e...science: nye, b. (2015). unstoppable: harnessing science to change the world. st. martin’s...
TRANSCRIPT
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Adolescent/Disciplinary Literacies 5-8
EDMG 401 Section 01 Spring 2016
Instructor’s Name and Contact Info.:
Dr. Emily Skinner, Ed. D. [email protected]
Meeting Time and Place:
Tuesday & Thursday: 1:40 - 2:55 ECTR 201
Office Hours: Tuesday and Thursday: 12:00 - 1:30; 3:00-4:00; virtual hours by email Monday-Friday; by appointment
Office Location: 86 Wentworth, #330
E-mail: [email protected] Please use email as the primary source of contact.
Course Description:
This course examines instructional strategies for discipline specific development of vocabulary and comprehension. Topics include literacy organizational models, content area strategies, and teaching using print and nonprint text.
Course Prerequisites:
EDEE 325
Course Objectives:
All teacher preparation programs in the School of Education, Health and Human Performance (SOEHHP) are guided by a commitment to Making the Teaching Learning Connection through three elements of teacher competency which are at the heart of the SOEHHP Conceptual Framework: 1) understanding and valuing the learner, 2) knowing what and how to teach and assess and how to create an environment in which learning occurs, and 3) understanding themselves as professionals. These three competencies underlie all learning and assessment in this course; they help develop the knowledge, skills, and dispositions necessary to become an effective teacher.
● Differentiate between content area literacies teaching and disciplinary literacies teaching
● Synthesize current research about content area literacies and disciplinary literacies ● Explore disciplinary literacies practices in major disciplines- Science, Social Studies,
Math, English Language Arts, etc. ● Develop instruction for disciplinary literacies teaching relevant to individuals’ teaching
contexts and current standards ● Gather and become familiar with a diversity of print and non-print texts that support
disciplinary literacies teaching ● Develop strategies for teaching across the content areas
Understanding and Valuing the Learner
1. Middle and high school content area candidates understand the theoretical and evidence based foundations of reading and writing processes and instruction. (R2S 1)
2. Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. (IRA/NCTE 1)
3. Candidates/Teachers create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society. (IRA/NCTE 4; R2S 4)
Knowing what and how to teach and assess and how to create an environment in which learning occurs
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1. Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. (IRA/NCTE 2; R2S2)
2. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. (IRA/NCTE 3; R2S 3)
3. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. (IRA/NCTE 5; R2S 5)
Understanding Yourself As A Professional
1. Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility. (IRA/NCTE 6)
2. Evaluate self-perceptions about issues in teaching and learning (NCATE 5; SOE Standards I, IV, V, VI, VII).
3. Collaborate and cooperate with other course participants in class and in the evaluation of course projects (NCATE 5; SOE Standards I, II, III, IV).
4. Use technology to optimize instruction (NCATE 5; SOE I, II, III, V).
SOEHHP Professional Dispositions:
Dispositions: ● Belief that all students can learn. ● Value and respect for individual differences. ● Value of positive human interactions. ● Exhibition and encouragement of intellectual curiosity, enthusiasm about learning, and
willingness to learn new ideas. ● Dedication to inquiry, reflection, and self-assessment. ● Value of collaborative and cooperative work. ● Sensitivity toward community and cultural contexts. ● Engagement in responsible and ethical practice. ● Development of professional mastery over time.
How it is expressed in this course: ● Participation in class discussions and course projects. ● Participation in class discussions, course projects and reflections. ● Participation in class discussions and during book club meetings. ● Book club meetings, class participation and discussions, course projects. ● Lesson plans and participations in class projects. ● Participation in class discussions and activities. ● Participation in class projects and discussions. ● Performance on quizzes, participation in class discussions, implementation of lesson plans
and participation in course projects. ● Performance over time, reflections on lesson plan implementation, participation in class
discussions and activities, and performance on quizzes.
