coreyfrost

  • I’ve created a new page here to showcase your multimodal composition projects. I’ve sent you all the password by email, but if you don’t have it, let me know.

  • Here’s an article from the NY Times about the new battery of tests that are being developed with New York State’s Race to the Top funds. I thought you all might be interested in view of our discussion a couple of weeks ago, especially given the effect this will have on teacher job security.

  • I know you are probably occupied with your position papers right now, but I wanted to remind you to let me know if you have a proposal for a multimodal composition that you’d like to do in a group, or if you’d like to work in a group but don’t have a proposal. So far, […]

  • Here are the instructions for your multimodal composition, which will be due on the last day of class. This is mostly what we discussed already in our last class, but I wanted to give it to you in writing. The results of the survey about the assignment show that most of you would prefer to […]

  • A number of you have asked for more time to work on your position paper, and I don’t want everyone to be focusing on that over the next few days instead of doing the readings for class, so I’ve decided to extend the deadline and give you an extra weekend. You will have until midnight, […]

  • This article that recently appeared in Inside Higher Ed is by Mike Rose, whom we’ve read already. It might be helpful to those of you who are writing papers on basic writing, and also those of you writing about the teaching of grammar via “skills and drills” vs. a more contextual approach.

  • Here’s an article from Inside Higher Ed about Basic Writing being marginalized within the broader field of Composition and Rhetoric. I thought it was interesting in light of our discussion last week about the political import of Basic Writing pedagogy.

  • Here are the instructions for your position paper (outline due 4/14, paper due 4/28).

    ENG 703 Position Paper

  • Thanks for the comments you’ve put up so far. I knew this would be a subject that would spark some strong feelings. One thing that interests me about what you’ve said so far is that while most of you believe that plagiarism is a problem, there is also, it seems, some room for disagreement about […]

  • Thanks for your comments so far. The Goldie Locks Rule — I like that, Dalit. I’m most intrigued by the objections you had to Bartholomae’s piece, in particular his statement that he doesn’t think it’s worthwhile for teachers to do writing assignments along with their students. Teachers should be writers, he says, but if they […]

  • Hi. Just to remind those of you who haven’t done it: please send me an email so I have your email address! My address is on the syllabus I gave you. In class on Thursday I’ll show you how to sign up for qwriting and the blog if you want to. In the meantime, the […]

  • Thanks for your comment, Angelique. I’m curious to learn more about what you mean when you say you are guilty of focusing on the end product. In what way? And what is it that you don’t trust your students to do? We’ll be able to discuss this in class tomorrow night, of course. Before that, […]

  • I hope that none of you went to campus Thursday night for our class, unaware that our first class had been postponed, but I fear that perhaps a few of you did, because although I tried to contact you all by email, certain addresses bounced back. So, let me apologize for that. Next Thursday, however, […]

  • Welcome to the blog for Composing Thoughts, the Spring 2011 version of ENGL 703 at Queens College. A syllabus and comprehensive list of readings and requirements will soon be posted here. For the time being, please note this important announcement: due to professional commitments I can’t make our first scheduled class on February 3rd, so […]

  • Andrei: if you think about the same thought again, is it really the same thought? Interesting question (I think), because it has a linguistic analogy: if we say the same word twice, we generally still consider it the same word, even though the context, nuance, even the sound may be different, and that’s because the […]

  • It’s time for you to do some grading. You will be doing me a favor by going to https://apps.qc.cuny.edu/courseevaluation/ and providing your opinion of this course, of your professor’s methods, and so on. The results of these evaluations are useful for the university, in assessing the popularity and efficacy of courses; for students, in deciding what […]

  • Really interesting comment, Andrei. What you said about the conversation with your friends seems to indicate not that “speaking your mind” is undesirable, but that it is not always attainable. I’m often aware of this too: one of the most frustrating things in the world is knowing that you’re right, but knowing also that you […]

  • Interesting how you’ve integrated the three readings in your analysis, Nick. At the end you bring up an important assertion, which is open to debate: the idea that “speaking your mind” is, in and of itself, a resistant act. Expression is certainly more effective than silence in most cases, but just for the sake of […]

  • Responding to Nick and Sarah, I should say that since none of these four performances took place at a poetry slam, technically they aren’t slam poetry. That said, the Smith and Mali pieces, shown here on Def Poetry Jam on HBO, are slam-poetry-style pieces (both performers became famous through the National Poetry Slam). All four […]

  • By the way, everyone, check out my post on the front page about the poetry slam next week, and check your calendars. I hope some of you will be able to join our field trip.

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