Transitions

Last week we worked on transition strategies.  It's really the first time I've done more than show students a list of transitions words - the most basic form of transition.  After doing some research on rhetorical strategies for coherence, I think I put together a decent PowerPoint.  I'm still not sure about the activity.  My morning class was phenomenal, identifying and implementing each transition strategy except transitional paragraphs (which wouldn't have made sense in the example essay anyway).  They even picked up on a few ordering problems I hadn't paid any attention to in the past.  Needless to say, I left that class elated.  I love it when my students awe me like that.  My afternoon class, however, had trouble engaging with the activity.  It's not as if I planned the most exciting activity, but I don't know that I could have made it any more interesting.  I enjoy making lesson plans that are fun and interesting, but not everything can be.  Sometimes you just have to buckle down and set yourself to the task at hand because it is important foundational information.  Half the class treated the activity as gossip hour.  I should have just thrown them out of class.  Next time.

Anyway, I hope to develop this activity more before I use it again.  Since I'm teaching this class over the summer, I'll use it as an opportunity to do that.  Perhaps I'll get some suggestions from my students.  They usually have good ideas.

Frustrated

Now that we are nearing the end of the semester, I find students slacking off on assignments.  I think after midterm conferences they feel secure enough in their grades to ease off a bit on homework.  I don't think they understand the interconnectivity of grades in the course.  If they didn't complete the invention activities or draft work for an essay project, they can't get above a D for some categories on the evaluation rubric such as "Engaging the Writing Process," "Collaborating with Peers," or "Seeking Feedback & Assistance Responsibly."  Most of them are hovering around a 'C,' but blowing off even a few homework assignments could very easily push their grades down into the 'D' range by finals...especially those students who aren't revising.  For the next two writing projects, I'm refusing to read or respond to unrevised drafts.  Perhaps that will give them the motivation they need to put some real effort into their writing.  I know most of them don't care about this course - it's just another dreaded requirement. I do my best to make the class engaging.  I hate seeing them throw away the greatest power they will ever have at their disposal.  They don't get it.  And I don't know how to make it real for them.  Perhaps I can't.