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    Lauren Smith Teaching Portfolio 9 2009 Lauren Smith Teaching Portfolio 9 2009 Document Transcript

    • Teaching Portfolio for Lauren Smith
    • Table of Contents Teaching Philosophy..................................................................................................................................... 1 Sample Syllabi ................................................................................................................................................. 2 HONORS READINGS CONFERENCE ................................................................................................................................ 2 COMP 1000: BASIC WRITING ..................................................................................................................................... 6 WORLD LITERARY MASTERPIECES II ........................................................................................................................ 11 PRINCIPLES OF WRITING AND READING ................................................................................................................... 14 Sample Assignments .................................................................................................................................. 19 CRITICAL ESSAY WITH PERSONAL FOCUS ................................................................................................................. 19 ONLINE WRITING ASSIGNMENT.................................................................................................................................. 21 Student Evaluations ................................................................................................................................... 22 HONORS READINGS CONFERENCE, SPRING 2009 ................................................................................................... 22 HONORS READINGS CONFERENCE, FALL 2008 ....................................................................................................... 26 HONORS READINGS CONFERENCE, SPRING 2008 ................................................................................................... 29 ADVANCED ACADEMIC WRITING, SPRING 2007 ..................................................................................................... 33 BASIC WRITING, SUMMER 2005 ................................................................................................................................ 41 CREATIVE NONFICTION WRITING, SPRING 2003 ................................................................................................... 44 PRINCIPLES OF WRITING AND READING, FALL 2002 ............................................................................................. 45 Classroom Observation, 2/14/03......................................................................................................... 46
    • Teaching Philosophy In order to create a successful learning environment, I hold to one principle: a student has the greatest chance of retaining an idea if she has taken an active role in shaping it. To encourage this role taking, I use a variety of pedagogical strategies, drawing inspiration from thinkers such as James Moffett, Hilda Taba, Paulo Freire, and John C. Bean; from my colleagues and superiors; and, most importantly, from my students themselves. During eight years of college English teaching, I have worked with a diverse group of learners. No two paths to higher education are the same—students who enter an introductory writing or literature class bring with them a broad range of strengths and limitations. I try to design experiences that both respect what students have learned in the past and provide them with new tools for their development. To honor the idea of a student writing to learn as well as learning to write, I assign “minute papers” at the conclusion of class. This activity helps class members to continue processing course content, and it shows me what has loomed largest in their minds. When working with beginning writers, I ask them first to transcribe their streams of consciousness and then to study what they have written. We find patterns in their thoughts and then, with a specific audience in mind, identify strategies for revision. To illustrate the power of literary form, I ask students to rewrite passages of one work in the style of another; I have paired, for example, The Bible and The Odyssey. These exploratory practices help students to begin an intellectual journey from their singular starting point and to connect new knowledge to knowledge they already possess. Because students tend to attach more meaning to content with contemporary relevance, I do not limit them to producing or to interpreting static, printed texts. During a discussion of Graham Greene’s The Quiet American, I showed clips from the 1958 and the 2002 film adaptations and then guided them through an analysis of these strikingly different representations of shared source material. To help a class grasp the artistry and complexity of Toni Morrison’s Beloved, we compared the author’s retelling of an American slave story with that of a modern opera company’s. Alongside standard academic essays, I invite students to submit projects of multimedia design, i.e., CDs, short videos, webpages, and podcasts. These projects do not replace conventional assignments—rather, they afford students the autonomy to express themselves and to think critically in a way that feels authentic to them. As an instructor, I seek to strike a balance between structure and freedom. I make students aware of the learning outcomes the class will pursue, and I explain how I will measure their achievement of these outcomes. We frequently negotiate the format of their achievement, however. Students can work independently as well as in groups, an option that guarantees that people with different learning styles have the same chance to meet course goals. Although I am not afraid to set high standards, I favor process over product—I often use portfolios to assess holistic progress. I try to cultivate in all my students the ability to synthesize information permanently and to hone deep insights on their own. Teaching is relational, so I look to a student to show me how best to help her learn. 1
    • Sample Syllabi Honors Readings Conference Readings Conference I HON 1010-015 University of Toledo, Fall 2008 MW 9:30-10:45, SL 3060 Instructor: Lauren Smith Office Hours: Monday through Friday by appointment; Mondays, 10:45-12:30 in SL 3060; Wednesdays, 8:00-9:15 in SL 3060 E-mail: Lauren.Smith4@utoledo.edu, laurenteaches@gmail.com Telephone: 419-754-4920, 419-530-6032 “The beginning is the most important part of the work.” —Plato “Reason is God's greatest gift to man.” —Sophocles DESCRIPTION Welcome! This reading, writing, and discussion course examines great books and formative ideas primarily from the Western tradition. It focuses on foundational texts from ancient Greece to the Middle Ages. GOALS • To explore bedrock works of Western literature • To delve into the array of issues (philosophical, political, social) that arise in these works • To grow as critical thinkers • To improve as writers • To build a community of readers REQUIRED BOOKS • Homer, The Odyssey. Robert Fagles translation. • Sophocles, Sophocles I: Three Tragedies (for Oedipus the King and Antigone). David Grene and Richmond Lattimore translation. • The New Oxford Annotated Bible. Michael D. Coogan, editor. • Lao Tsu, Tao Te Ching. Gia-Fu Feng and Jane English translation. • Plato, The Trial and Death of Socrates. Shane Weller, editor. (Dover Thrift Edition) • Dante, The Divine Comedy, Volume I: Inferno. Mark Musa translation. • Heldris of Cornwall, Silence. Sarah Roche-Mahdi translation. Please make every effort to get your coursebooks from the university bookstore; our discussions will flow much better if everyone has the same edition. If you cannot get them from the bookstore, you can use the books’ editors, translators, or ISBN numbers to order them online or from other stores. 2
