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
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Carol Denise Bork Barbara HamiltonAmerican Honors Conference Denver, COJuly 26, 2014
Carol Denise Bork
-- courses: Composition, Intro to the Novel, Women in Literature
What we have done and the basics of how we do it
Strategic help in achieving what they need to move on
How might they differ from traditional community college students?
In general, they have had
WHAT ARE YOUR STUDENTS LIKE?
WHAT WE expect of our students --Entry into the messy, exhilarating, and fundamentally necessary world of intellectual engagement, public discourse, and social action
Our challenge: getting them to construct knowledge by talking to each other rather than just listening to or talking to us.
“He had this teacher’s gift, the ability to find the edge of a student’s 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.
“Inside-out writing” =- Writing without a thesis - mining the text — low-stakes but intensive “discovery work”- challenging rather than simply praising = Always raising the bar- delaying return of one essay until they have drafted another
(Not having a thesis is difficult for students used to formulaic writing.)
(They resist work with a minimal point value until they see the strategic benefit for their final drafts.)
Circumventing the prize student – beloved teacher paradigm =- redirecting the conversation and questions to other students- encouraging group work and collaboration (Flipped classes)- setting up revolving student discussion leadership- mandating directed peer review and post-draft revision
(This is unsettling for those who need the comfort of faculty validation and attention to their ideas.)
How do you encourage students to work together and form a community?
(but not in the way they expect)
What works for you?
How would you comment on these two passages to both disrupt unhelpful norms and support students in revision?