Coffee, Pastries, and Fruit (Reed 125)
- Logging in to TCU & Google Doc
- “Writing in the Digital Age”
- STAAR Research Writing Goals and WPA Outcomes for First-Year Composition
- Activity: Write briefly in response to the following—What challenges have you faced in teaching research-based writing? What would you like to learn in today’s workshop? Share in pairs or groups of three and identify your top concerns.
Research as Creative Inquiry
- Why ask students to do research? To write about their research? Discuss motives for research.
- Activity: Choose one of these scenarios to write about for 3 minutes. What research question emerges from your writing?
You fell in love with books when you first learned to read. Reading because a treasured leisure-time activity. Then you entered the teaching profession because you discovered that you could be paid for reading and talking about books! Except. . . now that you are in the classroom, you face a variety of other demands on your time as a teacher of English. And now the school district has provided these digital tools for you to use.
You lead a vertical team of English Language Arts teachers from grades 6-10. You realize that face-to-face meetings are not always possible, but you need to communicate information about innovations and curriculum to your team members.
Communicating with parents, members of your building administration, and your central office admins takes a bigger and bigger chunk of your time. In addition, you want to provide a way for your students to access assignments and submit work on their summer reading in the two weeks before school starts and then throughout the semester.
Research Process: Finding and Evaluating Sources
- What do students need to learn about using sources?
- Using primary and secondary sources
- Evaluating sources:
- Activity: Use Wikipedia, Google, and an academic database to find and evaluate sources related to your research question. Based on your experience, what is important for students to know about finding and evaluating sources?
Lunch (Reed 125)
Using Sources/Composing Research
- Integrating and acknowledging sources
- Activity: “EMS-Workshop-Handout“
“6 Inexpert Uses of Sources” (from handout above)
“Helping Students Compose Research: Entering the Conversation” (from handout above)
- Presentation Design
- Activity: Compose a brief video that offers a response to the research question you posed at the beginning of the workshop. Your video should include 5 images, some text, and music.
- Presentations (volunteers)
- Share one thing you learned today
- Workshop evaluation