Lab Assignment Table of Contents

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General Labs: For more than one level

The following labs are designed for multiple levels. These assignments contain questions particularly relevant to beginning, middle, and end-of-semester time frames.

Introduction to Labs for Reading Classes--0304 / 0305 (Word version)

	A good first reading lab assignment (for 0304 and 0305). This lab is designed to introduce students to the format of lab assignments and the purpose of self-reflection and independent learning--all qualities of the lab assignments.
	Simultaneously students will be learning to summarize and take notes on the handout readings for their benefit.

Introduction to Labs for Writing Classes--0306 / 0307 (Word version)

	A good first writing lab assignment (for 0306 and 0307). This lab is designed to introduce students to the format of lab assignments and the purpose of self-reflection and independent learning--all qualities of the lab assignments.
	Simultaneously students will be learning to summarize and take notes on the handout readings for their benefit.

First Self-Assessment (Word document)

	For all levels: ENGL 0304, 0305, 0306 and 0307
	Students will write about their own strengths, weaknesses, and processes so that they can build on these aspects and become a more independent learner.
	"To be successful, a student needs to learn how to be an independent learner. Independent learners can assess their own strengths and weaknesses, can set realistic goals, and have a productive attitude towards learning; dependent students, on the other hand, are trapped in a never-ending cycle of the-teacher-knows-best-how-I-learn attitude which renders students incapable of creating their own education."

Reflecting on Your Own Learning Styles--VARK version (Word document)

	This lab incorporates the student success module for Learning Styles and uses the VARK online questionnaire.
	Students will identify their learning styles and learn about and reflect on strategies that support those learning styles.

Reflecting on Your Own Learning Styles (Word document)

	Students will identify their learning styles and at least eight strategies that support those learning styles.
	The Learning Style Inventory is online and personal learning styles are calculated at the click of the mouse. The Learning Styles and Strategies description is included in this lab.

Reflecting On Your Semester Grades (Word document)

	For all levels: ENGL 0304, 0305, 0306 and 0307
	Students will think about their current grades and then create a plan of action to raise their grades in a realistic fashion.

Final Self-Assessment (Word document)

	For all levels: ENGL 0304, 0305, 0306 and 0307
	Good for end of the semester.
	Students will reflect on their progress throughout the semester and their accomplishments in order to learn how some of the strategies might be useful in other classes and/or endeavors.

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Labs for Developmental Writing II: ENGL 0307

The labs in 0307 generally focus on essays to reflect the outcomes of Developmental Writing II.

The Writing Process

Reading: Embracing a Positive Rewriting Attitude--0307 (Word document)

This is a reading you might find helpful on the importance of "instructive failure," and having a positive attitude about revision. This is not (yet) a lab.

Reading: Avoiding Writer's Block: Managing Your Gremlin--0307 (Word document)

This is a reading you might find helpful about avoiding writer's block. This is not (yet) a lab.

Prewriting and Drafting

Brainstorming and Looping--0307 (Word document)

	Use this reading with this lab assignment: Reading from Donald Murray on Brainstorming
	In this brainstorming and looping assignment, students will learn how to blab without censoring themselves, and then look back to see where their good ideas are on the page. This lab is intended to unlock freedom in students' writing by getting rid of the critical "gremlin"--at first, at least--that so often censors students into silence.
	Use this lab several times if you wish--when you start a new essay.

Finding an Issue: Images and Instigating Lines--0307 (Word document)

	Use this reading with this lab assignment: Reading from Donald Murray on Images and Lines
	In this assignment, students will learn about how conflict shapes an essay--that an essay needs some sort of conflict, problem, or question in order to guide it and open up a potential main point or thesis. This lab reiterates that the main point is something a writer gets to through revision; it isn't necessarily the first thing a writer thinks of.

Revising

Investigating Leads--0307 (Word document)

	Students will learn about leads, a more exciting form of introduction, evaluate others' leads, and create their own.
	This lab refers to both personal and academic-style essays.

