• 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
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  • Research, Synthesis, and Discourse in FYC:  A Writing about Writing Assignment Sequence (Part 1)

      I am teaching a section of first-semester composition with a 2-credit corequisite, designed specifically for students from non-English speaking backgrounds. I approached the development of my syllabus and assi...
    Miriam Moore
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  • Facing Placement Policy Changes in the Two-Year College: Faculty Response

    My college is beginning its first semester under a new “multiple measures” placement policy (a misnomer in our case, for as Alexandros Goudas has pointed out, such policies are actually implemented as mult...
    Miriam Moore
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  • Student Symposia and Writing about Writing

    As a community college English instructor, I face an ongoing challenge of interrogating and dismantling stereotypes about our students and our curriculum.  Yes, a number of our students are pursuing applied or te...
    Miriam Moore
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  • Assessment: The Best In-House Professional Development of The Year (?)

    I say “Assessment” and you say . . . what? Did you involuntarily wince or utter a furtive moan? Like many of my colleagues, I often find the assessments required of us to be a waste of time and, on occasio...
    Miriam Moore
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  • Grades, Students, Stakeholders: A Collision of Stories

    We are entering the last week of class prior to final exams, and once again I sense a growing dread: in two weeks, I must enter one of five letter grades for each student into our data management system. The deliberat...
    Miriam Moore
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  • The 4Cs and Local Research: A Community College Story

    Three of my colleagues and I presented a session at the 4Cs this year, focusing on the rhetorical choices of community college students at different points in their academic programs. How did such a local study come a...
    Miriam Moore
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  • Between Conventions: NADE and CCCC

    I recently returned from the National Association of Developmental Education (NADE) annual conference in Oklahoma City, and I then headed to Portland for the CCCC annual meeting. On the plane to Oklahoma and back, I w...
    Miriam Moore
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