Textless Writing and Pedagogies of Trance

By Hilarie Ashton|March 12, 2015|Reflection|1 comments

On Friday, I presented some of my current research at the CUNY GC’s English Student Association annual conference. I’m developing a writing process activity called textless writing, which is writing about a text without initially referring to that text. I see it as a way to have people tune more in with memory and with their own affective (and maybe somatic) responses by setting aside the text’s authority and trying to establish

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Preparation and Self-Assessment

By Ryan Donovan|March 2, 2015|Reflection|5 comments

As we worked on our assessment units in class, I began to think about how assessment follows us from birth to death. For many of us, the first words we’ll hear are “It’s a (insert gender pronoun here)!” And as I recently sat in the funeral of a relative, I listened to other family member’s assessments of her life: “She was kind. She glowed from within. She taught us how to die

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Reflections on Improvisational Teaching, Formative Assessment, and Student Engagement

By Hilarie Ashton|March 2, 2015|Reflection|4 comments

My students and I are embarking on an exciting adventure. We are making room in our already crowded semester for a project that I thought would only be a thirty minute lesson. A large part of the reason that it’s become more than that is their own input and interest. I generally teach from a place of collaboration between/among the folks in my classroom, but this project is opening that dynamic

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