Prior to class on the 7th of October, I'd like you to read the document, as well, so that you'll know what will happen in class that day. I chose to have you read the faculty memo because I thought you'd be interested to learn how I've described their participation in our class. I've also attached the Pre-Interview Worksheet, which is mentioned in the memo -- a copy of it will be in the course packet that you'll receive this Wednesday.
Michael Davis, author of Gravity (Carnegie Mellon Press, 2009), will visit our class on Wednesday, September 30, 2009 to discuss his short story, "The Problem of Evil In Hauberk, Missouri." Michael has asked that you reread the story between now and next week, both to reexamine it in light of our classwork with Dr. Larson and to have the story fresh in your mind for his session.
Here's a link to Michael's website, which includes all sorts of interesting information on the author.
After her introductory segment, Dr. Larson provided students with a series of discussion questions that you can access here: Download ENGL 2000 Larson Handout and Download Critical Thinking Questions Larson ENGL 2000. Learning teams worked on the questions and then came back together as a class for a great discussion of Mr. Davis' story.
In the following image, a team's Recorder takes notes on the study questions provided by Dr. Larson:
One of the learning teams collaborates on their answers:
During our discussion this week, you offered up some good suggestions about reading, including these points:
1. Underline passages that seem significant or contain interesting/unique information;
2. Write down questions about any concept or idea that is confusing;
3. Read the text more than once; and/or
4. Write out a sentence summary for each section of the text.
On September 16, 2009, Dr. Allison Young, a professor in the Department of Teaching, Learning, and Educational Studies, visited ENGL 2000 to introduce the class to collaborative learning methods. Her "Mystery Island" exercise provided students with the opportunity to make collective decisions and to present their ideas to the entire class.
Dr. Young emphasized that team functioning depends upon participants' willingness not only to listen to each other, but to discuss openly the assumptions behind each other's ideas and conclusions. Additional ways to ensure productive team work include being open to others' ideas, listening AND speaking up, compromising, and helping one's teammates develop new skills.
Prior to class on September 23rd, you should review the Team Roles Document for ENGL 2000, as well as the Weekly Team Report ENGL 2000 Final Draft that your teams will be filling out at the end of the class session.
At the end of our picture-taking session, the team coaches and I struck the classic Rosie the Riveter pose! From left to right: Helena, Gwen, Lizze, Laura, Maria, Staci, and Carly.
By the way, since this is ENGL 2000, I wouldn't want to deprive you from learning a brief history of the word "rivet." Whenever you are interested in learning about a word, you should begin with the Oxford English Dictionary, the full text of which is available off of the WMU Library website.
Here's a brief excerpt from the first meaning of the noun rivet; you get the definition, the first recorded use, and then examples of how it has been used subsequently. When I was an undergraduate, I used to curl up with the huge hard copy versions of the Oxford English Dictionary and read for hours. Perhaps this fact explains at a lot! ;-)
1. a. A short nail or bolt for fastening together metal plates or the like, the headless end of which is beaten out after insertion.
[The following quot. is doubtful, but cf. the OF. pl. rives. 
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