Course Text: Required: Electronic device for consuming (reading, researching, viewing, listening, etc.) and producing (writing, designing, posting, etc.) texts. This course will be completely paperless with literacy and disciplinary journal and professional readings available on OAKS and work submitted through OAKS Dropbox. Apps: Google Drive, Kindle, iMovie, Dictionary, Wikipedia, Goodnotes, Explain Everything, Edmodo, Poplet, Keynote, Opposites, Animoto, Book Creator, etc. Shared documents for editing to be accessed through Google Drive. 3 young adult book club books to be chosen with student input during semester
Course Assignments:
Participation (14 points):
Quality, excellence, and depth are expected in your work and in your interactions with classmates
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and the instructor. Consistent preparation and attendance are expected, as is active participation and engagement in class discussions and activities. Members of the class bring a rich diversity of backgrounds, interests, and experiences to class discussions. Much can be learned by listening to others’ ideas, questioning those ideas and sharing your own ideas. You must arrive to class on time, stay for the entire class, and participate actively to receive full credit for participation each class. If you arrive more than 10 minutes late or leave more than 10 minutes early, you will receive ½ credit for the class. If you are unprepared (don’t have materials or have not done the reading/viewing prior to class), you will receive ½ credit for your class participation grade that day. You will earn .5 point for each class you attend, arrive on time, are prepared for and participate actively contributing to whole group and small group discussions.
Content Area Literature Book Clubs (15 points): You will participate in online and F2F book club for 3 adolescent books. You will receive points based upon the depth and breadth of your participation. We will discuss specifics and decide on titles in class. Book 1: Content Area Connected Genre ELA: Alexie, S. (2009). The absolutely true diary of a part-time Indian. New York: Little, Brown & Co. Draper, S. (2012). Out of my mind. New York: Atheneum Books for Young Readers. Greene, J. (2014). The fault in our stars. New York: Penguin Books. Lai, T. (2015). Listen, slowly. New York: Harper Collins Children's Books.
Park, L. S. (2011). A long walk to water: Based on a true story. New York: HMH Books for Young Readers.
Ryan, P.M. Esperanza rising. New York: Scholastic. Stead, R. (2010). When you reach me. New York: Yearling Newberry. Vawter, V. (2011). Paper boy. New York: Yearling Newberry. WilliamsGarcia, R. (2010). One crazy summer. New York: Harper Collins Children’s Books. Math/Computer Programming: Ziller, A. (2012). Steve Jobs: American genius. New York: Harper Collins. Levitt, S. (2009). Freakonomics: A rogue economist explores the hidden side of everything. New York: William Morrow Paperbacks Lewis, M. (20110. The big short: Inside the doomsday machine (or another book by Michael Lewis). Sachar, L. (2000). Holes. New York: Yearling. Science: Nye, B. (2015). Unstoppable: Harnessing science to change the world. St. Martin’s Press. Weir, A. (2014). The martian. New York: Broadway Books.gcfxd
Social Studies
Yousafzai, M. (2014). I am Malala. How one girl stood up for education and changed the world (Young Readers Edition). New York: Little Brown Books for Young Readers.
Boyne, J. (2008). The Boy In the Striped Pajamas.
Book 2: Graphic Novel or Free Verse
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ELA: Graphic novels: Telgemeier, Raina. (2010). Smile. New York : Graphix. (Graphic Novel) Alexis, Sherman. (2009). The absolutely true diary of a part-time Indian. New York: Little Brown. Yang, G. L. (2006). American Born Chinese. New York: First Second. Free Verse: Alexander, K. (2014). The Crossover. New York: Harcourt Publishing. (Free verse) Lai, T. (2011). Inside out & back again. New York: Harper. Woodson, J. (2015). brown girl dreaming. New York:Nancy Paulsen Books. (Free verse)
SS: Spiegelman, A. (1986). My father bleeds history (Maus). New York: Pantheon Gill, J., C. (2014). Strange fruit: Uncelebrated narratives from black history. Golden, CO: Fulcrum. Alexis, Sherman. (2009). The absolutely true diary of a part-time Indian. New York: Little Brown. Brown, D. Drowned City
Sattouf, R. (2015). The Arab of the Future: A Childhood in the Middle East, 19781984: A Graphic Memoir. New York: Metropolitan Books.