    • SUPPORTS • Access to your University of Toledo e-mail address and/or the address you gave to UT upon enrollment • Access to myBlackboard • A means of saving your written work (computer, flash drive, etc.) • Paper and pens ABOUT READING Without fail, I read with a pencil in hand, and I recommend that you do the same. Arrive to each class with certain moments or passages from the assigned reading in mind that excite or puzzle you. The works range widely in subject matter and in style, so be strategic about each day’s reading assignment. We will be reading epic poetry, ancient Greek plays, Biblical narratives, and philosophy. To address these differences, I suggest taking a quick look at each reading before you begin. Get to know yourself as a reader. How long can you go before you need a break? In what kind of environment do you read best? I give these tips in the hope of preventing you from sitting down and attempting to finish any reading in one go; our modern lives are simply not organized to support reading this way. Read early, and read often! EVALUATION Blackboard Discussion Questions 10% Essay #1 15% Essay #2 15% Essay #3 20% Participation 15% Reading Responses and Peer Reader Report (8) 25% BLACKBOARD We will use Blackboard to enhance our class discussions. For many class meetings, someone will provide three leading questions related to the reading. These questions can take any form from clarification to critique. They should be substantive, however—give your colleagues something rich. I will distribute examples of good questions from previous semesters. Post your questions by 9 pm the night before the reading is due. We will spend the first twenty minutes of class discussing the questions, and the asker will lead the discussion. I will grade Blackboard questions on a 10-point scale, and I will be the most interested in the quality of ideas as opposed to structure and grammar. You should read your peer’s questions in advance as part of your preparation for class. ESSAYS Revision You are free to revise essays #1 and #2, but I need to speak with you in person and ahead of time about 3
    • your plans for doing so. Essay #3 Alternative If you like, you may complete a media project in place of a traditional paper for Essay #3. A podcast or a short film would work well, and I’m open to other ideas you may have. Keep in mind that the project needs to meet the requirements of the original assignment. PARTICIPATION Having a small seminar like ours is a wonderful gift. Knowledge is a social construct—we arrive at it together. Therefore, active participation in class is a must. Ideally, I would like to hear from each of you at least once during class. READING RESPONSES We often do not grasp what we read immediately; the material takes root in our minds afterwards, especially if we have had the chance to discuss it with others. To take advantage of this rooting, after certain classes, you will write a two-page response using the following prompt: The most compelling idea in this reading/material is… You do not need to reach any firm conclusions in your response, nor do you need to structure it as a formal essay. Do try to focus on one idea, and feel free to quote from the material. It’s okay to connect the reading to your personal experience, but remember that the responses should take the material from class as the main topic. Although seven responses are required, you can complete as many as you wish—additional responses can help to improve your grade average. I will grade responses on a five-point scale. PEER READER REPORTS One of your peers will give you feedback on Essay #2 prior to your handing it in, and you will give feedback to one of your peers. I will give you guidelines to follow for this activity. ATTENDANCE Attendance is mandatory, but you can miss up to three classes, no questions asked. Missing more than three will affect your participation grade. PLAGIARISM Plagiarism, the act of presenting someone else’s written work as your own, is a grave academic offense. If you have any doubts or concerns regarding plagiarism, please make an appointment to see me. In general, it is better to over-cite than to under-cite. 4
    • PRELIMINARY SCHEDULE This is our tentative schedule for the semester. Based on how the class evolves, I’m likely to revise it, but not without due notice: 8/25 (M) Course Introduction 8/27 (W) Introduction to The Odyssey 9/1 (M) *Labor Day: No Class* 9/3 (W) The Odyssey 9/8 (M) The Odyssey 9/10 (W) The Odyssey 9/15 (M) The Odyssey 9/17 (W) Oedipus the King 9/22 (M) Oedipus the King 9/24(W) Antigone, Essay #1 due 9/29 (M) Antigone 10/1 (W) Antigone 10/6 (M) The Bible: Old Testament, “Genesis” 10/8 (W) The Bible: Old Testament, “Genesis” 10/13 (M) The Bible: Old Testament, “Exodus” 10/15 (W) The Bible: Old Testament, “Exodus” 10/20 (M) *Fall Break: No Class* 10/22 (W) Tao Te Ching 10/27 (M) Trial and Death of Socrates 10/29 (W) Trial and Death of Socrates 11/3 (M) Trial and Death of Socrates 11/5 (W) The Bible: New Testament, “Matthew” 11/10 (M) The Bible: New Testament, “Revelation,” Essay #2 due to peer reader 11/12 (W) The Bible: New Testament, “Revelation,” Essay #2 returned 11/17 (M) The Inferno 11/19 (W) The Inferno, Essay #2 due 11/24 (M) The Inferno 11/26 (W) *Thanksgiving Break: No Class* 12/1 (M) The Inferno (conferences to plan Essay #3) 12/3 (W) Silence (conferences to plan Essay #3) 12/8 (M) Silence 12/10 (W) Silence 12/12 (F) Essay #3 due in my mailbox in Sullivan Hall by 4 pm 5
    • COMP 1000: Basic Writing Nova Southeastern University Farquhar College of Arts and Sciences Division of Humanities COMP 1000 ~~ Basic Writing Course Outline Summer 2005/12 weeks Semester: Summer I, May 10-July 28 Year 2005 I. Section: MA1 Days: Tuesday Time: 6-9 pm II. Building & Room: Kendall Campus III. INSTRUCTOR: Lauren Smith Phone: 305-412-1578 Email: l.smith10@umiami.edu Office Hours: Tuesdays 4:30-5:30 pm and by appointment IV. COURSE DESCRIPTION COMP 1000 is a review of writing skills in a hands-on, workshop-style class emphasizing the writing and organization of paragraphs and essays, critical reading and thinking skills, and appropriate mechanics. The course will focus primarily on the writing process, reflection, and the production of clear, well-structured essays. It directly prepares students for COMP 1500. V. LEARNING OUTCOMES To complete this course successfully, students must: 1. Demonstrate in writing an understanding of ordering strategies; 2. Demonstrate writing as a process; 3. Use various conventions of formal writing, such as consistent point of view, pronoun reference, sentence structure and transitional words; 4. Construct thesis statements and use appropriate supporting materials; 5. Evaluate texts using college-level reading and critical thinking skills; 6. Produce more than one clear, coherent, and well-reasoned essay of at least 750 words. VI. REQUIRED TEXTS AND MATERIALS 1. Choices. Kate Mangelsdorf & Evelyn Posey. 3rd Ed., Bedford/St. Martin’s, 2003. ISBN#0-312-39796-8 2. A good college dictionary 3. A sturdy folder for collecting all handouts, papers, etc. VII. COURSE REQUIREMENTS & POLICIES Attendance: Attendance is mandatory. Students in evening classes are permitted no more than 2 “free” absences. Students missing 3-4 classes over the course of the semester will receive a one-letter grade deduction from their final course grade; missing more than 4 classes will result in failure of the course regardless of grade average. 6
    • Essays: During the semester, you will complete four essays, the longest not exceeding 750 words. You will also write a final essay exam. A “Certificate of Authorship” statement must be signed, dated and attached to the top of each final draft of an essay. All drafts and final versions of essays must be typed, double-spaced, and stapled. I will give you further specific guidelines regarding the format of essays. Since this class focuses on the process of writing, you will write preparatory writing exercises and drafts and for each essay assignment. All essays and drafts are due in class on the dates indicated on the syllabus. On several days during the semester, we will be holding group draft workshops in class. You must bring a completed draft of the assigned essay to class on that day for participation in the draft workshops. If you do not come to class on these dates and bring a completed draft to participate in the workshops, the final draft of your essay will not be accepted. No exceptions. Short Writing Exercises: To help you in the writing process, you will complete several exercises and short writing assignments. These will be periodically collected for grading, sometimes without notice. These will comprise 20% of your final grade. Some are done in class (individually or in groups), and some are done out of class. Final Essay Exam: During the final week of the course, you will write a two-part final essay exam. The first part consists of writing a 500-word essay in response to a topic; the second part consists of an in-class, unassisted revision of this essay, the revision to be turned in for the grade, which is worth 20% of your final grade. Late Assignments: You must arrive to class prepared and ready for the day’s discussion. Activities and daily assignments may not be submitted late under any circumstances. All essays and drafts are due in class on the assigned deadline—at the beginning of class on the day they are due. An essay received after the due date is late. A late final draft is penalized one full letter grade for