Composing Honors Students

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Composing Honors Students. Carol Denise Bork Barbara Hamilton American Honors Conference Denver, CO July 26, 2014. WhO are we?. Barbara Hamilton Ph.D. Comparative Literature, Rutgers Former Coordinator, Rutgers Writing Program - PowerPoint PPT Presentation


<p>Composing Honors Students</p> <p>Carol Denise Bork Barbara HamiltonAmerican Honors Conference Denver, COJuly 26, 2014</p> <p>Composing Honors Students</p> <p>Carol Denise BorkPh. D. English, RutgersFormer Coordinator, Rutgers Writing ProgramFounding Coordinator, Mercer Honors ProgramMercer Prof. of English -- courses: Composition, Intro to the Novel, Women in Literature</p> <p>Barbara HamiltonPh.D. Comparative Literature, RutgersFormer Coordinator, Rutgers Writing Program Mercer Asst. Prof. of English courses: Composition, Intro. to Drama, World Literature I and II</p> <p> WhO are we?</p> <p>In 10 seconds,WHO Are you?</p> <p>- Name- Where You teach- What you Teach (Or what you do) </p> <p>History of Mercer Honors</p> <p>What we have done and the basics of how we do it </p> <p>Exercise 1: Start by doing (Not listening)</p> <p>WHAT OUR STUDENTS EXPECT FROM US:</p> <p>Strategic help in achieving what they need to move on </p> <p>How might they differ from traditional community college students?</p> <p>In general, they have had some measure of success in high school Englisha supportive relationship with a former instructor they feel close to.</p> <p>WHAT ARE YOUR STUDENTS LIKE? The Big Talker --- opinionated but text - averse</p> <p>The Anxious Perfectionist</p> <p>may hand in work late (or not at all)</p> <p>The Free Spirit</p> <p>Praised fororiginality anduniqueness </p> <p>may balk at revision or challengeThe A-or-Nothing Type: prioritizes point values and grades over course content</p> <p>Some typical personalities</p> <p>Our students: know what has worked well for them in the past,assume that we will enable them to succeed in the same way they are accustomed to, often anticipate a close working relationship with us,and cant really imagine how college-level work differs from high school work. </p> <p>Common expectations</p> <p>Our challenge: getting them to construct knowledge by talking to each other rather than just listening to or talking to us. WHAT WE expect of our students --</p> <p>Entry into the messy, exhilarating, and fundamentally necessary world of intellectual engagement, public discourse, and social action</p> <p> OUR APPROACH Supportive Disruption </p> <p>He had this teachers gift, the ability to find the edge of a students capacity, and to wait there for him to leap. ~ Kenji Yoshino, CoveringYoshino, Kenji. Covering: The Hidden Assault on our Civil Rights. NY: Random House, 2007. </p> <p>Facilitating the disruption: the Inside-out writing process(Not having a thesis is difficult for students used to formulaic writing.)</p> <p>(They resist work with a minimal point value until they see the strategic benefit for their final drafts.)Inside-out writing =</p> <p>- Writing without a thesis </p> <p> - mining the text low-stakes but intensive discovery work</p> <p>- challenging rather than simply praising = Always raising the bar</p> <p>- delaying return of one essay until they have drafted another</p> <p>(This is unsettling for those who need the comfort of faculty validation and attention to their ideas.)Circumventing the prize student beloved teacher paradigm =</p> <p>- redirecting the conversation and questions to other students</p> <p>- encouraging group work and collaboration (Flipped classes)</p> <p>- setting up revolving student discussion leadership</p> <p>- mandating directed peer review and post-draft revision </p> <p>Providing the support1. Building an honors community: </p> <p>students supporting each other</p> <p>What works: </p> <p>Seminar-style classrooms and small class size,Changing student groups for draft workshops and discussion-leading so that all voices contribute,Multi-section conversations and draft workshops,Cross-section discussion forums, Honors social media networking,Dedicated Honors study/lounge space. How do you encourage students to work together and form a community? (but not in the way they expect)</p> <p>2. faculty support and encouragement for honors students:</p> <p>being there in every way</p> <p>What works:</p> <p>Paying attention: listening, remembering details and using them,Building student input into the course, Choosing whole text readings so that students spend time with writers and watch how their ideas develop,Modeling connections: circling back to previous ideas and other courses,What works for you? What works:</p> <p>Responding quickly to emails and requests; encouraging office visits, Commenting carefully on oral and written work to point out the promising and encourage development,Treating them as less-experienced colleagues and fellow scholars,Trusting them to think for themselves.</p> <p>How would you comment on these two passages to both disrupt unhelpful norms and support students in revision? </p> <p>Exercise 2: disruptive and supportive commenting </p> <p> Final Discussion</p> <p>~~~</p> <p>Contact info:</p> <p>Carol Denise Bork: borkc@mccc.eduBarbara Hamilton:</p> <p> Thanks for sharing your ideas! </p>


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