aim of this project is to foreground the relevance of the work they’re doing in this course and how it applies to their world beyond this course. I produced an 11-minute audio slideshow on audience that is in alignment with the two assignments I’ve created here. This will take the place of a few mini-lectures, reducing the amount of reading and offering a different learning modality. I intend to use H5P to build a self-assessment and review component and attach it to the audience slideshow. After completing the second assignment, students would proceed to hone in on an arguable question/topic (possibly the one identified in Assignment Two, or possibly another important question embedded in the issue) and conduct research in preparation for their essay rough draft.
Learning Objectives: Here are learning objectives and aspirational goals (from Portland Community College’s CCOGs for Writing 122) in alignment with this unit: CONNECT: Craft an argument in conversation with others who are thinking about the same subject. REFLECT: Analyze their own learning in writing. INQUIRE: Locate multiple and various information sources that are appropriate to the given process of inquiry Students will understand themselves as lifelong students of reading, writing, and rhetoric. Students will transfer their learning to personal goals and larger initiatives that matter to them. Students will see themselves as critical participants in larger conversations.
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