Writing and Research with Dr E

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United States - California - Garden Grove
Writing and Research with Dr E
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Teaching college level writing has taught me one major lesson: students write best when allowed to explore their own ideas and interests.
 
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By Writing and Research with Dr E
I assign the “Evaluating an Argument” assignment after the rhetorical analysis assignment and concurrently with the Research Proposal. This assignment allows students to investigate a scholarly source in more depth beyond a typical annotated
Subjects:
English, Writing
Grades:
11th, 12th, Higher Education, Adult Education
Types:
Lesson Plans (Individual), Research, Rubrics
CCSS:
CCRA.R.1, CCRA.R.2, CCRA.R.8, CCRA.W.1, CCRA.W.8, CCRA.W.9
$40.00
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4.0
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By Writing and Research with Dr E
I will be starting my 7th year of teaching college level writing courses next week. Every semester I find myself using very similar comments when providing feedback on student drafts. While prepping my courses this summer, I finally decided to make
Subjects:
English, Writing
Grades:
11th, 12th, Higher Education
Types:
Handouts, Assessment
$15.00
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By Writing and Research with Dr E
**SAVE $20 WHEN BUYING THE FULL BUNDLE WITH RUBRICS**This is the entire research project sequence that I assign in my English 101 college level writing course. Although I teach the final research project in three parts and as a culmination of the
Subjects:
English, Critical Thinking, Writing
Grades:
11th, 12th, Higher Education
Types:
Research, Lesson Plans (Bundled), Scaffolded Notes
CCSS:
W.11-12.1, W.11-12.1a, W.11-12.1b, W.11-12.1c, W.11-12.1d, W.11-12.2b, W.11-12.2c, W.11-12.2e, W.11-12.3, W.11-12.7, W.11-12.8...
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By Writing and Research with Dr E
I assign the Part 3/3 of the final research project, “Presenting a Holistic Argument,” after Part 2/3“Acknowledging the Opposition.” When assigning the final research project of the semester, I typically first ask students to research the side of
Subjects:
English, Critical Thinking, Writing
Grades:
11th, 12th, Higher Education
Types:
Research, Minilessons, Rubrics
CCSS:
W.11-12.1, W.11-12.1a, W.11-12.1b, W.11-12.1c, W.11-12.1d, W.11-12.2b, W.11-12.2c, W.11-12.2e, CCRA.W.1, CCRA.W.4, CCRA.W.5...
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By Writing and Research with Dr E
I assign the Part 2/3 of the final research project, “Acknowledging the Opposition,” after Part 1/3 “Finding Common Ground.” When assigning the final research project of the semester, I typically first ask students to research the side of their
Subjects:
English, Critical Thinking, Writing
Grades:
11th, 12th, Higher Education
Types:
Research, Minilessons, Rubrics
CCSS:
W.11-12.1, W.11-12.1a, W.11-12.1b, W.11-12.7, W.11-12.8, W.11-12.9, CCRA.W.4, CCRA.W.7, CCRA.W.8
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By Writing and Research with Dr E
I assign the Part 1/3 of the final research project, “Finding Common Ground,” after the “Research Proposal” and “Evaluating an Argument” assignments. When assigning the final research project of the semester, I typically first ask students to
Subjects:
English, Critical Thinking, Writing-Essays
Grades:
11th, 12th, Higher Education
Types:
Minilessons, Scaffolded Notes, Rubrics
CCSS:
W.11-12.1, W.11-12.1a, W.11-12.1b, W.11-12.2b, W.11-12.7, W.11-12.8, W.11-12.9, CCRA.W.4, CCRA.W.7, CCRA.W.8
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By Writing and Research with Dr E
I assign the Research Proposal after the rhetorical analysis assignment and concurrently with the assignment “Evaluating an Argument.” While the prompt describes a research question connected to my English 101 music and media theme, teachers at the
Subjects:
English, Critical Thinking, Writing
Grades:
11th, 12th, Higher Education
Types:
Research, Minilessons, Rubrics
CCSS:
W.11-12.7
$25.00
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By Writing and Research with Dr E
The rhetorical analysis entitled “Identifying Current Issues in Music and Media” is the first major project I assign in my music and media themed introductory college writing (English 101) course. While I use this rhetorical analysis as the first
Subjects:
Critical Thinking, Writing, Writing-Essays
Grades:
11th, 12th, Higher Education
Types:
Other, Minilessons, Rubrics
CCSS:
W.11-12.1, W.11-12.2, W.11-12.2b, W.11-12.2d, W.11-12.3d
$35.00
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By Writing and Research with Dr E
I assign the prompt, “Reflective Essay: My Relationship to Music,” in my music –themed English 101 (introductory) college writing course. This essay is the first in a sequence leading up to a rhetorical analysis of a song and/or music video later in
Subjects:
English, Writing, Writing-Essays
Grades:
11th, 12th, Higher Education
Types:
Thematic Unit Plans, Activities
CCSS:
W.11-12.1, W.11-12.4, W.11-12.10, CCRA.W.1, CCRA.W.10, WHST.11-12.1e, WHST.11-12.4, WHST.11-12.10
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TEACHING EXPERIENCE

2.5 years as a part-time lecturer for the California State University system, teaching first-year composition, science writing, technical writing, and advanced college composition. -- 3.5 years as a Graduate Teaching Assistant, teaching first-year composition and technical writing. -- 3 years as a writing center tutor, assisting students with all aspects of the writing process.

MY TEACHING STYLE

Students spend a majority of the class period talking in groups, brainstorming, and drafting. Regardless of the specific course topic, students connect writing to their academic major, current events, and even music and media. The primary goal for my writing courses is to help students merge their personal interests -- vocational or extracurricular -- to the process of writing and to use those interests to fuel the various writing and research projects that they conduct.

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

PhD in English, with a specialization in composition, assessment, and economics from Washington State University -- MA in English, Rhetoric, and Composition from Cal State Long Beach-- MPP in Public Policy from Cal Poly San Luis Obispo -- BA in English, minor in Business Administration from UC Riverside

ADDITIONAL BIOGRAPHICAL INFORMATION

I provide 11th, 12th, and first-year college English teachers with prompts, in-class activities, and rubrics that will prepare their students for first-year composition and college level writing. I have developed an entire first-year composition curriculum with a music and media theme, which I have taught and fine-tuned for 5+ years. My experience indicates that students gravitate toward generating their own material within assignment parameters and this increases their motivation to tackle difficult writing tasks. I am happy to share and/or design assignment sequences for advanced college composition, science writing, and technical writing as requested by TPT clients.

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