Practical Strategies for Success in English Classroom at Nicholls State University

SUCCESS IN THE ENGLISH SUCCESS IN THE ENGLISH CO CO- -REQ CLASSROOM REQ CLASSROOM PRACTICAL STRATEGIES FROM NICHOLLS STATE UNIVERSITY FACULTY Presenters: Dr. Scott Banville, Dr. Alex Fabrizio Sumpter, Dr. Patrick Perkins, Dr. Abigail Scherer

2 DR. SCOTT BANVILLE DR. SCOTT BANVILLE Scott Banville is co-WPA of the Writing Program at Nicholls State University. He has taught courses such as English 100 since 2008. He was part of the inaugural English 100 team at Nicholls in 2013. He has presented about Nicholls's English 100 program at CWPA and 4Cs. DR. ALEX FABRIZIO DR. ALEX FABRIZIO SUMPTER SUMPTER Alex Fabrizio Sumpter is assistant professor of modern and postmodern British literature at Nicholls State University, where she s worked since 2019. Her research in Caribbean modernist literature has appeared in The Space Between, ARIEL, and Wasafiri. She is also a novelist, with six books out or forthcoming from Macmillan.

3 DR. PATRICK DR. PATRICK PERKINS PERKINS Patrick Perkins, Associate Professor, teaches Renaissance Literature, Restoration and 18th Century Literature, and Composition at Nicholls State University. He has also taught courses on Sports and Literature, Woody Guthrie, and Greenwich Village in the late 1950s, and has published articles on Edmund Spenser, William Shakespeare, and Mary Shelley. DR. ABIGAIL DR. ABIGAIL SCHERER SCHERER Abigail Scherer, Associate Professor of English, teaches medieval literature, early modern poetry and drama, and Composition at Nicholls State University in Thibodaux, Louisiana. Her articles have appeared in The John Donne Journal,RenaissancePapersand Comparative Drama. Her chapter, "The 'Sweet Toyle' of Blissful Bowers: Arresting Idleness in the English Renaissance" is published in Idleness, Indolence and Leisure in English Literature.

4 ENGLISH COREQUISITE AT ENGLISH COREQUISITE AT NICHOLLS NICHOLLS STATE: ENGL 100/100L STATE: ENGL 100/100L 3 credit course 6 contact hours per week 3 traditional classroom hours 3 hours in the writing lab Students have the same instructor for both sections: classes are not mixed with ENGL 101 students Traditional grading for ENGL 100 Satisfactory/Unsatisfactory grade for ENGL 100L

5 TWO BASIC FORMATS TWO BASIC FORMATS Back-to-back 100 and 100L on the same day (MWF) One hour of class followed by one hour in the writing lab Alternating days MWF class (one-hour class period) TR writing lab (1.5-hour class period)

PRACTICES PRACTICES AND GOALS AND GOALS Working from the personal narrative to the profile, the review, and the short argument Encourage students to complete assignments in class/in the lab Scaffolding papers through low-stakes assignments Emphasis on drafting, revision, and editing Make writing fun and enjoyable for the student

HOW TO HELP HOW TO HELP CO CO- -REQ STUDENTS REQ STUDENTS STUDENT BETTER STUDENT BETTER Dr. Scott Banville

RANGE OF RANGE OF GUEST SPEAKERS GUEST SPEAKERS Writing Center Team Case Management Team: Colonel s Closet Community Speakers: Former K-12 educators Student Group Leaders and Advisors: CROWN, Legacy Leaders, Veterans

9 MY GOALS MY GOALS To encourage students to make use of campus resources To help them realize that other students (and faculty) succeed with help from others To make them aware of events on campus

STRATEGIES STRATEGIES Watch Videos Videos and/or listen to Podcasts test anxiety, writing anxiety, preparing for exams, and other student issues student issues (The Learning Center, University of North Carolina, Chapel Hill (https://learningcenter.unc.edu/tips- and-tools/)) Podcasts about dealing with Open up space in class via informal writing how the semester is going, what we're changing about how we approach learning, and what we're struggling with throughout the semester. informal writing to talk about struggling with Talk about, post, etc. campus events Speakers, Homecoming, etc. to help students engage in campus life. campus events: Relate, Open Mics,

HOW I RADICALLY HOW I RADICALLY REVISED MY ENGLISH REVISED MY ENGLISH CO CO- -REQ COURSE IN REQ COURSE IN SPRING 23 (AND HOW SPRING 23 (AND HOW IT S GOING) IT S GOING) Dr. Alex Fabrizio Sumpter

12 DR. FABRIZIO SUMPTER S DR. FABRIZIO SUMPTER S ENGL ENGL 100/100L COURSE 100/100L COURSE MONDAY READING WEDNESDAY WRITING FRIDAY CONFERENCES Explicit reading instruction using OER materials Pre-, during, and post- reading activities (completion grade) Low-stakes exercise asking them to apply what they ve read to their own writing Reading classmates work Explicit writing instruction Bite-size guided in-class writing Iterative drafts Outline building Guided revision Weekly graded writing assignment Students meet with me and receive individual feedback about the writing they turned in on Wednesday and their progress in the course more generally

A FAMILIAR SCENE? A FAMILIAR SCENE? You, having assigned the reading and prepared thoughtful, meaningful discussion questions about it vs. Your students, staring blankly at you

MY MY SOLUTION? SOLUTION? No more reading homework in ENGL 100/100L.

READING ACTIVITIES READING ACTIVITIES PRE-READING DURING READING POST-READING Predictions and questions Look at title and graphics Research author Beginning and ending paragraphs Key phrases Build a timeline Annotate Define vocabulary terms Respond to original predictions and questions Statement of significance Pre-written questions Connect with another reading

WHERE DO THEY GO WHERE DO THEY GO FROM HERE? FROM HERE? And how is this going in the classroom?

RESOURCES RESOURCES Bunn, Michael. Motivation and Connection: Teaching Reading (and Writing) in the Composition Classroom. College Composition and Communication 64.3 (2013): 496 516. Horning, Alice. Critical Reading for Better Writing: Three Strategies for the Composition Classroom. Michigan Academician 48.1 (2021): 114 115. Carillo, Ellen C. Making Reading Visible in the Classroom. Currents in teaching and learning 1.2 (2009): 37-41. Carillo, Ellen C. A Writer s Guide to Mindful Reading. The WAC Clearinghouse; University Press of Colorado, 2017. Horning, Alice S. Reading Across the Curriculum as the Key to Student Success. Across the disciplines 4.1 (2007): 1 17. Tetreault, Diane DeVideo, and Carole Center. But I m Not a Reading Teacher! Open Words 3.1 (2009): 45-61.