each day that the essay is late. Essays later than two calendar (not class) days will not be accepted at all, and earn an “F.” If you cannot attend class on a day that a paper is due, that paper still must be turned in. You can either give it to a classmate to hand in, or you can email it to me no later than 5 pm on the day that it is due. If you do not meet this deadline, and no other arrangements have been made, the paper will be considered late, regardless of your absence. If for any reason you feel you will not be able to submit an assignment on time, please bring this to my attention before the assignment is due so that we can resolve the matter together. Under extreme circumstances, we may be able to negotiate an extension. Please keep in mind that technology conspires against all of us at one point or another. Computer and/or printing problems, therefore, are not a valid excuse for handing in assignments late. Be sure always to make backups of your work. In order to uphold the philosophy of the course, essays that do not go through our full writing and revising process will not be accepted (see Essays above). Participation and Class Decorum: All students are expected to arrive each day in class with the day’s reading and/or writing assignments completed and are expected to contribute in a meaningful way to class discussion or activities. **Cell phones and PDAs must be off and put away during class.** Lateness: When someone is late, it disrupts the flow of the class’s work and creates a distraction. To minimize these distractions, please note that two latenesses will equal one absence. Writing Across the Curriculum: Each course at the Farquhar College of Arts and Sciences must include written assignments that make up at least one third of the final course grade. Each course must contain at least 8 pages (approximately 2000 words) of writing, with faculty providing feedback on these 7
    • assignments. At minimum, one third of these writings should occur in class. Written assignments can include (but are not limited to): essays, summaries, memos, lesson plans, research papers, abstracts, literature reviews, case analyses, reaction papers, journal entries, lab reports, project proposals, progress reports, case studies, and project reviews. This course satisfies the Writing Across the Curriculum policy. ADA Policy: Nova Southeastern University provides accommodations for students with documented disabilities. If you have a disability for which you believe you require accommodations, please contact Ken Gattis of Academic Services (disabilityservices@nsu.nova.edu) 954-262-8350 or 1-800-338-4723, ext. 8350). VIII. GRADING STANDARDS In order to receive a final grade of A, B, or C, students must complete all course assignments and demonstrate full mastery of the course competencies. Students must earn a "C-" or higher in COMP 1000 in order to enroll in COMP 1500 (College Writing). The A essay is an excellent piece of writing. It communicates a focus that is clearly developed throughout the essay. It is structurally sound, with smooth and apt transitions between sentences and paragraphs. The essay logically moves toward its stated purpose, A and is appropriate in language and style for its audience. The writing is clear, and the language is often sophisticated, effective, and interesting. The essay is original and compelling. It is nearly free of spelling, typographic, and/or other grammatical errors. The B essay is a good piece of writing. It clearly and adequately communicates a focus that is almost completely developed throughout the essay. The language is effective. The essay is clear, focused, and mostly free of spelling, typographic, and/or grammatical B errors. It may contain shortcomings, such as occasional monotony in expression, lack of originality, ambiguity in purpose, or some lack of precision and economy in use of words. The C essay is a fair piece of writing, acceptable college work. It meets only the minimum requirements of the assignment. There is likely a focus, but it is either too broad or too narrow, or not adequately supported throughout the essay. There are likely C transitional flaws. Language is adequate, but flawed with awkwardness and/or imprecision. There are likely spelling, typographic, and/or grammatical errors in most paragraphs. It may have problems in logical thought progression. It lacks originality, significant purpose, or development. The D essay falls below acceptable college standards. It may partially address the assignment, but lacks any expected insight as to the goal of the essay. Frequently, its writer has not understood the assignment and therefore does not address or respond to a definite purpose. It may express a thesis, but it is likely inappropriate for the assignment. D Paragraphs do not exhibit coherent organization or development. The language of the essay is flawed. It likely contains some of these problems: monotonous sentence patterns, imprecise use of words, rambling organization, and repetition of ideas. Sentences are poorly constructed, and spelling, typographic and/or grammatical errors appear frequently. The F essay is an unacceptable piece of writing. It has a multitude of flaws. It may have no focus, organization, or development. It likely includes an unacceptable number of spelling, typographic, and/or grammatical errors. The essay shows no real understanding F of the assignment. An essay that receives a failing grade does not automatically mean a failing grade in the course. It does mean, however, that performance on the particular assignment is markedly below college standards and that prompt improvement needs to be made. 8
    • Final Course Grade: Your final grade is determined by your performance on a number of different tasks. Essay 1—250 words 10% Essay 2—500 words 15% Essay 3—500 words 15% Essay 4—750 words 20% Writing Exercises 20% Final Exam Essay 20% TOTAL 100% Although it does not receive a percentage, I will also take into account your dedication to learning, which you will show me through your good work ethic, sincere effort at improvement, consistent class participation, and positive classroom decorum. IX. COURSE SCHEDULE The following schedule is subject to change. For each class meeting, be sure to bring appropriate texts, writing assignments, and writing implements. Specific requirements for each writing assignment will be distributed in class. Introduction to course & syllabus review Chapter 1: Composing Ourselves, Writing for Others, pp.3-24 May 10 Diagnostic writing, p. 4 (completed in class) Activities 2, 4, 5 (completed in class) Chapter 2: The Writing Process, pp. 27-55 May 17 Activities 1, 2, 4 Writing Process Report, p. 55 LIBRARY INSTRUCTIONAL SESSION Chapter 3: Crafting Paragraphs, pp. 57-77 May 24 Activities 1, 3-7 1st draft of Photograph Essay (Essay 1) due (with material from Activity 2 attached) Chapter 3, cont.: pp. 77-88 Activities 8, 10-11 May 31 Chapter 4: Showing the Ways We Change, pp. 99-117 Activity 1, 2-6, 8 2nd draft of Photograph Essay (Essay 1) Due Chapter 4: cont. pp. 125-132; 136-145 1st draft of Change Essay (Essay 2) Due June 7 Activity 19: Peer Review Activities 12-16, 21-22 Chapter 4, cont: pp. 133-136; 153-164 June 14 Activities 18, 25-27 2nd draft of Change Essay (Essay 2) Due Chapter 5: Examining Cultures, pp. 170-188; 199-206 June 21 Activities 2-8, 12, 14 9
    • Chapter 5, cont.: pp. 190-199; 206-209; 212-217 Activities 9-11, 15, 20 June 28 Activity 18: Peer Review 1st draft of Culture Essay (Essay 3) Due 2nd draft of Culture Essay (Essay 3) Due, with Writing Progress Report July 5 Chapter 7: Evaluating Your World, pp. 306-324; 325-326; 327- 338. Activities 2-8, 10, 12, 14, 15, 17, 19, 20 1st draft of Evaluation Essay (Essay 4) Due July 12 Peer Review 2nd draft of Evaluation Essay (Essay 4) Due Chapter 7, cont., pp. 336-343 July 19 Activity 21, 22 Chapter 12: Taking Timed Writing Tests, 567-91 July 26 Essay 5—In Class Final Essay 10