Math: Takahashi, S. (2012). Manga Guide to Linear Algebra. San Francisco: No Scratch Press Ottaviani. J. (2009). T-Minus: The Race to the Moon. http://www.amazon.com/T-Minus-Race-Moon-Jim-Ottaviani/dp/1416949607/ref=sr_1_1?ie=UTF8&qid=1454873106&sr=8-1&keywords=t+minus+the+race+to+the+moon Gonick, L. (2015). The Cartoon Guide to Algebra. http://www.amazon.com/The-Cartoon-Guide-Algebra-Series/dp/0062202693
Science: Rosenberg, L. (2013). Eons (the graphic novel). New York: Outland Pictures. Ottaviani. J. (2009). T-Minus: The Race to the Moon. http://www.amazon.com/T-Minus-Race-Moon-Jim-Ottaviani/dp/1416949607/ref=sr_1_1?ie=UTF8&qid=1454873106&sr=8-1&keywords=t+minus+the+race+to+the+moon Brown, D. Drowned City Book 3: Young Adult Bestseller
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Collect at least one recommendations from your field experience students, look up review on GoodReads and share with class. We will then collaboratively decide on book club options.
Quizzes (3 X 8 points= 24 points) Three quizzes will cover information learned over the course. All quizzes are content-based (from readings, videos, podcasts, in-class discussions, handouts, etc.). They require that you recall, synthesize and apply research, theory, and practice of concept, information and terminology addressed in EDMG 401. NEITHER STUDY GUIDES NOR MAKE-UP QUIZZES WILL BE GIVEN. See course calendar for specific quiz dates.
iPad App Review Matrix (12 points) You will construct a matrix of reviews of and recommendations for 10 apps that you could use to teach in your discipline. You will choose 3 different types of apps (e.g. digital storytelling, concept mapping, etc.) and review 3-4 apps used for the same purpose to compare for a total of 10 apps. You will present one app to the class. Matrix Categories Apps: 1. Digital storytelling (e.g.iMovie, Voicethread, Animoto, etc.) 2. Screencasting (e.g. Explain Everything, Show Me) 3. Social Networking: Edmodo (this one is used a lot in middle grades classes and is free), Google Classroom 4. Book Maker (e.g. Bookmaker) 5. Concept Mapping (e.g. Poplet, Coggle) 6.. Presentation (e.g. Keynote, Prezi, Haiku Deck, Flowboard) 7. Comic Strip (e.g. Pow, Strip Design)
8. Annotation (e.g. Goodnote, Adobe, readdle.com/products/pdfexpert5, etc.) 9. Organization (e.g. Google Drive, Google Calendar, Wonderlist, TeacherAide, etc.) 10. Quizzing (Quizlet, Kahoot, Study Blue) Websites:
Poetry http://www.ted.com/talks/sarah_kay_if_i_should_ have_a_daughter.html http://www.poetryoutloud.org/ http://youthspeaks.org/bravenewvoices/
Websites to help deaf students
www.pepnet.org www.wordflex.com
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http://www.asldeafined.com/ Comics and graphic novels
graphicnovelresources.blogspot.com/ www.comicsreporter.com/ www.graphicnovelreporter.com/ www.comixology.com/ www.comicchameleon.com/comic/ www.thrillbent.com www.makebeliefscomix.com
Government Learning: Crashcourse, National Park Service and Congress
https://www.youtube.com/user/crashcourse www.nps.gov/index.htm congress.sunlightfoundation.com
Reminder
www.remind.com/ Interactive Lectures
www.nearpod.com/ Advocacy
www.amnestyusa.org www.thesociologicalcinema.com www.tolerance.org http://zinnedproject.org/
Presentation
www.pechakucha.org www.brainshark.com/mybrainshark www.emaze.com
Disciplinary Literacies Practices Inquiry iPad App Presentation (10 points): Choose an app to demonstrate what it means to engage as a scientist, mathematician, historian, geographer, economist, or politician. Include examples of texts and tools that you could use in disciplinary teaching relevant to middle grades learners. A rubric will be used to evaluate your analysis and recommendations for instruction.
