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• W232473837 abstract "In 1993, the new director of the recently revived Honors Program at Eastern Connecticut State University discovered that even seniors in this small program did not know each other and that some of them, not wanting to be branded nerds, were reluctant even to identify themselves as honors scholars. The program clearly needed a culture, a sense of community, and pride. With ideas lifted from NCHC conference sessions, a number of initiatives were launched, including contracts with students, a revived honors club, student-sponsored social events, and active student participation in regional conferences. The most interesting and perhaps controversial method of achieving esprit was the development of intensive first-year courses, taught by the director, in which the entire cohort worked in groups with interns, upper-division honors students, who served as discussion leaders and mentors and graded papers and quizzes. This first-year program became very loosely analogous to basic training or boot camp in that it was an intense experience, eventually shared by everyone in the program. It fashioned a strong bond between all members of the freshman cohort and initiated them into the honors community. HONORS 200: A WRITING WORKSHOP AND SEMINAR The director had inherited Honors 200, a standard writing course for first-semester honors students. Taken in lieu of the required freshman comp course, Honors 200 socialized new students to some extent by placing them all in the same section. The new wrinkles added by the director were to make substantial use of interns, to establish small groups for student responses to papers, and to include variations of City as Text[C] in some writing assignments. The course, which met on Tuesdays and Thursdays, required students to read a chapter illustrating a rhetorical category (narration, description, process analysis, etc.) each week from a book of essays, review sections of a writing manual from time to time, and complete two writing assignments a week. The Thursday assignment, written in class, was a quick response to a question posed by the instructor about one of the assigned essays; it was graded by the instructor and returned the following Thursday. Students found writing an organized paragraph or two with specific details in ten or fifteen minutes the most stressful component of the course, but they learned how to write a topic sentence (or at least get their point somewhere up front), provide transitions, and include relevant details. As the semester progressed, the quick-response writing became noticeably more fluent, and responses became longer, more detailed, and to the point. This once-a-week exercise was meant, among other things, to prepare students to perform well on essay exams and to think quickly and respond coherently in meetings, seminars, and colloquia. During all class sessions students sat together with their interns in designated groups of four or five. Each Tuesday they came to class with papers that had been assigned by their interns the previous week to be completed out of class on a word processor. Class time was spent for the most part working with the hard copies of these papers. The interns, together with the instructor, usually devised a different strategy or approach each week to enliven discussion. One week students might begin by reading just their first sentences or paragraphs, the rest of the group indicating what such openings had led them to expect in the rest of the paper; another week students might be asked to jot down concrete nouns, specific adjectives, vivid verbs, or effective or awkward phrases while one of them read her paper; or the papers might be scrambled and randomly distributed and read to see if the group could identify the author by the style or point of view. The variations and added wrinkles, many of them suggested by the interns, turned out to be endless. There were only two rules: everyone in the group had to talk, and all reactions and comments had to be specific. …" @default.
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• W232473837 date "2007-01-01" @default.
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• W232473837 title "First-Year Initiation Courses in Honors" @default.
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