    • World Literary Masterpieces II University of Miami Fall 2006: Tuesdays & Thursdays 2:00-3:15 Memorial Building, Room 213 Instructor: Lauren Smith Email: l.smith10@umiami.edu Office Hours: Tuesdays 3:30-4:30; Thursdays: 3:30-4:00 Office Telephone: 305-284-2182 “Texts are individual utterances in the larger language of a culture.”—Frederic Jameson Welcome. This course is a survey of selected masterpieces by international writers from the 16th through the 20th centuries. Through your reading, discussing, and writing about a number of works, you will become better able to engage in satisfying and sophisticated literary analysis. Moreover, it is my hope that our course will help us to see what some of the world’s greatest literature has to tell us about ourselves and about each other. Materials: • Textbook: The Norton Anthology of Western Literature, Volume II, Eighth Edition. Lawall, ed. ISBN: 0-393-92616-8 Page numbers vary from edition to edition, so it is important for all of us to use the same book. Most of the readings are located in the anthology. The others will be posted on Blackboard or handed out in class. • Please always bring paper and something with which to write; in-class writing will be a significant part of your work. About Reading: In preparation for our discussions, I will occasionally ask you specifically to read the anthology’s headnotes, but reading them in general is useful; they provide helpful historical information about the texts and their authors. Without fail, I read with a pencil in hand, and I recommend that you do the same (or something similar). Come to each class with certain lines or passages in mind that excite or puzzle you. I encourage you to be pragmatic about each day’s reading assignment. Despite the varying page lengths, the works range widely in form and in style. For example, we are reading only a small selection of the poetry of John Keats, but we are reading a novel of Gustave Flaubert’s in its entirety. Madame Bovary is a “realistic” narrative, however, while Keats’s “Odes” are in the lyrical, Romantic tradition. In other words, a two or three page poem may be as challenging to complete as ten pages of a novel or of a short story. To address these differences, I suggest taking a quick look over the assignment before you begin to read it. 11
    • Class Schedule: The following is subject to change, but not without due notice. 8/24 (R) Introduction 8/29 (T) De La Fayette, The Princess of Clevès (pp. 70-93) 8/31 (R) De La Fayette, The Princess of Clevès (pp. 93-159) 9/5 (T) Akinari, “Bewitched” (Blackboard) 9/7 (R) Pope, “The Rape of the Lock” (pp. 350-368) 9/12 (T) Blake, selections from Songs of Innocence and of Experience (pp. 686-692) 9/14 (R) Blake, Songs of Innocence and of Experience 9/19 (T) Wordsworth, “Tintern Abbey” (pp. 696-699) & the “Lucy” Poems (Blackboard) 9/21 (R) Wordsworth, the “Lucy” Poems, Keats, “Ode to Psyche” (Blackboard) 9/26 (T) Keats, “Ode to a Grecian Urn” & “Ode to a Nightingale” (pp. 759-764) 9/28 (R) Discussions about Papers 10/3 (T) Darwin, from The Origin of Species & The Descent of Man (pp. 1370-1381) 10/5 (R) Tennyson, “Ulysses” & “In Memoriam A.H.H.” (pp. 822-823, 825-843) 10/10 (T) (Paper Due) Browning, “My Last Duchess,” & “The Bishop Orders His Tomb” (pp. 845-849) and Kincaid, “Girl” (Blackboard) 10/12 (R) (Paper Due) Flaubert, Madame Bovary, Part One (pp. 1037-1077) 10/17 (T) Madame Bovary, Part Two (pp. 1077-1175) 10/19 (R) Madame Bovary, Part Three (pp. 1175-1249) 10/24 (T) Woolf, Selections from A Room of One’s Own 10/26 (R) Woolf, A Room of One’s Own 10/31 (T) Macaulay, from Indian Education (pp. 1583-1587) & Said, from Orientalism (pp. 2400-2406) 11/2 (R) Walcott, “Ruins of a Great House,” Jonson, “To Penshurst” (both on Blackboard), and selections from Omeros (pp. 2357-2361, 2376-2378) 11/7 (T) Walcott, Omeros 11/9 (R) Trinh, from Woman, Native, Other (pp. 2406-2409) & Mahasweta, “Breast- giver” (Blackboard) 11/14 (T) Discussions about Papers 11/16 (R) Lorca, “Lament for Ignacio Sánchez Mejías” (pp. 2173-2179) 11/21 (T) (Paper Due) Borges, “The Garden of Forking Paths” (pp. 2182-2188) 11/23 (R) Thanksgiving Recess 11/28 (T) (Paper Due) Garcia Márquez, “Death Constant Beyond Love” (pp. 2352- 2357) 11/30 (R) Review for the Final Exam 12/2-12/5 Reading Days 12/13(W) Final Exam, 2:00-4:30 Grade Breakdown: Paper #1: 20% Paper #2: 20% Final: 20% Quizzes: 15%* In-class writing: 15%* 12
    • Participation: 10% *You can expect either a quiz or a collected piece of in-class writing each week. Attendance Policy: I expect students to attend and participate regularly in class. Do not miss more than three classes; each additional unexcused absence will result in a 5% reduction of your overall grade. The university’s official policy is as follows: The University of Miami has no provision for unexcused absences. Attendance at all classes is expected. All excuses are to be submitted in writing for the instructor’s approval. If you need to miss a class, please be certain to speak with a classmate to catch up on what you missed. Lateness: Please be considerate to your classmates and arrive a few minutes prior to the beginning of class. If you have some other commitment that will require your arriving late, please let me know in advance. Class Preparation and Decorum: To minimize disruptions, PDAs, pagers, and cellular telephones must be turned off during class. While taking notes on a laptop is acceptable, any other use of a computer (email, web browsing, etc.) is not permitted. The above behaviors can only interfere with your learning (as well as the learning of those around you). As a result, persistent occurrences will affect your participation grade. The entire reading assignment (i.e., the entire novel, all of the stories, all of the poems) is due on the day indicated on the course schedule. You must bring the book or the photocopy of the assigned readings to class. The UM Writing Center The Writing Center, located at 5225 Ponce de Leon Boulevard (close to the Pavia parking garage), is a great resource for students. Its tutors and instructors are ready, willing, and able to help you with your papers. In general, students who use the Writing Center produce more successful work and earn higher grades. Writing Center Contact Information: http://www.as.miami.edu/writingcenter/ (305)-284-2956 Students with Disabilities: Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the instructor and Disability Services at the beginning of the semester. For further information, please visit: http://www.miami.edu/UMH/CDA/UMH_Main/0,1770,3032-1;3035-3,00.html 13
    • Principles of Writing and Reading English 110: Principles of Writing & Reading Fall 2002 Section 4 MWF 9:20-10:10 Room ACE224 Instructor: Lauren Smith Office: Riverway 12-A Email: laurens_students@hotmail.com Telephone: 617-965-2380 Office hours: Mondays from 3:30-4:30 and Wednesdays 2-3. Required Texts: Atwan & McQuade, The Writer’s Presence Aaron, the Little, Brown Compact Handbook The American Heritage Dictionary Introduction Welcome to Wheelock and to English 110! In this class, we will explore the powerful practices of careful writing and reading. Strong writing and reading skills are essential ingredients to success in most endeavors, and they lead to a clearer understanding of ourselves and the world around us. My goal is for you to complete this class with new confidence in your ability to develop fully and communicate successfully an original idea based upon experiences that are either your own or ones that you read about. (As you might expect, this is not as easy as it sounds!) To pursue this goal, we will work on various reading and writing assignments. I look forward to guiding you through this process and working and to learning with you. In the spring, you will take another English course: English 111. This course will build on what you learn in 110. Course Overview During the semester, we will: • Adopt strategies to help us penetrate the different levels of what we read • Identify the differences between summarizing a piece of writing and analyzing it • Discover how to construct a solid argument based on observations and inferences • Learn how to incorporate more than one source into an argument Office Hours/Contacting Me I am ready, willing, and able to meet with you outside of class if you have questions or concerns. No appointment is necessary for my office hours on Mondays and Wednesdays, and with some notice, I may be able to meet with you at other times as well. You are also always welcome to contact me via my email address, which I check once a day. Please do not telephone me after 9 pm. 14