Critical Textbook Analysis (10 points): Analyze a disciplinary textbook to determine reading level, perspectives shared, strengths and weaknesses and areas that you believe need supplemental texts support. Find supplemental texts and describe how you would use them. A rubric will be used to evaluate your textbook analysis and recommendations for supplemental texts.
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Disciplinary Writing Unit of Study (15 points): You will prepare a handout describing a sequence of minilessons you would teach writing in your discipline. You will share the handout with the class and teach one of the minilessons. A rubric will be used to evaluate your handout and implementation of a minilesson. Due at time of exam.
Evaluation Criteria:
Attendance, Participation & Preparedness 14 points
Content Area Literature Book Clubs 15 points
Quizzes (3 X 8 points) 24 points
iPad App Review Matrix 12 points
Disciplinary Literacies Practices Inquiry Presentation 10 points
Critical Textbook Analysis 10 points
Disciplinary Writing Unit of Study and In-Class Mini Lesson 15 points
Total 100 points possible
Grading Scale: A 93 – 100% 4.0 A- 91 – 92% 3.7 B+ 89 – 90% 3.3 B 86 – 88% 3.0 B- 84 – 85% 2.7 C+ 82 – 83% 2.3 C 79 – 81% 2.0 C- 77 – 78% 1.7 D+** 75 – 76% 1.3 D 72 – 74% 1.0 D- 70 – 71% 0.7 F 0 – 69% 0.0
Attendance Policy:
This is an intensive demonstration methods class. You need to be here. No more than FOUR absences are allowed. MORE THAN four absences results in a “WA” which converts to an F. Prompt arrival to class is also important. Excessive tardiness (arriving multiple times more than 10 minutes late) and/or leaving class early (leaving multiple times more than 10 minutes early) will result in a “WA” for the course which converts to an F.
Accommodation: In compliance with the Americans with Disabilities Act (ADA), all qualified students enrolled in this course are entitled to reasonable accommodations. Please notify the instructor during the first week of class if any accommodations are needed for the course.
Honor Code: Lying, cheating, attempted cheating, and plagiarism are violations of our Honor Code that, when identified, are investigated. Each incident will be examined to determine the degree of deception involved. Incidents where the instructor determines the student’s actions are clearly related to a misunderstanding will be handled by the instructor. A written intervention designed to help prevent the student from repeating the error will be given to the student. The intervention, submitted by form and signed by both the instructor and the student, will be forwarded to the Dean of Students and placed in the student’s file. Cases of suspected academic dishonesty will be reported directly by the instructor and/or others having knowledge of the incident to the Dean of Students. A student found responsible by the Honor Board for academic dishonesty will receive a XF in the course, indicating failure of the
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course due to academic dishonesty. This grade will appear on the student’s transcript for two years after which the student may petition for the X to be expunged. The student may also be placed on disciplinary probation, suspended (temporary removal) or expelled (permanent removal) from the College by the Honor Board. Students should be aware that unauthorized collaboration--working together without permission-- is a form of cheating. Unless the instructor specifies that students can work together on an assignment, quiz and/or test, no collaboration during the completion of the assignment is permitted. Research conducted and/or papers written for other classes cannot be used in whole or in part for any assignment in this class without obtaining prior permission from the instructor. Students can find the complete Honor Code and all related processes in the Student Handbook.
