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Category Archives: 252
social annotation with students using hypothes.is
At today’s department meeting, Donna Paparella and I talked about hypothes.is, an online tool for annotating texts of all kinds (Word docs, .pdfs, web pages, etc.). I’ll keep things short here but wanted to share a few things for folks … Continue reading
to synch or not to synch?
After polling my students at the quarter-term point, more or less, I decided to modulate my ENGL 252, so to speak, shifting from all synchronous meetings to a split schedule, with synchronous Mondays and asynchronous Thursdays. The first asynchronous session … Continue reading
DPLA and teaching literary/historical research
The Digital Public Library of America (DPLA) “amplifies the value of libraries and cultural organizations as Americans’ most trusted sources of shared knowledge.” In practice this means it’s a hub linking many disparate sources of online documents and multimedia objects. … Continue reading
capstones: thinking about final projects
Full disclosure: this post will be especially relevant for 252 instructors, but I hope it sheds light on the issues all instructors face in planning, executing, and evaluating final projects in English courses. I’m teaching ENGL 252 for the first … Continue reading
recap of December 2018 meeting with 252 instructors
This week I met with, or corresponded with, a handful of 252 instructors. We focused on the issue of culminating assignments (in most cases, final essays) and meandered from there into broader discussions of the aims of the course and … Continue reading
Everything you Always Wanted to Know about the Library Visit (But Were Afraid to Ask)
As you probably know, all 252 sections should include a session in the library devoted to research skills. Ideally, this visit should take place in about 4-6 weeks, when you’ve gotten beyond the midpoint of the term and are thinking … Continue reading
FAQ sheet for ENGL 252
Q: What is the purpose of this course? A: English 252 is the first course students take as English majors. Practically, the course should prepare students to be English majors, to do the work of upper-level courses, and to think … Continue reading
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