Hi WW teachers!  Please post a description of your plan for your 2012 partnership by Jan 3rd (one post per partnership). First-year GATs, you only need to post the plan for your first unit, because your complete syllabus isn't due until later.  

Here's an example: 
Rachael and Maria Elena: In January, the two classes will exchange bios to introduce themselves.  The high school students will be writing a paper about the messages they have received about higher education.  Then, the college students will write a narrative rhetorical analysis of this paper focused only on highlighting effective rhetorical strategies, written for the high school students as audience. We're thinking of having the college students present these in person if possible.  The high school students will use the narrative analysis papers to write a paper analyzing their own essay.  In the second unit, we'll team up for a library scavenger hunt to teach library research (the college students will guide their high school partners in completing library research tasks), and in the third unit, the college students will present their public arguments to the high school students.  We're also having the students communicate on Edmodo in short posts throughout the semester.  
 


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greg g link
01/03/2012 13:51

H.S. teacher Chad Blair and UA GAT Greg Grewell’s collaborative plan. The overall plan includes: introductions; a brief personal meeting with some production and socializing; writing, reviewing, and revising an analytical essay as well as reflecting on the collaborative process; production of a short suasive video based on the 102 controversy argument; and reflection on the term for the Portfolio submission. During the first few weeks of the UA semester, our students will introduce themselves to each other: Chad’s will develop short, one-minute videos introducing themselves; Greg’s will write an introductory letter and produce a resume. Chad and Greg will then determine appropriate groups and provide each member the introductory materials of other members (groups will consist of two of Greg’s students—one each from the two sections of 102 he’s teaching—and either one or two of Chad’s students: the numbers of students are not equal, so some groups will have three and some will have four members). During the second few weeks of the term, group members will meet in person and work on a brief collaborative project. The plan is to meet at the Center for Creative Photography, set the students to work analyzing some artifact, and then regroup to share findings and pizza. The third step in this process is for all students to analyze rhetorically a print advert, in two-pages maximum, and then submit that to an online forum yet to be secured for such purposes; group members will then use a rubric to asses each other’s writing and offer commentary for revision; all students will then revise accordingly, resubmitting the essay—this time for assessment toward a grade—as well as a reflective essay on the collaborative experience and on its relation to the development of writing. The fourth step in this process, after some delay of time, entails Greg’s students producing a one-minute suasive video, based on the work of their controversy arguments, to be presented to Chad’s students, who will then use a rubric to assess the quality of the videos, sharing their findings with the video producers. The final step is reflection—Greg’s students will write a self-assessment, reflective essay on the collaborative process and its relation to the development of writing, which will be submitted in the Portfolio along with final course materials.

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Kurt and Jess
01/05/2012 23:36

Kurt and Jess's WW Plan for Spring 2012 (our collaborations are loosely themed around tragicomedy)

1) Jess and Kurt's students read Tennessee Williams' The Glass Menagerie prior to January 19th.

2) On January 19th, Kurt's students and Jess's students will meet at UA in ILC 117 to discuss The Glass Menagerie and to select partners. Jess has two classes (section 002, which runs from 8:00am-9:15am and section 006, which runs from 9:30-10:45). Kurt's students will stay for both classes and will pick a partner from each class. Kurt has twenty-seven students and Jess has twenty-three students in each class, so a total of eight of Jess's students will have two high school partners. Jess will need to announce this in advance so that her strongest students can opt to assume the responsibility of working with two partners. Partners will exchange email addresses during our first in-person meeting.

3) After meeting and selecting their partners, Jess's 109H students will email their partners as homework on a theme related to The Glass Menagerie (prompt to be decided).

4) Kurt's students will email Jess's students regarding their writing assignment on The Glass Menagerie. Jess's students will provide a peer response to their partner's writing.

5) Jess and Kurt's students will read Samuel Beckett's Waiting for Godot.

6) Robust online discussions between partners (hopefully via D2L) on Waiting for Godot and existentialism. Secondary philosophical texts on existentialism may include: A. Schopenhauer, “On the Vanity of Existence”; J.P. Sartre, “Existentialism”, from his Existentialism and Human Emotions (selections); Thomas Nagel, “The Absurd,” from his Mortal Questions; David Foster Wallace's "This is Water"; Martin Esslin's The Theatre of the Absurd; A.J. Ayer, “The Meaning of Life”, from his The Meaning of Life; and J.P. Sartre, “The Wall”.

7) Kurt's students will email Jess's students regarding their writing assignment on Waiting for Godot. Jess's students will provide a peer response to their partner's writing.

8) Partners will go to see Farley, Flemming, and O'Keefe's tragicomedy musical Bat Boy together at the University of Arizona's Tornabene Theatre together. We may have students a write collaborative theatre review and submit it to the Arizona Daily Wildcat for publication.

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Katie and Marisa
01/06/2012 13:31

Katie and Marisa are keeping things simple this semester.

Unit 1 will consist of edmodo postings between the two classes. Katie’s students will write bios, and Marisa’s students will select their top 3 students based on those bios and students will be paired up.

The 102 students will write short edmodo posts explaining or demonstrating different rhetorical concepts to the high school students as they learn them. The high school students will select ads for the 102 students to analyze, and the high school students will analyze them as well

Unit 2 will consist of fewer postings to edmodo, but will include a face-to-face meeting for students through a scavenger hunt activity at the U of A. Both sets of students will also be working on research papers and will practice narrowing their topics with each other.

Unit 3 will consist of both groups of students finding an authentic audience for their public arguments and doing peer review. There will be a final field trip of some sort where the 102 students can perform with or for the high school students. The high school students will also display their arguments in either 2D or 3D form for the 102 classes.

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