Welcome to the English 1010 web log!
Under the heading Pages, instructors can find all the relevant course materials, including the syllabus, weekly schedule, and assignment handouts. All of these materials are available in easy-to-access Word documents.
Under the heading Blogroll, instructors can access engaging individual and collective blogs by other community college teachers and administrators.
Under the Textbooks heading, instructors will find links to the textbook websites.
Under the heading Theory and Practice, instructors can find a series of links to articles and websites that address the theory and practice of teaching writing.
Finally, instructors will be invited to be blog particpants. As participants on this web site, instructors can provide feedback to the course coordinator and help each other with advice on how to teach certain assignments or how to best use the textbook. Instructors may also address larger issues in the theory and practice of teaching writing in their blog posts.
6 Comments
November 13, 2006 at 7:03 pm
Great work Jason! I hope this site will become a collaborative site where instructors can “meet” to find pertinent info about 1010 but also contribute to its construction.
December 1, 2006 at 12:59 am
I can’t find anywhere on the website… are any of the papers required to have a certain number of pages, or words? In other words, how long are the papers supposed to be? How much writing is actually going to be done?
December 1, 2006 at 11:29 am
The structure of English 1010 does not focus on a certain amount of pages written; rather it focuses on three writing projects with extended peer review on the final project, the researched argument. In part this is because the 1010 curriculum allows for a lot of student choice; therefore, the number of pages required, for example, to respond to a particular article a student has chosen will vary greatly. Also, as the course is focused on process and peer review, the more important question for me is have the effectively taken their work through these stages? If so, then the page number issue is really a non-issue.
Still, I can say that students generally produce 3-6 pages for the strong response and 4-10 pages for the final researched project.
December 1, 2006 at 11:42 am
I think it might be a good idea to provide a page range. It helps clarify to students and instructors the expectations.
December 1, 2006 at 12:48 pm
I think a focus on pages often oversimplifies “expectations” and moves against the rhetorical focus of the course. Instead I think students and teachers should focus on whether a student is effectively making an effective argument given the scene, salient counter arguments, and complexity of the issue.
Still, if one (teacher of student) must have a range–see my earlier post.
February 14, 2007 at 4:25 pm
Hi all, I am not quite sure how this website works, but I took English 1010 through concurrent enrollment at Brighton High School a few years back, and I’m having trouble getting transfer credit for my class. I want it to cover my lower division writing class, but the English department at my current school wants a syllabus/course description, with lots of details, and a word count for how much writing we actually did in class. They say that a student in our University Writing Program generally writes about 25 pages in a quarter. Shouldn’t English 1010 be considered a lower-division introductory writing course? If any of you could help me with this issue, it would be much appreciated! My e-mail is mrcyoung@ucdavis.edu