I’m three weeks into the spring semester, and I uploaded my feedback on my students’ first major assignment a few days ago. I’ve never assigned this project (a literary autobiography) before, so I didn’t know what to expect from it. It’s pretty small stakes, in comparison to the other major assignments, but it was something I decided I wanted to try this semester for multiple reasons. In today’s post, I thought I’d describe the assignment and my reasons for creating it, just in case someone reading this is looking for some classroom inspiration. I think this assignment would work well across many education levels, in case any high school or even middle school teachers have stumbled across this post.
It’s that time of the semester. No, not the drowning in final exams and papers time. That’s still three weeks away. Nor is it the can’t-see-any-surface-in-my-house because-of-all-the-books time. That happens way earlier on in the semester. No, the time I’m talking about is when you receive an email letting you know what course(s) you’re teaching next semester, and asking you to submit your textbook request form ASAP. As half of my graduate assistantship is currently devoted to my work for our Writing Program, this next semester is likely the last one in which I’ll only be teaching one course. I’ve been assigned my top choice, ENG 125: Literary Narrative, and I’ve decided to use a different design than the one I used last year. Instead of a ChYALit adaptations course, my new 125 class will be a YA literary narratives course. [Update: Here’s the page all about this course.]