7-Week Teaching Plan for RWF
Week I:July 3 – 7
July 5:Students get to know each other while discussing their academic fields. Provide model (your own field). Discuss syllabus.
Assignment: Prepare to discuss your field in more detail.
July 6:Diagnostic In-Class Essay: “My Field”
Provide instructions (handout).
Assign reading for class discussion tomorrow.
(See below.)
July 7:Introduction to Library Science / Research Procedures.
Little, Brown Handbook, Ch. 45, “Finding Sources”
Week II:July 10 – 14
Monday:
Meet at the Morris Library Monday morning. Since students choose, analyze, summarize and critique their own readings in RWF, they need to choose a reading immediately. Most will need assistance. Use their own key words (developed Friday) to conduct model searches.
Tuesday – Thursday:
In-class reading of Reading I. Practice previewing and other reading strategies (LBH, ch. 5, pp. 117 – 119). Help latecomers get readings.
Review summary writing. Practice summary writing in class. Assign oral summary of Reading I for Thursday.
Friday:
HAND IN SUMMARY I AND READING I
(Students need to provide a copy of each of their readings to the instructor.)
Work on Grammar as indicated by diagnostic essays.
(Use student examples and appropriate exercises.)
Week III:July 17 – 21
Work on Vocabulary from Reading I. HAND IN VOCABULARY LIST I.
Provide guidelines (handout) and model. Peer teaching of key vocabulary.
Discuss “Critical Reading and Writing” (LBH, ch. 5) and RWF Response Essays.
Practice response writing in class (bring short, controversial article).
Continue to work on grammar as described above.
Friday:HAND IN RESPONSE I.
Assign Library Research: Choose Reading II
Week IV:July 24 - 28
Students bring Reading II to class Monday morning. In-class reading with instructor assistance. (Assign library research Week III, choose Reading II independently. This may be done over the weekend)
Introduce Abstract Writing. Provide samples, write team abstracts in class and critique.
Friday: HAND IN ABSTRACT OF READING II AND READING II.
Continue Grammar Work as described above, using problems from Response I.
This week, review Academic Conventions: Citations, paraphrases, plagiarism, etc.
The abstract assignment should have a full and correct citation as its title.
Week V:July 31 – August 4
Work on Vocabulary from Reading II. Peer – teach vocabulary (see Week III).
HAND IN VOCABULARY LIST II.
Review response-writing strategies. Discuss Writing Process (LBH, ch. 2, “Developing and Shaping Ideas,” and 3, “Drafting and Revising,” are excellent.) Practice writing strategies this week and next. (ex.: clustering, freewriting, etc.) Have students brainstorm together, peer-edit drafts, etc.
Friday:HAND IN RESPONSE II.
Continue grammar work as described above.
If time permits, read an article together (e.g., “Japanese Breaker-Uppers”) and practice responding.
Week VI:August 7 - 11
Continue working on writing strategies (see week V), particularly editing. Use students’ writing for editing and grammar work, supplement as needed.
Students choose Reading III independently. Provide guidance on how to synthesize information from all three readings.
Plan introduction and conclusion for Response III. Response III is a synthesis of all three readings. (In the summer, there will be no time for a separate summary / wordlist for Reading III.) Proceed directly to Response III. Provide guidelines (hand-out) and individualized help. Display models in class.
Schedule Research Reports for Thursday and Friday. These are essentially a spoken version of the final paper. Students should work from the same outline for both.
Friday:HAND IN RESPONSE III.
Week VII:August 14 - 17
MondayFinal Reading Test
TuesdayFinal In-Class Essay
WednesdayFinal Grammar Test
ThursdayIndividual Feedback Meetings
Written by Barbara Gillette
June 2006