Assignment for WR090: Common Sentence Errors

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· Posted by Barbi McLain at

WR090 Hybrid Capstone Video

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· Posted by Barbi McLain at
https://docs.google.com/file/d/0B6Nrf8e09NMnbTMwSmx3QWNUaW8/edit?usp=sharing

Creating an Interactive Google Form Quiz/Assignment

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· Posted by Barbi McLain at

A Brief, Beginning o' the Term Grammar Review

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· Posted by Barbi McLain at
At the beginning of the term, I like to make sure we all have the same vocabulary when it comes to grammar, as some WR090 students are coming directly from WR080 and others have tested directly into WR090.  So, I usually do an in-class review of the basic parts of speech, and then we practice finding the subject/main verb in sample sentences and practice identifying fragments.  For my hybrid course, I turned this activity into a Google Drive presentation that students could complete at home.  At the end of the slides, they must complete three short practice quizzes (which I made in Google Forms) to receive credit for the activity.  Here's the link!

Parts of Speech Review

WR090 Syllabus Quiz

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· Posted by Barbi McLain at
Here's the syllabus quiz I created using Google Drive's Forms feauture.  Basically, I wanted the students to review the parts of the syllabus that 1) many ask questions about later in the term, and 2) I think are important students thoroughly understand before moving forward.  Once they submit their answers, Google Drive creates a spreadsheet that is easy for me to print and score.

Here's a direct link!


Hello, fellow DIG Co-Lab Cohorts!

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· Posted by Barbi McLain at
I'm teaching two WR090 hybrids this term, and I'm excited to share the new content I'm creating with you all!

  To begin, I want to share a video that I made using Mozilla's Popcorn Maker online software. This presentation, called "What is Writing?" is something I usually do in-class (on the second day) as a way to get students writing and begin thinking about the purpose of writing and the roles that it plays in their lives and in college. In a way, it is also designed to deconstruct some common notions that our students have about who a writer is. In a face-to-face class situation, I verbally guide them through the brainstorming, giving them a few minutes for each prompt and then we share our answers with each other as a large group after all four prompts.  The large group discussion isn't really replicated yet in this format, but I've been thinking more about how to do that-- maybe allow them to post their brainstorming to a discussion board?

The video is set up to pause when they are brainstorming and, when they are ready to move on, they simply press play on the video again to move to the next part.

 To prepare them up for the online activity, at the end of class on Tuesday I talked to them a little bit about brainstorming:
  • that it's often a timed activity
  • they shouldn't censor their thoughts-- if they have an idea, write it down 
  • brainstorming is about idea generation (not about differentiating between "good" ideas and "bad", that comes later in the process)
  • there is no such thing as a "wrong" answer, etc.
So, the idea is that they complete the brainstorming as they are watching the video; then, at the end of the video, I expound on what I think writing is/isn't and the difference between the kind of writing they will do in college and the "casual" writing they do in their day-to-day lives, and then introduce three key terms for the course (subject, purpose, and audience).  When they are finished watching the video, they can then save their brainstorming and submit to the Moodle dropbox for credit.




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