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EDEE 401 Course Calendar
Date Topic
Readings, Podcasts, Videos & Apps Assignments due
Week 1:
Jan 7
Course Overview and Introductions Data Gathering
Introductions Course Overview: Syllabus and Content Google Drive Bring Your Own Device Policy Book Club
Week 2:
Jan 12
Jan 14
Content Area Literacies Digital Literacies and iPads/ Studio Approach Content Area Literacies
Fang, Z. (2012). Approaches to developing content area literacies. Journal of Adolescent & Adult Literacy, 56(2), 103-108. doi:10.1002/JAAL.00110 iPads: Experiment with presentation app: GoogleSlides and Keynote Select Content Area Book Club Books Castek, J. & Beach, R. (2013). Using apps to support disciplinary literacy and science learning. Journal of Adolescent & Adult Literacy, 56(7), 215-222. doi:10.1002/JAAL.221 Listen to Castek podcast too. http://literacyworldwide.org/podcasts/jaal-56-7-JillCastek.mp3 APP IN CLASS STUDIO: Show Me, Voicethread
Make 4 slide presentation (one slide about each area of approaches) and post to Google Drive Student Resources folder/Fang Content Area Literacies. Sign up for content area book club books
Week 3:
Jan 19
Jan 21
Read Alouds Explicit Comprehension Strategies: Gradual Release of Responsibility
McCormick, M. K. & McTigue, E. M. (2010). Teacher read-alouds make science come alive. Science Scope, 34(5), 45-49. Harvey & Goudvis chapter from Strategies that Work.
Book Club #1 Post #1 (complete ⅓ of book); Book Club Meeting
Week 4:
Jan 26
Close Reading; Shared Reading
Fisher, D. & Frey, N. (2014). Close reading as an intervention for middle school readers. Journal of Adolescent & Adult Literacy, 57(5), 367-376.
Respond to Book Club #1 Post #1 Classmate
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Jan 28
Listen: Fisher & Frey podcast from JAAL: http://literacyworldwide.org/podcasts/jaal-57-5-doug-fisher.mp3 Discuss iPad app matrix project. Fang, Z. & Pace, G. (2013). Teaching with challenging texts in the disciplines: Text complexity and close reading. Journal of Adolescent & Adult Literacy, 57(2), 204-108.
Book Club #1 Post #2 (⅔ of book)
Week 5
Feb 2
Feb 4
iPad app and website sharing
Beers, K. & Probst, R. E. Notice & Note: Strategies for Close Reading.
Jigsaw Notice & Note strategies- read chapter with your name on it in Google Drive Student Resrouces Notice & Note file Respond to Book Club #1 Post #2 Classmate Due: iPad App/Website Reviews Matrix Book Club #1Post #3 (complete book)
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Week 6
Feb 9
Feb 10: Borrow textbook from field experience for a couple of weeks.
Feb 11
Textbooks English language learners English language learners Discuss Textbook Critique
Quiz #1 Everyone: Freeman, Y. S. & Freeman, D. E. (2009). Academic language for English language learners and struggling readers: Coping with academic texts and textbooks. pp. 71-103. ELA, Sci and SS: Brown, C. L. (2007). Supporting English language learners in content reading. Reading Improvement, 44, 32-39. Math: Murrey, D. L. (2008). Differentiating instruction in mathematics for the English Language Learner. Mathematics Teaching in the Middle School, 14, 146-153.
Respond to Book Club #1 Post #3 Classmate Select Book Club #2. Verify Book Club #2
Week 7
Feb 16
Feb 18
Vocabulary
Allen, J. (2007). Inside words: Tools for teaching academic vocabulary, grades 4-12. Portland, ME: Stenhouse Publishers. Gilis, V. (2014-2015). Talking the talk: Vocabulary instruction across the disciplines (or what to do instead). Journal of Adolescent & Adult Literacy, 58(4), pp. 281-287.
