Brown Bag Series Calendar

Fall 2012 Brown Bag Archive

Wed. Sept 19:  Cynthia Davidson, Jennifer Albanese, Cathleen Rowley
“Eportfolio Showcase/Roundtable discussion/Q and A session”

In this session, Cynthia, Jennifer, and Cathleen will discuss how they each teach and use eportfolios in the classroom over the course of a semester. They will also share examples of strong student eportfolios.
Wed. Sept 26:  Kristina Lucenko
“Portfolio Expectation/Calibration Session”

How can we better prepare our students for portfolio assessment throughout the semester? In this session we will review and assess examples of student portfolio writing, discuss assessment issues, and share how (if?) we can plan for the final portfolio throughout the semester.
Wed. Oct 10: Ryan Calvey, Wilbur Farley, Rita Nezami
“Developing a 300-level Writing Course”

In this Brown Bag session, Ryan, Wilbur, and Rita will talk about the 300-level courses they have developed, planned, and taught. Topics covered include crafting the course description, choosing readings, planning the calendar and schedule, class activities, and paper assignments.  Copies of course documents will be available.
Wed. Oct 17: Alli Buss and Lauren Esposito
“Teaching Research Skills: Limitations and Opportunities”

Is there a difference between teaching “research papers” and teaching transferable research skills?  When we teach research, where should be we placing our efforts?  What do we look for when grading research?  How do we guarantee that students research to learn, rather than research to reinforce preexisting views?  What is the scope of what we are able to cover in a writing class?  Does fulfillment of research writing in WRT 102 carry a certification of research “competency” – and should it?  What research skills do the portfolio requirements emphasize?  Do they target the right kinds of things?
Wed, Oct 24: Jeffrey Green
“Seeking the Opaque Familiar: Sebald’s Moths in the Writing Classroom”

“I’m learning to see,” says Rilke’s Malte Laurids Brigge. The problem isn’t that Malte’s vision is finally fixed by a competent ophthalmologist in post-fin de siècle Paris. Rather, in Malte’s words, “[e]verything is registering in me at a deeper level and doesn’t stop where it used to.” While not a term Malte would use, defamiliarization, among other things, afflicts him. It’s a fortunate condition for a student writer, although it, a.) doesn’t serve the corporate culture of distraction that most students have internalized, and, b.) is denoted by an ugly, sterile word. Nonetheless, through identifiable and nurturable habits of mind, the familiar can come to seem unfamiliar (because, in fact, it usually is), and, thereby, in turn, intriguing, luminous, decodable, representable, discoverable, disappointing, and inexplicable—all qualities that can generate fresh insights that make their way to the page. Jeffrey will talk briefly about the promise and problems of invoking defamiliarization in the undergraduate writing classroom as a potentially powerful creative and cognitive practice that can help certain students perceive and act on the relationships among writing, reading, subtlety of perception, and the ethical life.
Wed. Nov 7: Shyam Sharma
“Collaborative Learning in the Writing Classroom: Techniques and Technologies.”

In the surveys that I conduct at the beginning of every course, my students rate “group work” very low on what I call the “popularity index” of work for the course. Most students dislike peer review, group projects, even small group discussions in class. When asked why, they give a number of serious reasons—from their perspective. But as a teacher, I know a hundred (mostly theoretical) reasons as to why “collaborative learning" is good for them. So, in the last few years, I have spent time experimenting as well as reading and thinking about how to harness the powers of collaborative learning as a pedagogical tool. In this presentation, I will first briefly highlight the scholarship on collaborative learning and student-directed projects in the writing classroom; then I will share some of the techniques and technologies of collaborative learning that I use in my classroom. I hope to learn more about collaborative learning from the conversation that follows among colleagues who attend this Brown Bag session.
Wed. Nov 28 & Thurs. Nov 29 (tentative):  Kristina Lucenko
End-of-Semester Portfolio Calibration Session. This session is tentative.


Program in Writing and Rhetoric • Stony Brook University, Stony Brook, NY 11794-5340 • 631.632.7390
Writing Center • 631.632.7405