Thinking and belonging together online
by Zachary Muhlbauer
In my experience, the value of Hypothesis begins with its ability to transform the textual margins into a rich site of knowledge exchange and creative exploration, effectively popping the bubble in which students so often read and arrive at meaning.
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Linguistic diversity as a resource
by Brooke Schreiber
Writing assignments that encourage students to reflect on their experiences within and across languages are an ethical choice, allowing instructors to highlight students’ multilingual abilities as a valuable resource for making meaning, and therefore to work against the default image of multilingual students as deficit or less than monolingual peers.
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City neighborhoods as course themes
by Elizabeth Mannion
I design my ENG2150 course around a novel and historical event that tie to a specific neighborhood and call it Writing New York. The three core assignments are: Literary Analysis essay, group project (Team Mini-Doc), and final Research Essay; the assignments connect to the syllabus theme, which links to the neighborhood. The syllabus is readily adaptable to any neighborhood of the city and works well if a film can also be incorporated (the film provides an extra angle for developing analysis/close reading skills).
Continue reading “Writing New York’s Neighborhoods”