• Metaphors for Writing that Works

    In a recent guest post, Sara Heaser wrote about the metaphors she uses in teaching first-year composition. Her observations have been lurking in the back of my mind since then, and in preparing for our final weeks of ...
    Miriam Moore
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  • #Interaction in FYC via #Stance and #Engagement

    In my first-year writing courses this fall, I’ve asked my students to explore James Gee’s concept of Discourse as a means of interpreting their previous literacy experiences. A common theme in their first ...
    Miriam Moore
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  • Telling It Like It Is: Talking Metaphor in FYW

    Guest Blogger: sara heaser  is a Lecturer of English at the University of Wisconsin La Crosse, where she specializes in basic/co-requisite and first-year writing curriculum, pedagogy, and program development. She...
    Miriam Moore
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  • Using Reader Reactions to Practice Metacognition

    Guest blogger Ann Amicucci directs the First-Year Rhetoric and Writing Program at the University of Colorado Colorado Springs. She teaches courses in first-year writing, writing pedagogy, and the rhetoric of soci...
    Miriam Moore
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  • The Fabric of Reflection

    Much published work on transfer tells us that students must practice reflection to develop metacognitive awareness and encourage application of knowledge and concepts from one context to another (see Writing Across Co...
    Miriam Moore
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  • Tweeting for Deeper Reading: A Multimodal Assignment for the Classroom

    Note from Miriam: During Fall 2018, I am sharing the “Real Teaching” blog with colleagues from around the country who will be sharing what works in their writing classrooms.   Guest blogger Melissa ...
    Miriam Moore
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  • Confusion, Transparency, and the Thesis Statement

    One of the eight threshold concepts that frame my FYC and co-requisite courses is this:  uncertainty, difficulty, and confusion are normal parts of a writer’s growth. Upon reflection, I think I would add th...
    Miriam Moore
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  • Lexical Frames: Reading for Grammar Awareness (part 3)

    I have been writing about ways to build grammar awareness through reading activities.  I began with an exploratory look at threshold concepts for grammar in the composition classroom. I also addressed activities ...
    Miriam Moore
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  • Creating Contrasts: Reading for Grammar Awareness (part 2)

    In my last post, I looked at the value of dedicating time for students to notice grammatical and lexical features in a text they are reading. Students can make their noticing tangible by annotating: circling, highligh...
    Miriam Moore
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  • Reading for Grammar Awareness

    In my last post, I suggested a set of threshold concepts about grammar that could support a “reading for grammar” pedagogy; in such a pedagogy, grammar is explored inductively and descriptively through int...
    Miriam Moore
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  • Threshold Grammar Concepts for the IRW Classroom

    There is a terrific article in the March issue of NCTE’s Council Chronicle by Trisha Collopy, laying out both a rationale and some practical strategies for incorporating challenging and complex readings in commu...
    Miriam Moore
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  • Text-Talk in the IRW Classroom

    I had the privilege of presenting as part of a CCCC panel on “Writing about Writing at the Community College” a couple of weeks ago in Kansas City (along with Elizabeth Johnston and Angelique Johnston of M...
    Miriam Moore
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  • IRRW:  Integrated Recursive Reading and Writing

    I have just returned from the National Association of Developmental Education (NADE) annual conference, and a term from keynote speaker Dr. Stephen Chew of Samford University in Birmingham, Alabama stuck with me: the ...
    Miriam Moore
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  • Get on the Bus: Reading Guides in ALP and IRW Classrooms

    How can we help students deal with challenging readings—especially scholarly readings—in our ALP and IRW classrooms? Many composition programs require students to use scholarly sources in researched essays...
    Miriam Moore
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  • Do We Still Expect Students to Read?

    A few weeks ago, I posted some tips for fostering reading across the curriculum.  That post recognized that no matter what we do to improve instruction in an integrated reading and writing (IRW) developmental or ...
    Miriam Moore
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  • Tweaking the Syllabus (or Why IRW Instructors are Never Bored)

    Every so often, I encounter myths about my work as a community college writing instructor, and I feel compelled to disabuse my well-meaning friends or colleagues of their mistaken assumptions. For example, I have been...
    Miriam Moore
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  • A Reflection Activity for Integrated Reading and Writing Instructors

    One of the monumental tasks facing developmental English instructors in post-redesign institutions is how to provide just-in-time professional development for teachers who do not have experience teaching in an integra...
    Miriam Moore
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  • What does an Integrated Reading and Writing Syllabus Look Like?

    The redesign of developmental English programs across the country presents some significant challenges for developmental instructors, especially those who have been teaching in traditional multi-level programs with se...
    Miriam Moore
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  • Research, Synthesis, and Discourse in FYC:  A Writing about Writing Assignment Sequence (Part 3)

    In my last two posts (Part 1 and Part 2), I introduced a writing about writing assignment for students enrolled in both my FYC course and an ESL co-requisite support course. In a course-long project, students are rese...
    Miriam Moore
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  • Research, Synthesis, and Discourse in FYC:  A Writing about Writing Assignment Sequence (Part 2)

    In my last post, I introduced the first part of a writing about writing assignment for students enrolled in both my FYC course and an ESL co-requisite support course.  In a course-long project, students are explo...
    Miriam Moore
    last modified by Miriam Moore