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	<title>writing101.net &#124; msmcguire.com &#187; lesson plans</title>
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		<title>examining narrative perspective through film</title>
		<link>http://writing101.net/2009/02/22/examining-narrative-perspective-through-film/</link>
		<comments>http://writing101.net/2009/02/22/examining-narrative-perspective-through-film/#comments</comments>
		<pubDate>Sun, 22 Feb 2009 23:59:16 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
				<category><![CDATA[creative writing]]></category>
		<category><![CDATA[featured]]></category>
		<category><![CDATA[fiction]]></category>
		<category><![CDATA[film]]></category>
		<category><![CDATA[lesson plans]]></category>
		<category><![CDATA[teaching]]></category>

		<guid isPermaLink="false">http://writing101.net/?p=1241</guid>
		<description><![CDATA[Narrative perspective, or point-of-view (POV), is an essential element of fiction writing. It is also a difficult concept for some beginning students to get their minds wrapped around. As a way to introduce variations in narrative perspective, I use film clips to demonstrate how POV can effect the narrative. This method comes with some pedagogical [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>homeschoolers learn about japan</title>
		<link>http://writing101.net/2009/01/04/homeschoolers-learn-about-japan/</link>
		<comments>http://writing101.net/2009/01/04/homeschoolers-learn-about-japan/#comments</comments>
		<pubDate>Sun, 04 Jan 2009 20:05:09 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
				<category><![CDATA[featured]]></category>
		<category><![CDATA[life learning]]></category>
		<category><![CDATA[food]]></category>
		<category><![CDATA[geography]]></category>
		<category><![CDATA[lesson plans]]></category>
		<category><![CDATA[world culture]]></category>

		<guid isPermaLink="false">http://writing101.net/?p=955</guid>
		<description><![CDATA[In the homeschooling group we belong to, each child/family has been taking turns every other week to lead the group in learning about another country&#8211;geography, culture&#8211;a general introduction. Aidan chose Japan for us, so we&#8217;ve been busy immersing ourselves in all things Japan in preparation for the day, which is this coming Monday. Here&#8217;s our [...]]]></description>
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		<slash:comments>1</slash:comments>
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		<title>listen, seek to understand, especially when we disagree</title>
		<link>http://writing101.net/2008/12/09/listen-seek-to-understand-especially-when-we-disagree/</link>
		<comments>http://writing101.net/2008/12/09/listen-seek-to-understand-especially-when-we-disagree/#comments</comments>
		<pubDate>Tue, 09 Dec 2008 05:25:48 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
				<category><![CDATA[college composition]]></category>
		<category><![CDATA[featured]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[lesson plans]]></category>
		<category><![CDATA[student work]]></category>

		<guid isPermaLink="false">http://writing101.net/?p=797</guid>
		<description><![CDATA[&#8220;The world is tearing itself up because of one thing, and that is belief. The idea is that rather than screaming about it, we ought to just listen. . . . It rather idealistically and rather quietly suggests another way to talk to each other.&#8221; &#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#8211;Jay Allison, Host and Co-Produce of &#8220;This I Believe&#8221; The [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>arguing, if you care to</title>
		<link>http://writing101.net/2008/09/28/arguing-if-you-care-to/</link>
		<comments>http://writing101.net/2008/09/28/arguing-if-you-care-to/#comments</comments>
		<pubDate>Mon, 29 Sep 2008 02:29:43 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
				<category><![CDATA[college composition]]></category>
		<category><![CDATA[no send]]></category>
		<category><![CDATA[apathy]]></category>
		<category><![CDATA[argument]]></category>
		<category><![CDATA[lesson plans]]></category>
		<category><![CDATA[presentation slides]]></category>

		<guid isPermaLink="false">http://writing101.net/?p=495</guid>
		<description><![CDATA[The topic for the day is argument. I was up late trying to figure out a fresh way to approach this topic with my students (suffering from a little teacher&#8217;s block). I wanted to balance my desire for a more democratic classroom (one that resists heavy-handed lecture) and the practical need to get them quickly [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>questioning tradition</title>
		<link>http://writing101.net/2008/09/14/questioning-tradition/</link>
		<comments>http://writing101.net/2008/09/14/questioning-tradition/#comments</comments>
		<pubDate>Mon, 15 Sep 2008 01:22:52 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
				<category><![CDATA[college composition]]></category>
		<category><![CDATA[featured]]></category>
		<category><![CDATA[lesson plans]]></category>
		<category><![CDATA[maps]]></category>
		<category><![CDATA[presentation slides]]></category>