    • Grading I will calculate your final grade for English 110 in the following way: Essays 45% Reading Preparation 30% Assignments/Quizzes 15% Participation 10% Reading You will get the most out of this class if you are an active reader. Make a scratch list of questions or discoveries about the readings as you move through them. Underline what, for you, are key sections and particularly powerful moments, and make question marks in the margins next to what you do not understand. Please always feel free to ask for clarification about a reading; chances are that if you are unsure about something, someone else in the class is, too. Reading Preparation In some fashion, you will write about everything that you read for this course. I call this Reading Preparation, and it’s an important part of your work in 110. In addition to formal essays and assignments, on the first day of every new reading you will bring in either an answer to one of the “Reader’s Presence” questions (included at the end of the reading) or another question that I provide ahead of time. Additionally, there may be some vocabulary work, which is designed to help you see the richness and complexity of the material. I will not evaluate these exercises on a point or letter-grade basis; as long as you make a sincere effort to engage thoroughly and intellectually with the material, you will receive full credit. Reading Preparation work should be typed or handwritten legibly. The Mental Post-It Please include a little note, a “mental post-it,” with each essay and assignment you hand in. In it, briefly tell me what it was like working on this piece, including your process for doing it, what you like the least AND the most about what you wrote, what you found most difficult about it, and anything else you’d like me to know. The WLCE At Wheelock and beyond, our peers and our superiors evaluate us at least in part on our ability to express ourselves in a clear and convincing manner using reasonably correct English syntax. To this end, Wheelock administers the Wheelock Literacy and Communication Exam (WLCE). Passing all sections of the exam is an important hurdle for all Wheelock students to clear, and we will devote time each week to preparing for it. You must have passed the WLCE to enter into your practicum. The exam’s four sections cover spelling, grammar and mechanics, summary, and written composition. During this semester, we will focus on the spelling, grammar, and summary aspects and also begin to “demystify” the written composition section, which involves raising an argument on an issue of public policy. Special areas of grammar concentration will include sentence fragments, run-ons, main uses of the comma and comma errors, parallelism, agreement, modifiers, apostrophes, quotation marks, question marks, spelling, and capitalization. You will take the WLCE as the final exam in English 110, but your performance does not apply to your grade in the course. It will be administered during the regular exam period and at no other time. Plan to attend. 15
    • Support It can be challenging to stay on top of a college workload, especially if you find yourself with multiple priorities and deadlines. Our best defense against becoming overwhelmed is each other. Each of you will have a buddy who will help you get the most out of the class and complete your assignments well and on time. Students needing academic accommodations should notify me as soon as possible, and I encourage you to contact the Disabilities Services Office at extension 2304 for more information. To receive academic accommodations at Wheelock College, you must be registered with the Disabilities Services Office, and the staff there can help you with this. Policies Attendance. You must attend every class meeting, and I will take roll every day. If you miss more than three classes, two points will be taken off of your final grade for every class you subsequently miss. If you miss six classes for whatever reason, you will fail the course. If you happen to arrive late, it is your responsibility to check in with me at the end of the period, and I will mark down your attendance then. Lateness. When someone is late, it disrupts the flow of the class’s work and creates a distraction. To minimize these distractions, please note that two latenesses will equal one absence. Late Work. I cannot accept unexcused late work. If for any reason you feel you will not be able to hand in an assignment on time, please bring this to my attention before the assignment is due so that we can discuss the matter and resolve it together. Under special circumstances, we may be able to negotiate an extension. Please keep in mind that technology conspires against all of us at one point or another. Computer printing problems, therefore, are not a valid excuse for handing in a paper late. On a similar note, I do not accept any electronic work. Plagiarism. To plagiarize is to take someone else’s ideas and present them as your own. All written work must be attributed to the correct source. Ideas from published material or from other people must be credited. It is unacceptable to: - Copy another’s work and claim it as one’s own - Download material from the Internet without proper citation - Submit a paper, or a substantial part of a paper that you have submitted for another class without the express permission of instructors involved If you are caught plagiarizing, the College will take disciplinary action. Formatting. All assignments must be typed, double-spaced, page-numbered, and stapled unless otherwise instructed. There are computers available for you to use in the Wheelock library building if you need one. Please see the style sheet for more formatting information. 16
    • Schedule. Here is a brief, subject-to-change schedule of our readings, assignments, and activities. You will notice that I have not scheduled readings for each week. We will examine each piece in detail over a series of classes; they only appear on the schedule on the day we begin discussing them. Prepare for the Writing and Mechanics Topics by examining the corresponding Little, Brown pages by the Monday of that particular week. Not every topic has pages in the handbook. WP= The Writer’s Presence LB= The Little, Brown Handbook Part One: Summary, Narrative, and Exposition Week Writing and Mechanics Readings (due on day Items to Note Topics (read LB by Monday) indicated) Sept. 4-6 “Once More to the Lake” (WP 292- 297) for Friday Sept. 9-13 Subjects, Verbs, and Sentences; Buddy contracts Clauses (LB 166-167); The due Monday Writing Situation (LB 3-4, 6-9) Sept. 16-20 Sentence Fragments (LB 228-232); “Why Women Smile” Essay #1 due Summary (WP 342-347) for Friday Friday Sept. 23-27 Run-on sentences, comma splices Summary of “Why (LB 232-235) Women Smile” due Friday Sept. 30-Oct. 4 Parallelism (LB 123-126) “On Dumpster Diving” (WP 348- 359) for Monday Oct. 7-11 Healthy Paragraphs and Topic Essay #2 due Sentences (LB 41-53); Friday Subject-Verb Agreement (LB 194-199) Part Two: Argumentation and Synthesis Week Writing and Mechanics Readings (due on day indicated) Items to Note Topics (read LB by Monday) Oct. 14-18 Pronoun Agreement “Stone Soup” (WP 751-758) for No class Monday (LB 200-209) Wednesday Oct. 21- 25 Modifiers Library meetings (LB 213-227); on Friday Spelling and Capitalization (LB 279-280) Oct. 28- Nov. 1 Commas (LB 243-250); “Stone Soup” Apostrophes (LB 260-264); the assignment due Working Thesis (LB 17-19, 27-32) Wednesday Nov. 4-8 Quotation marks/quoting (LB 264- “This is Our World” for Monday 267, 454-455); Introductions and Conclusions (LB 53-57) Nov. 11-15 Diction (LB 277-278, 469-482), No class 17
    • Transitions and Organizations (LB Monday 19-20 {and review 47-48} Nov. 18- 22 “Mother Tongue” (WP 271-276) and “How to Tame a Wild Tongue” (WP 311-321) for Monday Nov. 25-29 More on Tan and Anzaldua No class Wednesday or Friday Dec. 2-6 Introduction to Argumentation (LB “Shouting ‘Fire!’” (WP 645-650) Essay #3, Part 1 63-74) for Monday due Monday Dec. 9-11 Argumentation, WLCE review Final class on Wednesday Dec. 16 Essay #3, Part 2 due4pm Dec. 16-17 Final Exam Period- WLCE 18
    • Sample Assignments Critical Essay with Personal Focus Lauren Smith Readings Conference I Fall 2008 A Personal Odyssey Essay #1, 3-5 pages Due: 9/24/08 Scholar Marshall Gregory sees narrative as a chief source for personal growth and self-fashioning; stories explore for us “life's conundrums, perplexities, ambitions, motives, attitudes, actions, explanations, feelings, values, ideas, and human types.” For Gregory, “Narratives exert influence on human ethos by holding up models for conduct and attitude, by guiding our responses to various human predicaments.” He also feels that as readers we instinctively seek out whatever personal relevance a story offers: “stories influence us because we so intensely and persistently—indeed, ceaselessly—desire the kinds of interactions with them that cannot help influencing us.”1 For Essay #1, I would like you to discuss which aspect, moment, or story in The Odyssey holds the most personal relevance for you. What in The Odyssey has spoken to you the loudest and why? This essay should be a hybrid of personal and critical observations. For a model, read Gregory’s reflections on his relationship with David Copperfield (attached). Caveat: Gregory is, of course, a senior professor with 30+ years of experience; he’s had ample time both to contemplate David Copperfield’s impact on him and to examine his life as a whole. Don’t worry about trying to place The Odyssey in as wide of a context. Rather, focus on what this epic poem has to offer you right now. What light does it shed on experiences you had growing up? What insight does it provide into the current conditions of your life? Suggestion: Remember that the key to a great essay (personal, critical, or both) is the focused exploration of a specific central idea. Formatting Requirements: typed with standard margins, 12-point Times font, and double-spacing. A “Works Cited” page is not necessary, but proper MLA in-text citation is. See the Purdue OWL for guidelines: http://owl.english.purdue.edu/owl/resource/557/01/. Please staple all of the pages of your essay. 1 These quotations and the attached excerpt come from Gregory’s article, “Ethical Engagements over Time: Reading and Rereading David Copperfield and Wuthering Heights.” For the full text, see Narrative 12 (3): 281-305. 19