Paragraph Organization: Topic Sentence or Not?--0307 (Word document)

	Students will learn about choices--and the reasoning behind those choices--in paragraph organization: the stated vs. implied main idea, and inductive vs. deductive order
	Students will try out the different organizational strategies
	NOTE: This lab may take longer than one lab period

Revising (Re-seeing) Strategies--0307 (Word document)

	Use this paper for the critique: Student paper
	Students will learn much about revision by reading and analyzing another student's essay. By critiquing a draft written by another student, they can develop strategies for revising their own essays.

Editing

Editing for Correctness--0307 (Word document)

	This lab uses pages from our textbook, The Confident Writer and online grammar websites and exercises.
	Students will learn to personalize their proofreading by finding three errors they make often and practice correcting those specific errors. They will learn more about the errors they make and how to fix them by assigning themselves 3 exercises from a selection of well-known grammar websites.
	Use this lab several times over the semester if you wish.
	NOTE: This might be a lab worth 2 labs in its complexity and length.

Editing for Clarity--0307 (Word document)

	Students will develop strategies for editing for clarity. They will practice each of these strategies individually and then put them together to edit a paragraph from their own work.
	NOTE: This would be a good lab to do after a revised draft. Students should have access to their own revised draft on disk so they can copy and paste one of their own paragraphs into the lab (see Part V. in the lab).

Mode Specific Stuff

Please note that the indicated mode in each lab below might function in any type of essay. For example, though I've indicated description can be used with descriptive and narrative essays, certainly a good argumentative, process, etc. piece would include powerful description.

Description: Making a Reader See and Feel--0307 (Word document)

	This lab goes through a number of strategies for creating more specific description--showing rather than telling--including recognizing point of view and using metaphors and similes.
	This is a good lab for descriptive or narrative essays, or any assignment where you want students to dive into detail.

What Makes an Essay Work (genre: Argumentative)--0307 (Word document)

	Students will analyze an argumentative essay by Stephen King in order to learn more about what makes an essay work.
	This lab allows students to analyze organization, detail, and voice.
	NOTE: This might be a lab worth 2 labs in its complexity and length.

Other Strategies

Writing District Common Final (DCF) Assessment Practice--0307 (Word document)

	Students will be introduced to the ENGL 0307 Common Writing Assessment and components of a timed essay in general (so in this respect, this lab might be helpful as everyday practice as well).
	Students will conduct a personal self-preparation, developing strategies for the timed essay, based on their personal strengths and weaknesses
	Students will create a timed essay for practice (55 minutes).
	The reflection section asks them to evaluate what worked and what didn't to improve their performance on the Common Final.
	NOTE: This lab will take nearly a full class period (approx 90 minutes). Students should not take this one home since it is a timed essay. Students should keep the lab handout to reread and prepare for the final timed essay.

Writing District Common Final (DCF) Assessment Practice 2--0307 (Word document)

This practice uses the same format as the above Writing DCF practice, but has a different topic. You may want to use this with your students to get extra practice.

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Labs for Developmental Writing I: ENGL 0306

The labs in 0306 generally focus on paragraphs to reflect the outcomes of Developmental Writing I.

Prewriting and Drafting

Brainstorming and Looping--0306 (Word document)

	Use this reading with this lab assignment: Reading from Donald Murray on Brainstorming
	In this brainstorming and looping assignment, students will learn how to blab without censoring themselves, and then look back to see where their good ideas are on the page. This lab is intended to unlock freedom in students' writing by getting rid of the critical "gremlin"--at first, at least--that so often censors students into silence.
	Use this lab several times if you wish--when you start a new essay.

Images and Instigating Lines--0306 (Word document)

	Use this reading with this lab assignment: Reading from Donald Murray on Images and Lines
	In this assignment, students will learn about how conflict shapes any piece of writing--anything worth writing about. This lab reiterates that the main point of a paragraph is something a writer gets to--it isn't the first thing a writer thinks of.

Revising

Organizing Paragraphs--0306 (Word document)

	Students will organize a mixed-up paragraph, reflect on what organization means on the paragraph level, and then re-organize one of their own paragraphs to really bring this exercise home to their own writing.
	This is also a good lab assignment for ENGL 0307

Paragraph Organization: Topic Sentence or Not?--0306 (Word document)

Students will learn about choices--and the reasoning behind those choices--in paragraph organization in terms of the stated vs. implied main idea.

