Check-in (30-45 minutes)

I couldn’t think of a fun thing to do! A thing I often do is this, though, which I think is more fair than getting right into it:

Take 2-3 minutes and gather your thoughts about:

• a question you have about teaching
• a frustration you have that you want to share
• something that has been going well that you want to share
• or an idea you want to try out for a captive audience.

Do some private writing to get out some thoughts about any or all of these mentioned above.

Teaching Grammar and Style (45-60 minutes)

Let’s start with your thoughts. Let’s take 5-10 minutes and read through your responses for today, linked here.

Some questions I have if we run out of steam a bit:

• Is there a useful distinction between style and grammar? If so, what is it? And, if so, should it impact how we teach? How so?
• Does a “critical language awareness” mean ignoring grammar or only teaching grammar in limited ways? What do you think?

Let’s go over some of the activities you were to read through for today:

• Lisa’s handouts/activities on concision (“Editing Like a Pro”) and “Style Imitation”
• Dan’s handouts, “Language Difference and Ideology” and “Rhetoric and Sentence Patterns.”

Big-Picture Planning (10-15 minutes; if time)

When is the analysis assignment due (to include various drafts)?

What do your students need from you to do the best job they can, within constraints of time, on that assignment?

For the things they need from you, how are you scheduling those things to be touched on by you from week to week / day to day?

What sorts of things are possible to do to help learn about those things?

Close-out (2-5 minutes)

-Grammar! Style! Language!

-Complete readings for October 12 on planning research unit (see schedule).

-Post research project prompt for October 12 (see schedule).

-Start planning for Pedagogue episode that you will lead a discussion on and find some reading for. Make sure you sign up! (see schedule for link and days)