Tag Archives: Teaching

The day is a 

22 Jun

story of stories.  Even, and especially, what you think is insignificant is tremendously valuable and promising.  Right now, I’m having an iced coffee, sitting at one of those small square tables at the Hopper Starbucks.  The significance?  I’m collecting myself, my thoughts and my character, ideas and swimming, skipping in possibilities.  I’m alive–  Better, I’m mentally alive.  All the possibilities can be brought to actuality.  Which do I want?  Why not all?  Why not treat yourself to everything you want?

Be tireless.  Use and mold every moment to be your own.  The story and all the stories within it, like RIGHT NOW, are yours… are valuable, are more than enough to get you where you want to be.

Enjoy your day.  Be creative, happy, and free.

-Mike

Pay attention to

21 Jun

the ingredients of your moment ’cause you never know what they might teach you.  Have all senses in a ready dote…  Day or eve there’s always something to pocket, reflect in and on.  Take your time… know that there’s more to know.

Have a wonderful and inspiring nuit, and I’ll see you all in a wink less than 24 hours…

Cordialement,

Mike

Summer Syllabus

20 Jun

English 305.1, section 9055 ~ “Development of College Reading and Writing”

Summer 2017

1624 Emeritus Hall, Santa Rosa Junior College,

Main Campus

Michael J. Madigan

M-Th, 6pm-8:15pm

6/19/17 to 8/10/17

CATALOGUE DESCRIPTION

Development of general education and career-technical reading, writing, and information competency skills necessary for college work.

STUDENT LEARNING OUTCOMES

1. Describe and apply reading strategies and rhetorical patterns of organization for level appropriate materials.

2. Comprehend, infer, interpret, and analyze vocational and academic texts.

3. Use the writing process to: narrow a topic suitable for an essay of a prescribed length; formulate and develop a thesis with details, examples, and reasons; and express ideas in clear and grammatical sentences and logical paragraphs.

4. Demonstrate proficiency in reading comprehension through writing summaries, and responses, short essays, and short research assignments.

5. Demonstrate proficiency in learning practices that foster literacy skills and promote student success.

6. Access, select, and evaluate research materials, recognize the principles of academic integrity, and use research materials in written assignments.

Objectives:

Using general education and career-technical readings of various lengths and increasing

complexity, such as short articles, chapters from textbooks, short

stories, novels, full-length works of nonfiction, and/or other materials, students

will:

EFFECTIVE LEARNING PRACTICES

1. Participate in college classes effectively.

2. Demonstrate effective academic habits.

3. Find and use campus and community resources that foster literacy skills and student success.

Attendance:  All classes are mandatory.  If you miss more than 4 meetings, for any reason, you will not pass the class.

GRADE COMPOSITION

Short Writings — 30%

Essays — 20%

Attendance & Activity — 20%

Journals — 10%

Quizzes — 10%

Readings — 5%

Creative — 5%

Before we can address anything in the course outline, we have to get you comfortable with you, and the way you think, what you think about in reaction to something you read.  THEN, we can get fancy.  We’ll start the first day reading a couple short passages, and talking with each other about what we notice.  What does it make us think of, how does the writing feel, what kind of punctuation is used… when reading a text, what issues are brought up?

WE ONLY HAVE EIGHT WEEKS.  That’s it.  To get through everything we have to and have you leave feeling comfortable, more comfortable about how you read in a college setting and your written reactions to what you read, as well as the discussions that follow with your colleagues.

My biggest advice to you, before we begin, is relax.  Then, think about your life, everything you’ve seen, and everything you know.  Your life, and all the experiences that entails.  Your Human Experience will help you identify certain themes in what we read, will help you conduct research, write a thesis and defend it.

The catalogue description specifies, “necessary for college work”.  Well, what is truly necessary for academic success at the college level is not only being able to read the material and understand it, but notice what’s taking place in what you’re reading— What’s being said, how the author feels and what their intentions are, taking a closer look at the examples provided and them forming our own conclusion and opinions to civilly share with one another.

Over the summer, we’ll be keeping a ‘new word roster’, somewhere in our journals.  This is not just for sakes of widening our vocabularies, but as well exploring words themselves, seeing how they affect the feel of a reading and how it might say something about the author’s attitude.  And, okay, it’s just fun to find and gather new words, words that we can make out own and use how we want.  This will also help with becoming more comfortable with the way you think and read a text and write a reaction to what you read.  We only have eight weeks, so consider your first assignment finding a couple new words, why not make it three, and reporting back to us telling what the words mean and how they might be used in prose.

YOU…. this is about You.

TENTATIVE SCHEDULE —

WEEK 1:  Short writings, discussion

WEEK 2:  Essay 1, readings, journal WEEK 3:  Readings, creative

WEEK 4:  Essay 2

WEEK 5:  Journal, short writings, creative

WEEK 6:  Research, readings, re-writing of essays, editing

WEEK 7:  Presentations, planning… short writings

WEEK 8:  Presentations, journals, re-writes, short writings

Hughes, Desire

Discussion 1—  What does this poem mean to you?  Does it remind you of anything?  How does Mr. Hughes sound in the poem?  And, what does “mingled breath” mean?

To want something is

21 May

humorous.  To be demonstrative of hunger and pursuit and actually acquire is worthy of study.  Be your professor, a student of your Self– study your habits and actions, enjoy your strengths and follies.  Everything is meant to come together for us.  We merely have to be more perceptive of our innate promise.  Do not want or wish.  Hungry, pursue, and establish your echo.

Trust yourself,

25 Apr

just not too much, with writing.

Sometimes you need to let the story steer.

note—

16 Mar

Being a student is always.  We’re always students.  Of ourselves, of the world around us, of the moment we’re in right now.  Of everything.  Not only do we need to record our moments and understandings, but we need to study how we react.  To everything.  “Who you are speaks so loudly I can’t hear what you’re saying.” Emerson said.  When you’re a forever-student, you will be seen by others and by yourself as a figure of learning, of knowledge addiction.  And be this, always.  Learning.  Student-oriented.  And, others around you will learn from this eternally matriculated You.  See every day as a class session, every week as a semester, ever year as a degree program.  Learn from follies and forwards.  There’s a gem in everything.  Everything.  But, you have to actuate the student’s tendencies and scope.  So, do.

To you, Langston Hughes

28 Feb

is best described as ___________.

Why?