CALPIU 2012 Reference List

Here is the reference list from my presentation,  Bilingual Higher Education in Puerto Rico: Receptive Bilingualism, Power, and Science to be delivered at CALPIU 2012 in Denmark on April 10.CALPIU 2012 References


Make-up posts


You may make up posts that you missed up until Monday, Nov. 26 by simply responding to the appropriate posting from me.


Response #10

Hello and welcome to the last reading response,

This week’s topic is multimedia writing/using technology in the composition classroom. I would like you to write about your own experience this semester using this blog, as a way to both get your feedback for future semesters and to have you reflect on the use of technology in a writing class. You can use the following questions to guide your response:
1. What was different about writing reading responses on a blog? Imagine that I had given you 10 journal assignments to hand in on paper instead. What would have been different about writing those assignments?
2. Did the blog writing help you digest/understand the reading topics? Or perhaps you feel that our in-class discussions were better at accomplishing this goal. Please explain.
3. Did you read the responses of other students? If so, did they help you to understand the readings? If not, why not?

Please be honest with your comments–I am truly looking for feedback so that I can improve the use of blogging in my classes!!

Reading Response #9

Hi everyone,

I would like to cover the chapter that you read about style this week on the blog, since we didn’t have time to talk about it in class.

Please choose one (or a combination) of the following questions and respond:
a. p. 208-211 in the St. Martin’s Guide: What do you think about the copying exercises recommended in the book? Would you try them? Why or why not? How might they be useful to ESL students (or not)?
b. Style-shifting: Could the style shifting concept be used for language shifting?
c. What is the danger of letting students use different (non-academic, non-literary styles)? Isn’t it our job to teach them academic writing? (p. 216)

No blogging this week

Hi everyone,

As you might have noticed, I never posted anything for this week. I have to excuse myself because I was very sick (and so was the baby) and basically was out of commission from Tuesday morning until Friday. We’ll discuss what to do about this week’s missed blogging session in class today. The good news: I finally graded the book reviews and will return them today!

Response #8

For this week, please respond to one of the following:

1. What is your favorite invention activity? Share it on the blog and explain how it helped your students to write a better essay. Of the activities mentioned in chapter 6, which was new to you? If none were new, which seem like they would work the best and why?


2. Chapter 7 is full of information about teaching different types of essays. Briefly summarize any NEW information that you learned and explain how you would apply it in your classroom.

Response #7

This week’s class will be held entirely online. In order for this to work, you will need to post on time. Here’s the plan:

1. Post Response #7 by Tuesday, 10/9 at noon.
2. Check the blog to read the postings of your classmates after Tuesday, 10/9 at noon.
3. Respond to at least one of your classmate’s posts by midnight Thursday, 10/11. Choose a classmate who does NOT yet have feedback.
4. Check the blog to read your feedback by midnight Sunday, 10/14.

Response #7 Assignment:

Instead of asking you to respond to the reading, I am going to ask you to think ahead to the final project, the teaching packet. Please post the following information:
1. Title of the course
2. Audience of the course (include grade/level, ESL/NS, institution, any other relevant information)
3. Course description (One paragraph generally describing the course)
4. Textbook or general information about texts that you will use (course pack? What kind of texts will make up the course pack?)
5. Write a paragraph describing THE LAST of the three writing assignments. Think of this as the end goal for the writing in your course; all other writing assignments will lead up to this one. Be specific enough that your classmates can give you feedback.
6. Briefly describe a lesson plan idea that relates to that assignment. Be specific enough that your classmates can give you feedback.