I finally approach the actual creation of the analysis project. After learning about the simultaneous use of wikis and Socratic forums, I think I can use them both to great effect. Assuming the ENL 101 class has a class size of 20-25 students, I will divide the class into smaller groups. Fowles presents 15 appeals. If I divide my students into five groups, that would give each group three appeals to study. Much like we have been going about our chapter presentations in ENL 265, subdividing the topics seems to help with the overload of questions that a Socratic forum might invite. Every group (five groups of five, for example) can have a set of questions, which will effectively contain the actual number of forums.
Do I think this will help the students? Yes. I don't think the entire class should write about all fifteen appeals together. I think each group should write about a few, then every group can add their material to a final project. Each group can be given three weeks to compose its own piece about its three assigned appeals. The fourth week will be dedicated to allowing all the groups to come together to create one large, final writing assignment.
This reduces stress on students and instructor. I may also add a bit of time for each group to present their materials to the other students of the class. This would familiarize all the students with all fifteen appeals. However, the integration of presentations is still a bit tricky. I will be reflecting on whether or not I should use presentations throughout the coming week.
Week 1 - Divide Students into Groups and Assign Appeals
Students Learn About Appeals and Decide "Angle of Attack"
Week 2 - Students Begin Using Wikis (Requirements Still Undecided)
Forum Questions (May or may not require use of forums)
Week 3 - Rough Drafts and Peer Edits
Presentations?
Week 4 - Combine Each Group's Work Together to Create One Final Product
Groups Come Together and Discuss the "Big Idea"
I finally approach the actual creation of the analysis project. After learning about the simultaneous use of wikis and Socratic forums, I think I can use them both to great effect. Assuming the ENL 101 class has a class size of 20-25 students, I will divide the class into smaller groups. Fowles presents 15 appeals. If I divide my students into five groups, that would give each group three appeals to study. Much like we have been going about our chapter presentations in ENL 265, subdividing the topics seems to help with the overload of questions that a Socratic forum might invite. Every group (five groups of five, for example) can have a set of questions, which will effectively contain the actual number of forums.
Do I think this will help the students? Yes. I don't think the entire class should write about all fifteen appeals together. I think each group should write about a few, then every group can add their material to a final project. Each group can be given three weeks to compose its own piece about its three assigned appeals. The fourth week will be dedicated to allowing all the groups to come together to create one large, final writing assignment.
This reduces stress on students and instructor. I may also add a bit of time for each group to present their materials to the other students of the class. This would familiarize all the students with all fifteen appeals. However, the integration of presentations is still a bit tricky. I will be reflecting on whether or not I should use presentations throughout the coming week.
Week 1 - Divide Students into Groups and Assign Appeals
Students Learn About Appeals and Decide "Angle of Attack"
Week 2 - Students Begin Using Wikis (Requirements Still Undecided)
Forum Questions (May or may not require use of forums)
Week 3 - Rough Drafts and Peer Edits
Presentations?
Week 4 - Combine Each Group's Work Together to Create One Final Product
Groups Come Together and Discuss the "Big Idea"