Playing Michelangelo: From Brainstorm to Sculpted Paragraph--0306

This lab uses sculpting as a metaphor for the writing process. Students will develop a "slab" of writing which they will "sculpt" into a focused paragraph. This sculpting exercise is one students can come back to for any assignment.

Revising a Draft--0306 (Word document)

Students will practice revising and editing by evaluating a student's paragraph, responding to it as a peer would, and then rewriting it per instructions from the original writer.

Editing

Editing Practice: Assessing Your Own Errors--0306 (Word document)

	This lab uses pages from our textbook, Get Writing.
	Students will find three errors they make often and practice correcting those specific errors by assigning themselves a total of 6 exercises out of the 0306 textbook.
	Use this lab several times over the semester if you wish.
	NOTE: This might be a lab worth 2 labs in its complexity and length.

Mode Specific Stuff

Description: Making a Reader See and Feel--0306 (Word document)

	This lab goes through a number of strategies for creating more specific description--showing rather than telling--including recognizing point of view and using metaphors and similes.
	This is a good lab for descriptive or narrative paragraphs, or any assignment where you want students to dive into detail.

Getting to Specifics--0306 (Word document)

	Students will learn about readers' need for good specifics, details and examples. This lab will help students ask themselves questions to make general statements more specific with examples and details.
	This can be used with any type of paragraph.

Process Paragraph--0306 (Word document)

Students will work through writing a process paragraph by using an activity they would like to try. They will also reflect on where they get details for this paragraph and how the writing process develops just as their paragraph has.

Supporting Arguments--0306 (Word document)

	Students will learn about argument and the need for support as a foundation. They will brainstorm on and create two separate paragraphs: an argument using personal experience as support, and an argument using observation as support. The premise for each paragraph leads students to think about the need for argument in a real world context.
	NOTE: Since this lab incorporates several advanced skills for the 0306 student, this might be a good lab for later in the semester.

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Labs for Developmental Reading II: ENGL 0305

The lab readings for ENGL 0305 are generally essays to reflect the outcomes of Developmental Reading II.

Making the Most of Your Reading Process

Annotating for the Main Idea & Annotating to Interpret--0305 (Word document)

Use the following readings and examples for this assignment. They are referred to in the lab:

	Adam Ribb reading for annotating lab (Word document)
	Use this example of annotating for the main idea (Word document)
	Use this example of annotating to interpret (Word document)

In this lab, students work through annotating a reading step-by-step--both annotating for the main idea and annotating to better interpret and question. Additionally, the reading by Adam Ribb discusses the very active learning strategies they are learning about in the lab itself.

NOTE: This might be a lab worth 2 labs in its complexity and length.

Thinking About Your Process of Reading--0305 (Word document)

	Students will analyze their process of reading, what is standing in the way of understanding and comprehension, and identify how to overcome stumbling blocks and improve their process of reading. Contains work with peers.
	You might use the following reading with this lab:

Comprehension Strategies

Author's Intended Audience--0305 (Word document)

	In this lab, students learn how to identify audience in three very different texts.
	Students will also learn how audience actually shapes the way a piece of writing is written.

Organizational Patterns--0305 (Word document)

Students will learn the various patterns of organization and develop the ability to identify the pattern used by a writer.

Skimming for the Main Idea--0305 (Word document)

	Use the following reading for this assignment: Peter Kugel reading for skimming lab
	Students will learn how to skim, step-by-step, and then use skimming as a tool to better understand an essay, particularly the main point and topic.

Summarization--0305 (Word document)

	Students will practice summarizing material and learn to better understand what they read by summarizing.
	Reading is included in the handout.

Vocabulary Enhancing Lab--0305 (Word document)

Students will better understand the importance of developing an extensive vocabulary and how reading ability can be positively affected in the process.

NOTE: This lab will take more than one lab period to complete if you use the 100 word list. You might use this lab several times and use a different set of words each time. Three sets (listed in progressively difficult groups) are included here.

Use the following word lists from the editors of American Heritage Dictionary as you see fit:

	All "100 words every high school graduate should know"
	Set 1: 40 more common words
	Set 2: next 30 words
	Set 3: 30 more difficult words

What Voice Does for Meaning--0305 (Word document)

Students will identify voice in a piece of writing and figure out how that voice contributes to their understanding of that text. Reading is included in the lab assignment handout above.

