I remember a first-day experience when I had the students write to me about
their own experience with writing--i.e. what they want me to know about them. 
One student had a question:  "Are we allowed to use 'I' ?"
Martha 

On Fri, Aug 19, 2011 09:41 AM, Carol Morrison <[log in to unmask]> wrote:
>
>Thank you John, and everyone for all of the helpful advice. I really felt
stuck or hung up on the first day for some reason and all of these ideas should
provide for a very rich first couple of classes. I am planning on doing student
introductions the first day as well. I think using grammar/writing terminology
right away is wise too, so students will become familiar with the lingo and not
make the grammar a separate part of the learning or secondary to the writing.
(Even though they have a separate grammar handbook). I plan on using all of
these ideas! Thanx again.
>Carol:)
>
>--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:
>



>From: John Dews-Alexander <[log in to unmask]>
>Subject: Re: First Day Icebreakers for College English
>To: [log in to unmask]
>Date: Friday, August 19, 2011, 9:13 AM
>
>>I think introductions around the room are helpful for all if class size
allows for it. I always provide a structure for the introduction because I
remember what it was like not knowing exactly what to say.
>
>On the first day of any language arts class, I enjoy discussions that
emphasizes the cooperative, non-lecture-only type of environment. My initial
goal is to get the students thinking about what English/Language Arts classes
are really all about and what they encompass. We look at the overlap of
grammar, composition, and literature and how they are difficult to
appreciate/study in isolation, without reference to each other. I want them to
understand WHY we will touch on all of those things.
>
>A grammar survey is also applicable--not a survey of skill but one of
experience. In other words, I want to gague the level of "grammarphobia" in the
class and get a sense of the students' experiences (or lack thereof) with
 grammar and language analysis (word level, sentence level, paragraph level,
etc.).
>
>Best of luck! You'll do great!
>
>John
>
>>On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison
<<http:[log in to unmask]>> wrote:
>


>
>The days are flying by as I rapidly approach the first day of class on 8/31,
and I am trying to think of a good first day plan for introducing myself and my
courses to the students. My final schedule will now be (2) sections of COMP 101
and (1) section of Basic Writing. Aside from handing out the syllabus, and
introducing myself to the class, do any of you have some good ideas for day #1?
We used to do a diagnostic essay, but the college has done away with that,
which I am relieved about for many reasons: mock “grading” or commenting on
student writing before class has even commenced and also the idea that this
essay will somehow diagnose what illnesses the students’ writing suffers from
or what might plague it. Another term that has been used is “writing
sample,” which I also find off-putting, maybe because it
 conjures up the image of a urine sample which will be tested to see if it
comes out “clean.” Anyway, I think the first day is important for many
reasons: it is the first impression the students will have of me as their
instructor and also can be a deal breaker for some students who will drop after
the first day if they don’t like what they experience. Any ideas? I am also
presuming at least half of the students will not have purchased texts, so I
don't want to dive right into that the first day. 




>
>Thanks so much. 




>
>Carol Morrison 



>
>
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Martha Kolln



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