1. Scaffolding and the EWP Pathways: Thinking About Feedback and Revision Practices in Choosing a Class Structure

2. MP 1.1 Short Paper In-class activity Informal assignment In-class activity PATHWAY 1 MP 1.2

3. The Benefits Supports process-based writing Gives students more opportunities to prioritize and revise Directly responds to Outcome 4 Often puts students at ease May increase ownership and investment that students feel in their writing The Drawbacks Can be time-consuming May cause student confusion (overwhelming feedback) Students may dislike working with the same paper for too long Reading/ commenting on the same paper repeatedly can be tedious for instructors

4. Major Paper/Project Short Paper In-class activity In-class activity/informal assignment Informal assignment PATHWAY 2

5. The Benefits “reading through” The sequencing of skills Allows for rich, productive portfolio sequence Can be highly effective in promoting student self-efficiency The Drawbacks Some students, particularly MLLs, might feel frustrated The portfolio sequence might be stressful for some If not utilized well, Outcome 4 may be compromised

6. Integrating Metacognition Metacogntion (Outcome 1 and Portfolio Preparation) can be integrated throughout your sequence with strategic planning: – In-class reflection (directed free writes) – Writer’s memos – Discussion Board – Homework – Reflection paper (shorter or major) – Outcomes activities (mid-quarter reflection) – Strengths and Difficulties Inventories

7. Integrating Revision Every assignment must be revisable. Revision strategies can be integrated throughout : – Revision plans/letters – Responding to feedback – Writing Center writeups – Peer review – Writers memos that target revision

8. Tips & Reminders All assignments should be motivated by working towards a specific skill/Outcome Less is more You don’t need to start with a text or even work with a text at all, so long as your sequences are anchored in the outcomes Get feedback on your assignments: ADs, the Writing Center, experienced TAs, etc. Write your own paper in response to the prompts The content (what you’re reading and what your students are writing about) should be a vehicle for the skills and Outcomes, not the emphasis in lectures or assignments. Be mindful about the cultural assumptions you make and how much scaffolding it will take (satire, MLK. etc.) Check out the sample sequences on the EWP website

9. Sample MP Prompt Your Task: Major Paper 1 will allow you to develop a more complex claim of your own and to articulate stakes. Choosing one of the questions from Pop Culture Universe, develop your own stake-driven claim and fully engage that claim with the existing Pop Culture Universe conversation. To begin the writing process, you should start by rhetorically analyzing the arguments of the supporting scholars. Once you have a firm grasp of the existing conversation, formulate your own ideas and develop an original complex claim with which to place yourself in that conversation, using evidence from at least two of the supporting texts. Sample Pop Culture Universe Questions:  Is the book actually dying?  Do celebrities have responsibilities as role models?  Does what you like define who you are?  Should popular culture challenge traditional values?  Are video games art?  And many more!

10. Skills Understand jargon of the prompt – Rhetorical analysis – Complex claims – Stakes – Paraphrase, summarize – Integrating quotes (short versus block) – Citation (plagiarism) – Audience – Placing self in conversation (genre conventions, understand existing convo, etc) – Writing as a process led by inquiry – Use resources – Organizational techniques – Use evidence – Pre-writing – Formulating ideas – Evaluating sources and conversations – Counterarguments and concessions – Drafting and revisions – Identify your own biases – Metacognition!!! – Analyzing text – Hear language consistently

11. Group Work Get into groups of 5-6 (6 groups total) Step 1: Identify and list what skills are necessary to complete the Major Paper assignment Step 2: Sequence 2-3 Short Assignments/Tasks that would help prepare students for the Major Paper Component versus Skills-Based approach

12. Skills Research Identify fallacies Synthesize texts/ideas Identify a conflict Summarizing/paraphrasing Citation Claim Counterargument/concessions Formulating ideas Articulating stakes Audience and genre Identifying conversation (and participating in it)

13. Component-based Review of first text  accept/reject letter (with author intro or response)  MP 1 Free write on ideas/conflict, choose audience and genre  summarize existing texts/arguments  present your own complex claim or MP 1.1 (shitty first draft) Identify your own knowledge, questions, biases (FW)  summarize and analyze one main text (rhetorically analyze: break down)  annotated bibliography (abbreviated?) OR develop two contradicting complex claims

14. Skills-based Choose social issue, public figure of authority and write letter to them (open or directed context up for debate)  something with paraphrasing, arg/counterarg, stakes, etc  MP 1.1 (shitty first draft) folding in research and revision skills Situating text in context (audience, genre, idea development)  rhetorical analysis assignment within context, inquiry-driven writing  synthesis and intertextuality, citation Close critical reading with rhetorical analysis (with memo)  grade inflation readings in context (synthesis)  presentation with research skills (self reflection?)