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
<[log in to unmask]"
rel=nofollow target=_blank
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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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