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    • Student Evaluations Honors Readings Conference, Spring 2009 UNIVERSITY HONORS PROGRAM COURSE EVALUATION READINGS CONFERENCE – HON:1020-008 – Spring 2009 INSTRUCTOR: Lauren Smith 1. Comment on how well you have learned through reading, listening to the views of others, and expressing your views orally and in writing. I have learned a lot in this class and enjoyed it completely. I have not learned too much through reading and listening to others. I still have the reading and writing skills I had since high school. I liked getting to hear other people’s point of view, and liked getting to say mine without judgement. Having to speak on the sort is kind of intimidating, and reading new texts is a good thing to experience. I have learned a lot through this course. I feel that this course has helped me learn concepts effectively. Very Well! I enjoy listening to the other students points of view and gaining another insight to the novel, I didn’t think of before. I have learned to analyze a piece of literature and comprehend it’s meaning much better. I learned quite a bit about my own self expression. I haven’t learned much more than I learned in high school. It really helped me to understand the books on a different level. It also helped me look at the book more objectively from different points of view. I am a very “learn-by-doing” sort of person, so this class was very beneficial to me. 2. Has this course helped you to develop your reading, writing and discussion skills? How? Yes I have become more diverse in my reading more organized in my writing and more comfortable speaking in front of other people. Somewhat. I learned new ways to analyze information. Yes, by having more experience at doing it, it has helped strengthen my skill at it. The more you read the better you become, same as writing and discussion, but I feel we did not focus on writing much; I feel that my writing has not improved. Yes. I feel my discussion skills in particular have improved through practice during this course. Yes by reading new books. It has helped me to become more open in discussions in class. Yes I feel that I can express myself in a way that relates to many. No, I usually had my sciences and math come first and most of the time I couldn’t complete the reading let alone any, so it didn’t benefit me much. The peer reviews in the class helped me to realize what was necessary and valuable in writing each essay. I’ve learned to look for patterns and themes in my reading and have become a more consistent writer. As for discussion, I don’t trip over myself as often. 3. If this course has failed to help you develop these skills, what caused the failure? The course is not interesting enough for me to learn new skills. 22
    • I think we should have conferences with the professor to discuss our papers to learn from our mistakes. Too much reading in too little time. And the books were really boring. The peer reviews in the class helped me to realize what was necessary and valuable in wiring each essay. 4. What have you gained from taking this course? Under what circumstances, if any, would you recommend this course to another student? I have gained a lot of knowledge about literature, how it is developed, and how it should be evaluated. I would reccomend this class to anyone who is willing to work hard and grow as a well rounded student. I learned how to express my opinion without hesitation. I have gained knowledge of texts I wouldn’t normally have read on my own. I would only recommend this course to someone with a major that gives them a lot of free time. Too much to read in too short of a time. Reading books help you keep an open mind. I have learned a lot about a few very interesting and important works and would recommend this course to anyone wishing to do the same. I have gained a better knowledge of American literature. I have gained better discussion and listening skills. I’ve gained a greater understanding of literature and how to read it critically. I would recommend this to some one seeking knowledge on how to intelligently review literature. I’ve gained a greater understanding of literature and how to read it critically. I would recommend this to someone seeking knowledge on how to intelligently review literature. I haven’t learned much because it is basically high school all over again. I would recommend this course to someone that had to take it or was an English Major. I highly enjoyed this course. I learned how to apply anything to life. I would highly recommend taking it. I’ve gained a greater exposure to literature. Any student who enjoys reading should take this class. 5. How would you describe this course to an incoming freshman? A challenge of time management and focus but a rewarding experience overall. A lot of reading and discussion. Intimidating and time consuming, but you get out of it what you put into it. Book club. It is very reading and discussion intensive with a lot of peer interaction. Lots and lots of reading and then papers about your critical thoughts about the books. A course where you read contemporary works of literature and the discuss among the class. It’s a great learning tool and helps make you more worldly. There is a lot of reading and the class can be really boring. A course where you read a novel or literary work and discuss it and how it applies to life. As it was described to me, an in-depth discussion based literary analysis class. 6. Do you invest as much of yourself in this class as you do in your other classes? If not, what would enable you to invest more in this class? This is one of my favorite classes and gets most of my attention but a shorter book list with a mare indepth focus would draw me in even more. Nope. Class needs to be more interesting. 23
    • No, I invest more in the classes having to do with my major. If I had more time, or had less to have to do for this course, it would be easier to be able to invest more time into it. I invest more of myself, I feel that I have to step up because others do not. I feel mostly that I invested myself just as much in this course as my others. I do because its a lot of reading. No, my other subjects are more time consuming and difficult. No as much effort is needed for this class simply because it’s a writing/reading course. Nothing could change this. I did, but the fact that the books were so good is what caused me to. Not quite as much, because I don’t need to study constantly for this cours. 7. a) What did you like best about this course? The variety of the literature and teaching sources. Short essays. The texts and the discussions. The Reading. I really enjoyed the books selections especially Beloved. The variety of books read. The books chosen to be read. The great books I was introduced to. Meeting new people. The writing exercises. The books! b) What did you like least? The material felt rushed a times and the class not very enthusiastic about the topic. Too much reading. The on the spot answer in front of the class and the overwhelming amount of work. Classmates lack of excitement and commitment. The class could be somewhat uninteresting a times. Reading a lot and then not spending much time over the assigned material. Not always being able to say something in discussion because it moved to quickly. Sometimes the discussions were boring. Should’ve been more hands-on. The awkward pauses when nobody answered questions/the awkward pauses during leading questions. Every dislike was brought on by my own inclination towards procrastination. 8. Are there books or themes not currently covered in this course that you would like to have discussed? Nope. Nothing comes to mind. Women’s Sufferage, LGBT, Civil Rights movements. Writings by authors such as Allen Ginsberg, Jack Kerouac, William Burroughs. Nope all were good. Many, but there’s no way to get to them all. I’m not an English major so I don’t really care what is covered. Either way, I probably wouldn’t be interested. No. I think a modern genra would be interesting, books from the 21st century. 24
