1. William H. Thelin The University of Akron

2.  “I told him, 'Son, what is it with you. Is it ignorance or apathy?' He said, 'Coach, I don't know and I don't care.” --Frank Layden, Former Coach, Utah Jazz

3. Lore= 5-paragraph essays, knowledge of kinds and forms of essays and paragraphs, de- contextualized grammar instruction, etc. Research=form is dictated by content, genre is decided when topic and audience are established, paragraphs vary in length, grammar is taught in the context of a student’s writing, etc.

4.  Enough Rigor?  Grammar?  Appropriate Grading?  Just Passing Them On?

5. Hours It Takes * 66-67 hours per class reading bare minimum number of papers (20 minutes per paper) * 8 ½ 40-hour work weeks spent reading and responding to assignments if teaching 4 classes (not counting prep)  Hiring Situation

6.  Assignments based in personal experience  Focus on structure and grammar  Lack of reading  Lack of Conceptual Learning/Transferability

7.  Assignment Construction  “That was only for English Composition!”  Disciplinary Knowledge

8.  Full-Time Hires  Accountability through Assessment  Multi-Modal and Service Learning Projects

9.  Control curriculum from programs with articulation agreements  Teach parameters and conventions of every discipline  Solve the ongoing labor problem

10.  Assign a handbook  Multiple drafts  Reinforce concepts learned in English Composition (Thesis, Audience, Organization, Language Use) and translate those into the conventions of your discipline

11.  Reasons for problems 1) Not knowing rules 2) Dialectical Issues 3) Hyper-Corrections 4) Regression 5) Not seeing errors 6) Grammar Check 7) Previous teaching 8) Remembering rules incorrectly

12.  Do not correct errors for the students (circling, crossing out, etc.)  Refer them to the handbook  Spot patterns of error (do not over-correct)  Translate from their dialect  Do not panic!  Grammar has to count  Model correct prose for students