Advanced College Students Visualize Their Feelings About Grammar
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Advanced College Students Visualize Their Feelings About Grammar

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The purpose of this presentation is to share how I often use drawing in my classes to help me and my students to review their feelings toward the course topic. ...

The purpose of this presentation is to share how I often use drawing in my classes to help me and my students to review their feelings toward the course topic.

In the slides that follow, I share how my students in an advanced course on English grammar depicted their initial feelings through drawing and how I intend for them to use those drawings in future assignments.

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Advanced College Students Visualize Their Feelings About Grammar Advanced College Students Visualize Their Feelings About Grammar Presentation Transcript

  • Advanced College Students Visualize Their Feelings About GrammarAngelo State UniversityEnglish 4361: English GrammarDr. Laurence MusgroveDepartment of English and Modern LanguagesJanuary 15, 2013 www.theillustratedprofessor.com @lemusgro
  • PurposeThe purpose of this presentation is to share howI often use drawing in my classes to help me andmy students to review their feelings toward thecourse topic.In the slides that follow, I share how my studentsin an advanced course on English grammardepicted their initial feelings through drawingand how I intend for them to use those drawingsin future assignments.
  • On the first day of class in English Grammar, anadvanced course required of most English majors, Igave my students a 30 item diagnostic test on basicsentence elements and forms. The grade distributionbelow indicates pre-course knowledge.
  • After students completed the test, I then asked themto respond to the following prompt:“How do you feel when you think about grammar?Draw a picture in the box below that represents thosefeelings.”I scanned the 32 student drawings and share thembelow.(In the margins of some of the drawings, I’ve printedthe words used in the drawings for easier reading.)
  • Of these 32 drawings, only 4 appear to me to showpositive, confident, or hopeful feelings aboutgrammar. I’ve put these drawings first in those thatfollow.However, of these 4 drawings, 2 received grades of Con the pre-test and 2 received grades of F.This discrepancy between feelings and grades suggeststhat the drawings represent positive, confident, orhopeful feelings of success in the class rather thancurrent knowledge or past experience.
  • “Grammar is good!”
  • “Oh!” “I see!”“Interesting!”
  • “English grammar?Yes, please”
  • “Devilishly happyPowerfulintelligent Proud omg”
  • “Commas!”
  • “Grammar” “yuck”
  • “Wrong!”“How?”
  • “Grammar”“me”
  • “Grammar”
  • “I was never taught this stuff. Do not make me feel bad because of it!” “Good thing we had a great high school professor to“Grammar help us.” C+” “Helping hand”
  • “A Place forEverything”
  • “Indifferent BoringNecessary”
  • “Our teacher gave up teaching sentencediagrammingthe 3rd weekof freshman year”
  • “me”
  • “too hard” “steps togrammar”“too easy”
  • “me” “Grammar Land”
  • “Splitpersonality” “Whaat? Can’tremember. Oh, no”
  • “independent “, / ; / ()” or dependent” “verb phrase fragment noun adverb“See Spot clause” Run” “I feel like Ishould know this”
  • “twitterI have 8amclasses.there dumb.Nvr let ppllook downon U BC U ryung.It don’tmetter howfast yourgoing longas you don’tstop-Confushus”
  • “GOOGLE GRAMI still haven’t figured out what a compound- complex sentence is. I know thislooks wrong but I don’tknow why?”
  • “Mom” “me” “The dog“The dog jumped”jumped” “little sister”
  • “my mind + Grammar chaos!” “me”“grammar/ having to teachgrammar”
  • “Blink”“Hey, you’re an Englishmajor. Is this comma right?”
  • After students take the midterm and the final exam inthe course, I will ask them to review their initialdrawings and draw another picture that representstheir feelings toward grammar at that time.