composition

Submitted by Chelsea Nesvig on August 6th, 2019
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Short Description: 

This assignment/activity works to pair students in fully online or hybrid courses in order to discuss, via phone or messaging app, any topic of choice. In this example, students in a 100-level composition course discuss their research topic of interest with their partner and offer each other suggestions for refinement. This assignment could be adapted in a variety of ways to support other research assignments or projects.

Attachments: 
AttachmentSize
Project CORA Activity Instructions.docxdisplayed 994 times17.66 KB
Learning Outcomes: 

After completing this activity students will... - Be able to define their research topic more clearly - Understand that discussing research with each other leads to new/different ideas - Have made a connection with a classmate in an online course that could continue beyond this assignment

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 

I have used this activity in both an online and a hybrid (50%) section of an English 102 Research Writing Course. It serves as a way to pair students for research conversations when they are not physically in a classroom together. These pairs could be used throughout the quarter/semester for regular research conversations between students and/or peer-review exercises. This activity is highly adaptable to your teaching context, course, and research assignments. I look forward to hearing how others are able to use it!

Potential Pitfalls and Teaching Tips: 

Executing this activity well, especially the first time, can require a good amount of hands on time from the librarian/instructor implementing it. As noted in the assignment description document, pairing students with the Donut app on Slack takes time; using a random pairing generator doesn't take as much. The biggest potential pitfall is students not being able to connect with their partner. Online courses can have students who do not check in regularly enough to allow them to connect with their partner before the due date. I would not penalize students whose partners did not show up. I did pair myself with a student once who didn't have one due to odd numbers in the course.

Suggested Citation: 
Nesvig, Chelsea. "#researchspeeddate (think/pair/share for an online or hybrid class)." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/researchspeeddate-thinkpairshare-online-or-hybrid-class.
Submitted by Melanie Hubbard on July 30th, 2019
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Short Description: 

The following are a series of scaffolded assignments that led to the creation of “Labyrinths of Times,” an online digital project: http://labyrinth.english.lmu.build/. Aspects of it, including the scaffolded approach, are helpful for teaching students how to write for the web.

Attachments: 
AttachmentSize
labyrinth_assignments.docxdisplayed 641 times28.15 KB
Learning Outcomes: 

To teach students how to succinctly articulate complex ideas and write for the web.

Discipline: 
English

Information Literacy concepts:

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 

The assignment was a major project for Paul Harris' course on David Mitchell (ENGL 3998).

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Hubbard, Melanie. "Labyrinths of Time Digital and Writing Project." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/labyrinths-time-digital-and-writing-project.
Submitted by Ashley Roach-Freiman on June 7th, 2019
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Short Description: 

BEAM Me Up is a one-shot session that works well in addition to a search strategies class, but can be done without. This session asks students to use the BEAM framework coined by Joseph Bizup to organize and synthesize research materials to create a complex and well-supported argument. Rather than evaluated sources using a checklist, the instructor using BEAM asks students to consider how the information will be used (and to consider how authors use information to build arguments). Adaptors may want to replace the sources given here with ones relevant to the students' curriculum. Our students are asked to create an argument that considers the city they live in, i.e. Memphis. I chose Stax Records because of its rich history locally and nationally, and because of its importance to the civil rights movement. I wanted to use a topic the students would find interesting and chose a variety of source types that I hoped would engage them both personally and intellectually. With credit to Brannen Varner, Michael Harris, and Joel Roberts.

Attachments: 
AttachmentSize
BEAM Slidesdisplayed 1116 times606.3 KB
BEAM Lesson Plandisplayed 1000 times48.81 KB
Learning Outcomes: 

- Assess the utility of several pre-selected sources by reading the source and sorting it into one or more categories of BEAM - Defend their choice given a pre-defined research topic - Discuss how the given sources support (or do not support) one another in a means conducive to creating an argument using the BEAM framework

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 

Our instruction department has a long relationship with the First Year Writing program doing one-shots for a class that teaches argumentation and rhetoric.
Two years ago, their curriculum changed, requiring the instructors and students to focus on the city of Memphis. Students have to write their final paper about Memphis in some respect - topics include music, food, crime, urban development, etc. Because these students are facing their first real research project of college, they are among our most frequent patrons, and we wanted to give them a curriculum that addressed their needs directly and provided context for reading that they may not have encountered before. This session is offered in conjunction with a related session on searching databases, and alongside a comprehensive libguide as well as a suite of interactive tutorials.

Potential Pitfalls and Teaching Tips: 

Don't be prescriptive! Allow students to come to their own conclusions.

Suggested Citation: 
Roach-Freiman, Ashley. "BEAM Me Up: Source Use and Synthesis." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/beam-me-source-use-and-synthesis.