Introduction to the ERWC (Expository Reading and Writing Course)

Activity #1 – Reflective Questions

Answer the following questions in complete sentences and then discuss your answers with your shoulder partner.

1.Through your high school experiences up to this point, what have you learned about your own strengths as a reader? As a writer?

2.In what areas of your reading and writing development do you still see room for improvement?

3.What are your perceptions about the academic reading and writing demands and expectations you will face in college? On what are these perceptions based?

4.How well do you believe you are prepared for the academic reading and writing you are likely to encounter in college? Explain your grounds for that belief.

Activity #2 – What Students Say About the ERWC

-Students were asked “What did you learn from participating in ERWC?” These are a sample of their responses:• This stuff kind of connects to us more than what we would usually read because it has to do with stuff that we face every day. It’s pretty neat because kids would have totally different opinions. . . . We argued our points pretty strongly and . . . we really discussed it a lot. • I feel that I’m a stronger reader now because I don’t just glaze over what I’m reading. I take into consideration the things that we learned beforehand about pre-reading something, doing the quick writes, skimming the vocab. Making sure that we understand everything before we read the article actually helps a lot, and I never did that before I would read something. • I didn’t [used to] like to write. I still don’t like to write really but . . . now . . . I realize that when you read something you don’t have to agree with what they’re talking about. You can like disagree with it . . . and you can write about that. • [Now I] take little notes on the side – before I didn’t do that. It was like reading and then trying to memorize the whole book, and that would be kind of confusing ‘cause then your points would be in different places. [Now] you [can] just go back and look at your notes on the side and [remember] your feelings. • Well, [the curriculum] . . . taught us to look at [text] with an open mind and look at what the author’s saying and see bias, see holes in it, . . . when I was earlier in my years, like I’d read something and I’d believe it. I wouldn’t even question it and after reading this like now I’m starting to question things.

Activity #3– Quick Write

In a five minute Quick Write, write down your thoughts to these questions in complete sentences:

1. After reading what the students have to say above, how do

you think taking the ERWC might change you as a student? 2. What are your expectations? 3. What do you think you might learn?

Then, with your shoulder partner, discuss the questions above and your response. Do you identify with the students above? Do they sound believable? Were you persuaded by them that the ERWC might be a good course for you? Why or why not?

Activity #4– Putting Student Outcomes Into Your Own Words

Each group will get a set of learning outcomes that were written by professional educators; they were not written with a student audience in mind. Working with your group, translate the outcomes into your own words. Then discuss whether your group knows how to do the kinds of tasks the outcome involves. Also, write down which area of PRIDE fits with your outcome. Be prepared to share your responses with the rest of the class.

READING OUTCOMES - GROUP 1

OutcomeWhat does this mean in our own

words?I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I can determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another.

I can determine an author’s point of view or purpose in a text, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

READING OUTCOMES - GROUP 2

OutcomeWhat does this mean in our own

words?I can analyze a case in which grasping point of view requires distinguishing what is directed stated in a text from what is really meant such as when an author uses satire, sarcasm, irony, or understatement.

I can analyze and evaluate the effectiveness of the structure an author uses in his or her argument, including whether the structure makes points clear, convincing, and engaging.

I can integrate and evaluate multiple sources of information presented in different media or formats.

WRITING OUTCOMES - GROUP 3

OutcomeWhat does this mean in our own

words?I can write arguments to support claims in analysis of substantive topics or texts, using valid reasoning, counter-claims, and relevant and sufficient evidence.

I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

I can gather relevant information from multiple authoritative print and digital sources, assessing the strengths and limitations of each source in terms of the task, purpose, and audience.

SPEAKING AND LISTENING OUTCOMES - GROUP 4

OutcomeWhat does this mean in our

own words?I can initiate and participate in a range of collaborative discussions by coming to discussions prepared, working with peers to promote civil discussions, and propelling conversations by posing and responding to questions.

I can present information, findings, and supporting evidence, conveying a clear and distinct perspective and a logical argument while using appropriate eye contact, adequate volume, and clear pronunciation.

LANGUAGE OUTCOMES - GROUP 5

OutcomeWhat does this mean in our own

words?I can demonstrate a command of the conventions of English grammar, capitalization, punctuation, and spelling.

I can determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context, identifying word patterns, applying knowledge of word roots, or consulting reference materials.

I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

HABITS OF MIND OUTCOMES - GROUP 6

OutcomeWhat does this mean in our own

words?I can act as a motivated, self-directed learner.I can persist during difficult academic tasks.

I can consider new ways of thinking and being by considering other points of view.

HABITS OF MIND OUTCOMES - GROUP 7

OutcomeWhat does this mean in our own

words?

I can critique my own and others’ academic work.

I can reflect on my own learning and the processes that shape my knowledge.