    • 9. Please indicate your evaluation of the instruction (instructor) in this course. I think she did a very good job. Very personable and available. Enthusiastic about the material. Needs to make class more interesting. Too much discussion, class gets bored. She is fantastic at what she does. I appreciate her trying to push us, as much as I don’t have time to do it as well as I might have liked. My opinion n the too much work applies to the honors as a whole though not specifically at her or this class alone. Lauren Smith, though I had little respect for her in the beginning of the semester, has earned my respect as a Professor and as a friend. She is committed to the Honors Reading Conference Course. Very knowledgable about literature and willing to help you understand the reading. I think she is a good, fair teacher who enjoys what she does for a living. She brought up many good discussion questions. She was a great teacher and helped guide us through the learning and discussing process. She was very passionate and insightful about the material. At first, I thought the instructor was cold, but very knowledgable. As the class continued, I found her to be warm and friendly and still very astute. I liked the instructor, she was insightful and generous with her opinions. 25
    • Honors Readings Conference, Fall 2008 UNIVERSITY HONORS PROGRAM COURSE EVALUATION READINGS CONFERENCE – HON:1010-015 – Fall 2008 INSTRUCTOR: Lauren Smith 1. Comment on how well you have learned through reading, listening to the views of others, and expressing your views orally and in writing. I have really grown in my ideas and I am less afraid to give out suggestions on idea. I have learned greatly through reading. I have learned that everyone has an opinion and their opinion can influence your opinion and perhaps change it. I feel that it gave me a great deal of additional insight to listen to the views of others and apply them to how I viewed the material to form a more complete perspective. It has really given me new ideas and better thinking skills. Although I learned a great deal from individual reading, I felt like the discussion and class time did a great deal to solidify themes and ideas from the literature. I thought the learning environment of this class was wonderfull. There was plenty of class discussion in which to see other people’s insights, yet the teacher guided the discussion well. I have learned very well from the way this course was in instructed. All ideas were reinforced properly. I have learned through the selections very well, the discussions were helpful. I have learned the most by listening to the views of others. By listening to others, I can form my own opinions better, as well as gain a better understanding of the reading. The class discussions helped me to understand the reading more indepth. I was able to voice my opinion well. NA. 2. Has this course helped you to develop your reading, writing and discussion skills? How? Yes, it has helped very much! Yes because I have read difficult pieces which have challenged me. Also, I learned how to better my writing skills. It has helped my writing skills by learning not to be repetitive and offer opinions in my paper. The course didn’t fail to help develop these skills. It has helped me think more critically and develop my ideas more thoroughly. Our discussions have led me to ask different questions and thoughts I haven’t thought of on my own. It has helped me think more critically and develop my ideas more thoroughly. Our discussions have led me to ask different questions and thoughts that I haven’t thought of on my own. This class definitely improved my writing skills. I feel like I learned how to more concisely write. This course helped me to be more verbally articulate in class discussion. Yes it has through practice. We did a great deal of reading, writing, and discussing and it helped enforce all of these abilities. I have learned through the selections very well, the discussions were helpful. This course has helped me develop my discussion skills the most. We discussed novels in every class, and it forced me to really look at the smaller details in stories, analyze them, and discuss them. Yes, I read all class material, which in addition to the class discussions, helped me to become a better writer. Well the discussion skills, because there more chances to discuss what was read as well as more opportunities to hear different views on what was read. 3. If this course has failed to help you develop these skills, what caused the failure? Blank. NA. This course has not failed to help me develop these skills. Blank. Blank. NA (-:. NA. NA. NA. The area of the least development is writing because we didn’t focus much on writing papers, and better techniques or skills for writing. NA. No failures, but the course focuses on discuss more on discussion, and not on writing or reading. 4. What have you gained from taking this course? Under what circumstances, if any, would you recommend this course to another student? I gained discussion skills best from this class. I would recommend this course if they wanted a fun course that gave them lots of opportunity to improve. I have gained better reasoning skills, as well as the ability to understand things on a figurative language. I would recommend under many circumstances. I have gained that it is okay to say whatever you want even if it is wrong. I would recommend this course to another student. I gained more comprehension skills through this course by learning to find the symbolic parts of literature. I would recommend it if you are looking for a more challenging course. I gained better critical thinking skills. I would recommend it if the student really wants to gain something from the class. I would recommend this course to incoming Freshmen(as well as this instructor). I have gained an ability to discuss works effectively. I’ve gained insight into the 26
    • books and philosophies discussed, as well as improved my writing skills. I have gained experience with reading, and talking and writing about pieces of literature. I would recommend this class to a freshman in the Honors program. I have gained an appreciation of certain literature. I have gained the ability to discuss readings. I would recommend this course to someone who wants to discuss readings. I have gained a better idea of different cultures and different societies. I would recommend this course to other student, but at this time I have not been able to ponder. 5. How would you describe this course to an incoming freshman? It’s a fun course that gives lots of opportunity to improve skills. It is a fun, discussion-based class where it challenges people to think critically and metaforically. It is a course where you read great books, have great discussions and write papers. I would describe it as a course that challenges students to think about the material in a variety of ways. It asks you to think critically about and to be able to write and discuss thoroughly. This course includes many fundamental books with western culture ideas. The discussions and papers are very insightful – it feels like an ACTUAL college class. There is plenty of reading, but it is not unreasonable. The content is interesting and I think enjoyable as well. It was a lot of work but a good eye opener for a freshman to prepare for the quantity of work it was going to be. It is an enjoyable course for those who enjoy literature. A lot of discussion, readings, and three written papers. I would say it’s difficult but a good challenge to higher your education. Basic English that focus on discussion. 6. Do you invest as much of yourself in this class as you do in your other classes? If not, what would enable you to invest more in this class? I don’t, but I think it’s mostly because it was an early class. Yes because I always had things to read and write. Plus I liked it the best. No, I do not know what would enable me to invest more in this class. No, because I spend more time on this class because it wasn’t taking notes. I invest about the same amount of time when it comes to the reading and writing. I probably spend more of my time in this class because it is outside of my major and I found it interesting. I invest an equal amount of time in most of my classes, this one included. Better time management I feel is needed to do better in this class. Yes, if not more so. I would invest more time another classes because I didn’t have to worry abut tests or exams in this class. I do I spend a lot of time reading and writing essays. No, nothing would enable me to invest. 7. a) What did you like best about this course? The books. We got to read many interesting texts and had many different discussions and opinions. The various books that we read. I liked the different opinions that everyone had. I got to read literature I normally would not have. I loved the discussions! I liked the readings and class discussions. How all main ideas were enforced in class and the opportunity to re-do papers. I enjoyed the material most of all. I liked writing papers the most because it allowed me to analyze on my own. The book and discussions on To Te Ching. The novels and epics we read were all very good ones to read and the novels are very easy to discuss. b) What did you like least? The discussions, mostly. The writing of the papers and reading responses. I disliked the amount of reading we had to do at the same time. Sometimes she expected a little too much interpretation from us. I did not like reading Socrates: I found it boring and difficult to comprehend. I disliked writing the papers. Reading amounts were very lengthy and often given short amounts of time to complete. Reading responses! The amount of reading due for each class. Nothing. 8. Are there books or themes not currently covered in this course that you would like to have discussed? Nope. No? I mean I liked what we read and what we covered and the themes. I can’t think of any at this moment. Not that I can think of. I personally prefer 18th century works of literature. No. No. NA. None that I can think of. None come to mind. NA. NO. 9. Please indicate your evaluation of the instruction (instructor) in this course. 27