Interpretation Strategies

Analyzing Argument--0305 (Word document)

	Students will analyze an argument, investigating the assertion, support, and any assumptions.
	The argumentative reading is included in the lab itself.

Hexagonal Writing: Six Levels of Understanding--0305 (Word document)

	Use the following reading or one of your own: "The Use of Force" by William Carlos Williams (Word document).
	This lab requires students to summarize, make personal connections, analyze, and evaluate the text using a model based on Bloom's taxonomy. This lab provides excellent practice for short answer portions of the 0305 final reading assessment.

Literary Elements of Narrative Analysis--0305 (Word document)

Students will interpret a story by analyzing literary elements and then reflect on what this analysis adds to their understanding and interpretation.

Making Inferences--0305 (Word document)

	Use this reading for this lab assignment: Jan Gray's "Father" for inferences.
	Students will practice making inferences in an essay and will learn how those inferences help them understand and interpret the text they are reading and the world of language.

Pulling It All Together--0305 (Word document)

This lab requires students to pull all of their reading strategies together--making inferences, evaluating audience and purpose, picking up on voice, using context and schema, etc.--to successfully complete a challenge.

Reading District Common Final Preparation

Graphic Organizer Practice (Word Document)

Students will learn about two of the most common graphic organizers--mapping and outlining--and then create their own. They will discussed what they learned and figure out which they might prefer to use for the DCF.

NOTE on Schema Labs: Each semester, a different Reading Common Final and reading selection will be used. Though any of the following will serve as great practice for the District Common Final, you will want to use the practice most appropriate to the subject of of the particular semester's reading selection.

Schema Lab for Memory District Common Final--0305 (Word document)

Students will learn more about schema and develop schema for the Reading District Common Final.

Schema Lab for Boredom District Common Final--0305 (Word document)

Students will learn more about schema and develop schema for the Reading District Common Final.

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Labs for Developmental Reading I: ENGL 0304

The lab readings for ENGL 0304 are generally paragraphs, or shorter pieces, to reflect the outcomes of Developmental Reading I.

Making the Most of Your Reading Process

Annotating for the Main Idea & Annotating to Interpret--0304 (Word document)

Use the following readings and examples for this assignment. They are referred to in the lab:

	Adam Ribb reading for annotating lab (Word document)
	Use this example of annotating for the main idea (Word document)
	Use this example of annotating to interpret (Word document)

NOTE: This might be a lab worth 2 labs in its complexity and length.

Thinking About Your Process of Reading--0304 (Word document)

Students will analyze their process of reading, what is standing in the way of understanding and comprehension, and identify how to overcome stumbling blocks and improve their process of reading. Contains work with peers.

Comprehension Strategies

Audience Lab--0304 (Word document)

Students will identify the audience for several reading selections and learn how identifying audience can help their understanding of any piece of writing.

Author's Purpose Lab--0304 (Word document)

Students will identify the author’s general purpose to better understand the piece of writing.

Skimming for the Main Idea--0304 (Word document)

	Use the following reading for this assignment: Cathy Perlmutter's excerpt for skimming.
	Students will learn how to skim, step-by-step, and then use skimming as a tool to better comprehension.

Summarization--0304 (Word document)

	Students will practice summarizing material and learn to better understand what they read by summarizing.
	Reading is included in the handout.

What Voice Does for Meaning--0304 (Word document)

Students will identify voice in a piece of writing and figure out how that voice contributes to their understanding of that text. Reading is included in the lab assignment handout above.

Interpretation Strategies

Hexagonal Writing: Six Levels of Understanding--0304 (Word document)

	Use the following reading or one of your own: "A Work of Artiface" by Marge Piercy (Html document)
	This lab requires students to summarize, make personal connections, analyze, and evaluate the text using a model based on Bloom's taxonomy. This lab provides excellent practice for short answer analysis.

Making Inferences--0304 (Word document)

	Use the following reading for this assignment: "The Kitchen" for inferences.
	Students will practice making inferences in a paragraph and will learn how those inferences help them understand and interpret the text they are reading and the world of language.

Pulling It All Together--0304 (Word document)