Jigsaw and present Inside Words chapter/graphic organizers) Book Club #2, Post #1 (1/2 of book)
Week 8:
Feb 23
Feb 25
Critical Literacy Behrman, E. H. (2006). Teaching about language, power, and text: A review of classroom practices that support critical literacy. Journal of Adolescent & Adult Literacy, 49, 490-498. Discuss Textbook Critiques Some More Book Club Meetings Work on Textbook Critiques
Respond to Book Club #2 Post #1 Classmate Post Book Club Meeting Book Club #2, Post # 2 (complete book)
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Book Club Meeting
Week 9:
March 1
March 3
Disciplinary Literacies
Gillis, V. (2014) Disciplinary literacy: Adapt not adopt. Journal of Adolescent & Adult Literacy, 57(8), 614-623. (All) Hynd-Shanahan, C. (2013). What does it take? The challenge of disciplinary literacy. Journal of Adolescent & Adult Literacy, 57(2), 93-98. doi: 10.1002/JAAL.236. Quiz #2
Textbook Critiques Due Respond to Book Club #2 Post #2 Classmate Select Book Club #3: Verify Book Club #3
Spring Break March 7-11
Week 10:
March 15
March 17
Disciplinary Literacies: Focus on Social Studies Discuss disciplinary literacies project
Pace. (2004). Decoding the reading of histoss7ry: An example of the process. In D. Pace & J. Middendorf (Eds.). Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking, pp. 13-21. Spector, K. & Jones, S. (2007). Constructing Anne Frank: Critical literacy and the Holocaust in eighth-grade English. Journal of Adolescent & Adult Literacy, 51, 30-46.Pace, D. ( 2004).
Book Club #3, Post #1 (⅓ of book) Respond to Book Club #3, Post #1
Week 11:
March 22
March 24
Disciplinary Literacies: Focus on Science; Assessment
Gillis, V. R. & MacDougal, G. (2007). The learning cycle: Reading to learn science as an active process. The Science Teacher.74(5), 45-50. Chowning, J. T. (2009). Socratic seminars in science class. The Science Teacher, 76(7), 36-41. Lin, E. (2005). Strategies to increase active discussion and thinking for all students. Science Scope, 28(5), 34-37. Britton, T. (2010). Using formative and alternative assessments to support instruction. Science
Book Club #3, Post #2 (2/3 of book) Respond to Book Club #3, Post #2
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Scope, 34(5), 16-21. Peters, E. (2008). Assessing scientific inquiry. Science Scope, 31(5), 27-33. Gillis, V. & Wig, A. V. (2015). Disciplinary literacy assessment: A neglected responsibility. Journal of Adolescent & Adult Literacy, 58(6), 455-460).
Week 12:
March 29
March 31
Disciplinary Literacies: Focus on Math
Fello, S. E., & Paquette, K. R. (2009). Talking and writing in the classroom. Mathematics Teaching in the Middle, 14, 410-414. Thompson, D. R. & Rubenstein, R. N. (2014). Literacy in language and mathematics: More in common than you think. Journal of Adolescent & Adult Literacy, 58(2). Pugalee, D. K. (2001). Using communication to develop students’ mathematical literacy, Mathematics Teaching in the Middle, 14, 410-414. Rubinstein, R. N. (2007). Focused strategies for middle-grades mathematics vocabulary development. Mathematics in the Middle, 13, 200-207.
Book Club #3, Post #3 (complete book) Book Club Meetings Respond to Book Club #3, Post #3 Book Club Meetings
Week 13:
April 5
April 7
Disciplinary Literacies: Focus on ELA Writing Workshop Inquiry Projects Writing Across Content Areas
Calkins, L. (2014). The essentials of writing instruction. In A Guide to the Common Core Writing Workshop, pp. 18-23. Portsmouth: Heinemann. Calkins. L. (2014). Middle school writers and the writing process. In A Guide to the Common Core Writing Workshop, pp. 24-27. Portsmouth: Heinemann. Ryan, M. (2008). Engaging middle years students: Literacy projects that matter. Journal of Adolescent & Adult Literacy, 52, 190-201. Lawrence, J.F., Galloway, E.P.,Yin, S., & Lin, A. (2013). Learning to write in middle school? Insights into adolescent writers’ instructional experiences across content areas. Journal of Adolescent & Adult Literacy, 57, 1-11. doi:10.1002/JAAL.219
Week 14:
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April 12
April 14
Share Disciplinary Literacies Projects Quiz #3
Disciplinary Literacies Project Due Quiz #3
Week 15:
April 19 LAST DAY OF
CLASS
Wrap up
Discuss Final Projects: Writing Across the Disciplines Student Evaluations
Exam: Tuesday, April 26, 4-7 Disciplinary Writing Unit of Study and Presentation