Moving from Marginal to Adequate and Beyond: Sharing our best practices for moving students forward Mary Adler, CSU Ch

1. Moving from Marginal to Adequate and Beyond:Sharing our best practices for moving students forwardMary Adler, CSU Channel Islandsmary.adler@csuci.edu

2. The Prompt Americans now spend nineteen billion dollars a year on veterinary care for their pets, up from eleven billion just seven years ago. Add to that the cost of pet food and other supplies, and the number rises to forty-seven billion, nearly three times as much as the federal government spends on welfare grants. Poodles get root canals, cats undergo chemotherapy, rabbits are treated with radiation, prairie dogs get oxygen therapy in intensive care units. People spend enormous amounts to pay for special diets for their pets while cities create parks for off-leash puppy play dates. For a price, we can take our dogs for day care or psychotherapy and buy them a $200 cashmere sweater and a leopard-skin bed. Clearly, our love affair with our pets has gotten out-of-control. Adapted from Burkhard Bilger, “The Last Meow” (The New Yorker) Explain Bilger’s argument and discuss the extent to which you agree or disagree with his analysis. Support your position, providing reasons and examples from your own experience, observations, or reading. SEE HANDOUT PAGE 3

3. 3 Introductions 4 • In Burkhard Bilger’s “The Last Meow,” an article in the New Yorker Bilger states that our love affair with our pets has gotten out-of-control. • In the article “The Last Meow” by Burkhard Bilger, he states that “our love affair with our pets has gotten out of control.”

4. 3 Introductions 4 • And I agree. • He goes on to say that in the past seven years Americans have increased their veterinary care by eight billion dollars.

5. 3 Introductions 4 • Americans now spend nineteen billion dollars a year on veterinary care for their pets. • Although pet care is very important, I agree with Bilger that this has gotten out of hand.

6. 3 Introductions 4 • And up to forty-seven billion dollars on supplies and pet food. • I really couldn’t imagine someone spending $200 dollars for another human being on a sweater, so it really makes me wonder how someone could spend that much money on something that can’t even say thank you.

7. 3 Introductions 4 • People spend enormous amounts to pay for special treatments like root canals, cats undergo chemotherapy, rabbits are treated with radiation, prairie dogs get oxygen therapy in intensive care units. • My dog is perfectly fine without a cashmere sweater, because he has fur to keep him warm . . . just like every other dog.

8. 3 Introductions 4 • Now day animals aren’t just looked an animals but part of family and to some best friends. • Many times throughout my life I have encountered a situation like the ones that Bilger states.

9. Your thoughts • What are your ideas for how to move students from marginal to adequate? They say I say Move to personal critique Middle of template good Goods ways into quotations – good transitions to get out Highliters – commentary – also, take essay 3 colors analysis, evidence Use text express what the student wants to say – make your case – it’s about your argument not what the text said Power of talking it out – what do you think about this. Get register down – then register up to get the writing up in quality Do work on vocab before reading – integrate vocab in their writing – ups the register in the commentary How to outline their argument – increases organization Prompt: finish the template: if I had to write an essay, I would …. I either agree or disagree - puts thinking into response

10. Develop a Rhetorical Précis HANDOUT PAGE 6-8; Reading Rhetorically, pp. 62-63 • Name (of author, genre, and title, date)  argues/claims/asserts/suggests  that (major assertion or thesis of the piece). In the article “End Homework Now” (2001), Etta Kralovec and John Buell claim that the practice of assigning homework is not an effective teaching method because its negative effects outweigh its benefits.

11. Sentence 2 Explain how the author develops & supports the thesis (what kinds of evidence is given?). Kralovec and Buell support their claims by providing examples of how homework disrupts families, overburdens children and limits learning and by dispelling myths about the benefits of homework and providing alternative practices that would lead to improvement in student achievement.

12. Sentence 3 Author’s purpose is  in order to (do what?) The authors’ purpose is to make the reader question a practice that is a trademark of the U.S. education system and decide whether it is conducive to creating a “smarter” student.

13. Sentence 4 In the article “End Homework Now” (2001), Etta Kralovec and John Buell claim that the practice of assigning homework is not an effective teaching method because its negative effects outweigh its benefits. Kralovec and Buell support their claims by providing examples of how homework disrupts families, overburdens children and limits learning and by dispelling myths about the benefits of homework and providing alternative practices that would lead to improvement in student achievement. The authors’ purpose is to make the reader question a practice that is a trademark of the U.S. education system and decide whether it is conducive to creating a “smarter” student. They seem to be speaking to the entire educational community: administrators, teachers, students and parents. Describe intended audience OR author’s relationship with audience. Example: • They seem to be speaking to the entire educational community: administrators, teachers, students and parents.

14. Examining essay components • Students read each of their introductions (or use samples) to their small group. • The groups pick one that they felt was most effective. • The group lists reasons why it was effective. • Generate this list on the board. As they share reasons, ask for examples. • Students take 15-20 minutes to revise their introductions in light of the classes’ list. • Students share what they changed & why.

15. Examine Use of SourcesSource: Stacey Anderson, CSU Channel Islands Composition Program •  Student highlight words or ideas that came from another source. • Teach the difference between summary, quotation and paraphrase. • Students label S(summary), Q(quotation), or P(paraphrase). • Consider the balance of sources used in the paper. What is strong? What could be changed?

16. Other ways students can highlight?