Iâ€™m teaching the intro freshman English class again this semester. Odd for me, since I normally follow the usual fall/spring schedule. But good in a way. I went through my notes on my class days and did some significant revision. Normally, by the time Iâ€™m ready to teach the class again, my notes on the previous class have disappeared into a land fill somewhere.
So I spent several hours yesterday (when I could have been at Gâ€™s 1 yr birthday party!) and several hours today reviewing my notes, my previous syllabi, my books, and the email that says what I have to have in a syllabus now.
Itâ€™s a much tighter syllabus, but Iâ€™m still going to have a lot of papers to grade the last three weeks. Weâ€™ll do one first version and three rewrites in that time.
How much will we do the rest of the time? Four five-paragraph essays (narrative, descriptive, process, illustration/definition) and two research papers (one for and one against the same topic). And four rewrites. But I have a month built into the research paper for the topic finding, research, and writing process. That slows down the course considerably.
And how do we end? On a discussion of literary analysis. I didnâ€™t do that this year and I should have, because not all the second semester freshman teachers explain it. Some of them assume you know how to do one and just go from there. So Iâ€™ll at least give my students two really decent handouts. (One was on a website, but the teacherâ€™s stuff is gone now. Iâ€™m sad about that, but glad I kept it in a file. I do attribute.)
I am thinking about dropping one of their five regular essay grades. But I am not sure I really want to do that. Weâ€™ll see.