    • She was really fair and I really enjoyed her ideas and thoughts. The instructor was well prepared and knew the material. The instructor was an excellent teacher. Good! She was extremely passionate about the material so it made it more fun. I really enjoyed Lauren Smith’s instruction; it was very informative and I felt that I learned a lot every day! I thought the instructor was informative and consistent. She had an interesting perspective and offered insight into the material I would not have understood on my own. I feel the class was well taught and the amount of work was lengthy but fair. Instructor was thorough, friendly, insightful and helpful. The instructor was very knowledgeable about the readings. However, different ways or discussions would make the class better. Lauren Smith did a very good job with the deeper meaning of the books we were assigned to read. Very good professor, but as a freshman course, she needs to be more lenient with her grading. 28
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    • Basic Writing, Summer 2005 Nova Southeastern University Farquhar College of Arts and Sciences Online Evaluation of Instructor and Course Instructor: Smith, Lauren E. Course: COMP-1000 Basic Writing Term: Summer I 2005 Section: MA1 Enrolled Students: 9 Total Respondents: 3 % Response: 33 **Overall Weighted Average**: 1.1 Rating: 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree Date Printed: Mon Nov 3 19:48:48 2008 1. The instructor clearly expressed expectations for my performance in class. 3 0 0 0 3 1.0 2. The instructor presented the material in a clear and organized manner. 2 1 0 0 3 1.3 3. The instructor created a positive learning experience for me. 3 0 0 0 3 1.0 4. The instructor used materials (texts, handouts, software, exercises, Web sites, etc.) in this course that helped me learn and understand the subject matter. 3 0 0 0 3 1.0 5. The instructor conducted class as scheduled. 3 0 0 0 3 1.0 6. The instructor was available to me outside of class hours (phone,e-mail, or office hours). 3 0 0 0 3 1.0 7. The instructor covered the course material as stated in the course outline. 3 0 0 0 3 1.0 8. The instructor graded and returned my work in a timely fashion. 3 0 0 0 3 1.0 41
    • 9. The instructor assigned my grades fairly and impartially. 2 1 0 0 3 1.3 10. I was better able to comprehend new material because of course-related discussion (any personal interaction in or outside the classroom, laboratory, professor's office, via email, or telephone discussion) with my professor or classmates. 0 0 0 0 0 11. I was better able to ask more questions and receive valuable feedback because of course-related discussion. 0 0 0 0 0 12. My interactions with other students in the course were enhanced by course-related discussion. 0 0 0 0 0 Comments for Ranking Questions 1. The instructor clearly expressed expectations for my performance in class. *She is very clear and precise. 2. The instructor presented the material in a clear and organized manner. *She prioritizes her work very well. 3. The instructor created a positive learning experience for me. *This is my first class back to college and she made it a positive experience. 4. The instructor used materials (texts, handouts, software, exercises, Web sites, etc.) in this course that helped me learn and understand the subject matter. *She used all tools possible to make learning a positive experience. 5. The instructor conducted class as scheduled. *Yes and she follows through with it. 6. The instructor was available to me outside of class hours (phone, e-mail, or office hours). *Yes and responds very quickly to questions or concerns. 8. The instructor graded and returned my work in a timely fashion. *She is very clear in explaining why you received a particular grade. 42
    • Additional Comments/Questions * Ms. Smith please continue to work with positive attitude and excellent work ethics. *I am very pleased with Mrs. Smith's teaching style. She is very organized, punctual and has a great teaching style. *Although Ms. Smith does not have the seasoned approach many instructors have who have been teaching for a long period of time, she is a wonderful example of how instructors should be toward their students, i.e., available, helpful, empathetic, and flexible. 43
    • Creative Nonfiction Writing, Spring 2003 Summary, Student Evaluations English 105: Creative Writing Nonfiction Simmons College, Spring 2003 Strongly Not Statement Agree Neutral Disagree Strongly Disagree Agree Applicable The class stimulated me to engage intellectually with the course material. 6 4 0 0 0 0 I have increased my knowledge and understanding of the subject matter in this course. 6 4 0 0 0 0 The instructor's style of presentation held my interest during class. 5 5 0 0 0 0 The course material was presented clearly. 5 5 0 0 0 0 The course was well organized 5 5 0 0 0 0 There was freedom to ask questions and express opinions. 9 1 0 0 0 0 Discussion (when appropriate) was useful. 8 2 0 0 0 0 The instructor was a good listener who showed respect for students' ideas. 8 2 0 0 0 0 When I sought help or advice concerning my work in this course I received it. 7 3 0 0 0 0 I received useful/helpful feedback on my work in this course. 6 3 0 0 0 1 My work in this course was graded according to fair and clearly understood criteria. 6 4 0 0 0 0 The course assignments were clearly explained. 7 2 1 0 0 0 The course assignments contributed to my understanding of the subject. 9 1 0 0 0 0 5 3 1 Please rate the overall quality of teaching in this course. 4 2 (Outstanding) (Satisfactory) (Unsatisfactory) 6 3 1 0 0 Qualitative Comments The instructor was incredibly approachable and helpful; she created an incredibly trusting environment among students. organized. Group discussions helpful. Very I like the way it was individualized and focused on what we could get out of it. The workshop style was great. I appreciated her complete and total respect for others and her ability to see the "greatness" in us! 44
    • Principles of Writing and Reading, Fall 2002 Instructor Evaluation: Lauren Smith English 110: Principles of Writing and Reading, Fall 2002, Wheelock College Respondents: 15 first-year students taking a required course. 1- 2- 3- 4- 5- Question Poor Fair Good Excellent Outstanding How would you rate this faculty member’s knowledge of the subject matter? 0 1 3 9 3 How would you rate this faculty member’s ability to plan and organize this course? 0 1 4 7 3 How would you rate this faculty member’s ability to effectively communicate with students? 0 1 3 8 3 How would you rate this faculty member’s ability to stimulate learning and intellectual curiosity? 0 2 7 3 3 How would you rate this faculty member’s ability to recognize and respond to individual differences? 0 1 2 9 3 How would you rate the variety and the appropriateness of course assignments used by this faculty member? 0 1 4 8 2 Qualitative Responses She was able to answer any question we ever had and was able to explain things very well. Very helpful in explaining the meaning of text. She definitely knew what she was talking about. She always kept in contact with us and let us know when we were missing papers. I found the class interesting and the games/activities were fun and helped my understanding greatly. She understood that I learned at a different rate than everyone else. She always had different activities for us to do. I look forward to taking English 111 with her next semester! I thought Lauren taught the class well, and I learned a lot from it. 45
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