		<guid isPermaLink="false">http://writing101.net/?p=442</guid>
		<description><![CDATA[Re-vision. Re-seeing. Looking and then looking again. Shifting points-of-view. Repositioning vantage points. Is what we see truth or mere convention? In my composition class, I&#8217;ve been introducing students gradually to a deeper understanding of revision as a concept of rethinking, as opposed to simple editing. We&#8217;ve been using Adrianne Rich&#8217;s essay &#8220;When We Dead Awaken: [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>a willful refusal to learn</title>
		<link>http://writing101.net/2008/09/09/a-willful-refusal-to-learn/</link>
		<comments>http://writing101.net/2008/09/09/a-willful-refusal-to-learn/#comments</comments>
		<pubDate>Wed, 10 Sep 2008 02:32:46 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
				<category><![CDATA[college composition]]></category>
		<category><![CDATA[featured]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[lesson plans]]></category>
		<category><![CDATA[video]]></category>

		<guid isPermaLink="false">http://writing101.net/?p=422</guid>
		<description><![CDATA[As we continue our conversation about the aims of education in my composition course this semester, we&#8217;ve been talking about this idea of not learning&#8211;not the inability to learn or the lack of opportunity, but the willful refusal to learn, to the point where it actually takes a good deal of work. My hope is [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>schooling: thinking costs, thinking benefits</title>
		<link>http://writing101.net/2008/08/31/schooling-thinking-costs-thinking-benefits/</link>
		<comments>http://writing101.net/2008/08/31/schooling-thinking-costs-thinking-benefits/#comments</comments>
		<pubDate>Mon, 01 Sep 2008 03:18:13 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
				<category><![CDATA[college composition]]></category>
		<category><![CDATA[featured]]></category>
		<category><![CDATA[lesson plans]]></category>
		<category><![CDATA[presentation slides]]></category>

		<guid isPermaLink="false">http://writing101.net/?p=388</guid>
		<description><![CDATA[This week in my composition course, I suggested to the students that there may be more costs to their education than tuition alone. I&#8217;m trying to use education as a critical category of discussion throughout the semester. The major reading and writing of the course will explore the aims of education. In the past, it&#8217;s [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>back in the saddle&#8211;the first day of class</title>
		<link>http://writing101.net/2008/08/26/back-in-the-saddle-the-first-day-of-class/</link>
		<comments>http://writing101.net/2008/08/26/back-in-the-saddle-the-first-day-of-class/#comments</comments>
		<pubDate>Tue, 26 Aug 2008 06:23:22 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
				<category><![CDATA[college composition]]></category>
		<category><![CDATA[no send]]></category>
		<category><![CDATA[lesson plans]]></category>
		<category><![CDATA[presentation slides]]></category>
		<category><![CDATA[video]]></category>

		<guid isPermaLink="false">http://writing101.net/?p=298</guid>
		<description><![CDATA[Well, the summer was short and I find myself back in the classroom with a room of unsuspecting students&#8211;eager to learn and to challenge themselves. I love fresh starts. This is what I&#8217;ve got planned for my first day in Composition&#160;I. First a little &#8220;walk in&#8221; music, emphasizing the idea of a fresh start and [...]]]></description>
		<wfw:commentRss>http://writing101.net/2008/08/26/back-in-the-saddle-the-first-day-of-class/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>getting students to speak with conviction</title>
		<link>http://writing101.net/2008/05/08/getting-students-to-speak-with-conviction/</link>
		<comments>http://writing101.net/2008/05/08/getting-students-to-speak-with-conviction/#comments</comments>
		<pubDate>Thu, 08 May 2008 15:44:55 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
				<category><![CDATA[college composition]]></category>
		<category><![CDATA[featured]]></category>
		<category><![CDATA[assignments]]></category>
		<category><![CDATA[lesson plans]]></category>

		<guid isPermaLink="false">http://writing101.net/?p=100</guid>
		<description><![CDATA[In the 1950s, William G. Perry developed a model of intellectual development to help understand the &#8220;positions&#8221; of intellectual and ethical growth that post-adolescent college students go through over the course of their college years. He describes nine different fluid &#8220;positions&#8221; across four categories: 1)&#160;dualism, 2)&#160;multiplicity, 3)&#160;relativism, and 4)&#160;commitment within relativism. When I first learned [...]]]></description>
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		<slash:comments>1</slash:comments>
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