Meeting with Amanda --
Discussed data collection strategies. What we want to learn from the data? Is it helpful to track HS students who attend SWIC and check their placement and success rates in the writing program?
Consider possible workshop topics for HS teachers this summer? Bring this forward to Writing Committee for suggestions.
Ambassador program is a go -- part of grant requirements. What do we want to relate to HSers? Perspective on writing -- different purposes for writing, what is good writing, clear understanding of writing placement procedures?
We'll try and conduct two sessions running concurrently next semester, in addition to the continuing the Ambassador program.
Need to collect some data from the HS students -- check the WFG survey form for questions.
Monday, November 3, 2008
HSWP October 31 -- 2:00-2:25
Debriefing -- composed e-mail debriefing of week's meeting for Amanda Starkey.
Discussed data collection strategies.
Discussed data collection strategies.
HSWP, October 29th, 1:30-4:30
In addition to the actual meeting, Brad and I stayed afterwards to discuss what we learned during this session.
Tuesday, Oct 29, 1:20-3:00
In preparation for our 3rd meeting, I examined student portfolios, looking for a sample to represent each course -- 095, 096, 101 -- to give HS participants an idea of what a sample fo student writing in each course looks like.
The 005 sample I chose because I wanted to show a sample portfolio that has all the primary attributes of a portfolio, so that the portfolio is not discounted outright because it does not have a cover letter or includes only one essayn etc., but rather one that shows a specific lack of fluency in writing, although it's not entirely obvious.
I chose the 096 sample based on its demonstration of essential rhetorical principles, although one that allows for us to discuss the quality of these principles, to show that the demonstrated understanding of the rhetorical context is too undisciplined or lax.
I chose the 101 sample based on its showcasing of rhetorical context -- worthwhile purpose, effective structure, voice/style and solid use of appropriate conventions -- although, I did not want an essay that was clearly "slam-dunk," but, rather, one that can help us to define the exact bar that needs to be exceeded in order to proceed to 101.
The 005 sample I chose because I wanted to show a sample portfolio that has all the primary attributes of a portfolio, so that the portfolio is not discounted outright because it does not have a cover letter or includes only one essayn etc., but rather one that shows a specific lack of fluency in writing, although it's not entirely obvious.
I chose the 096 sample based on its demonstration of essential rhetorical principles, although one that allows for us to discuss the quality of these principles, to show that the demonstrated understanding of the rhetorical context is too undisciplined or lax.
I chose the 101 sample based on its showcasing of rhetorical context -- worthwhile purpose, effective structure, voice/style and solid use of appropriate conventions -- although, I did not want an essay that was clearly "slam-dunk," but, rather, one that can help us to define the exact bar that needs to be exceeded in order to proceed to 101.
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