The Evil Reading Check Quiz

Through the experience of some of the education courses I took in graduate school and then during my time teaching at St. John’s University, I accepted the idea that giving a reading quiz was the wrong pedagogical move. For the first time in thirteen years of teaching composition, I have a textbook for the course. I face a question a lot of we teachers face: How will I entice the students to read?
One way I try and get students to read is that I read out loud a part of the text that will be assigned for the next class with hopes this will spark some interest. If I can find the writer online saying something interesting, I show a bit of that to the class. One of the concepts in our textbook is that “texts are people talking.” In prep for reading Anne Lamott’s “Shitty First Drafts,” we watched her TED Talk. I also offer some focusing questions to give the students an idea about why I have assigned the reading. For example, we read Richard Straub’s piece about working in peer groups, and I pointed out Straub asks nine questions related to responding to others’ writing. I ask the students to try and remember two of those questions and apply what he says to what they might do when in a peer review group. Those focusing questions become the material for the reading quiz.
The quizzes are two or three questions. I am not trying to trick anyone with the questions. I have pretty much given the questions before the quiz. I hope the students will try and wrestle with the ideas in the piece. Because I believe writing is thinking and to be more literate is to be more powerful in the world, I don’t think I am wasting the students’ time with the assignments.
In grading the reading quizzes, I see some students still aren’t reading. Sometimes they apologize on the quiz for not reading, and I try to write something positive back to them. I wonder if those students not reading will start. I also learn that many of my students are reading and trying to apply the ideas in the text to their thoughts on writing.
There has been a really fun surprise in my giving of these quizzes. Because my questions require a couple sentences worth of a response, I am starting to feel like I am passing notes with my students about the subject of writing. What I’m doing reminds me a little of high school life in the 80s when classmates used to pass notes. When I respond to the students’ answers and write notes back to them, I see I am in about 90 different mini conversations with writing as the main topic. I thought responding to the quizzes was going to be something boring I did for the purpose of trying to get the students to read so that our time together in class was more interesting. It’s been a nice surprise that the pieces of paper the students and I are passing back and forth are feeling more like conversations about writing.

My Personal Notes for Class With Links: Thur. 1/20/2011

Lesson Plans / Jan. 20, 2010 / First Day

Prof. Bill Torgerson

English Composition

The Metaphor

  • Don’t know what to write
  • Gap between speaker and audience
  • Energy
  • The notion of a larger conversation, also the professional conversation

Take everybody through the big idea as written on the syllabus


We will build on what has been done before.  My expectations for your work will have evolved from the work that was done before.  What I’m asking you to do this semester will be at least slightly different from what I asked of the students last semester.

Writing territories:


Scholarly Personal Narrative:

Documentary Film:

Watch some student films on my computer

Final Portfolio:

For Mon. 1/24:

  • Buy a composition journal for daily note taking.  We’ll call this a Daybook because Prof. Torg really admired this guy named Donald Murray who used that term.
  • Click here to be taken to the course website:
  • Go to the “Click Here for Student Blogs” tab.  Click on Prof. Torg’s blog (it’s first) and read his “Dear Swimmers in Language” letter that explains this course.  Once you get your blog set up, write us a note to launch your blog and introduce yourself to us.
  • On the course website, click on the “Sample Work/Tutorial Videos” tab and watch Prof. Torgerson’s video titled “Getting Started with a WordPress Blog.”
  • Set up a WordPress Blog.  Email Professor Torgerson your link.  If your blog is to be private, add him as a reader.  Use this format:  LAST NAME, FIRST NAME (CLASS TIME)
  • Return to Prof. Torg’s blog and find the post entitled “Writing Territories.”  Copy and paste the prompts into your own new blog post.  Respond to the prompts by making lists after each prompt.  At the end of your lists, choose something from your list to write about.  Tell us a story from that item on your list or tell us about one of those items on your list.  The total word count should be 400 words.  If you find yourself short, go back to your “writing territories” list and write about something in addition to what you’ve already written.

Music and Movies Book Group at Barnes and Noble:  I do a book group the third Monday night of each month.  On the night of Monday, Feb. 21st, we’re going to discuss Chuck Klosterman’s book, Sex, Drugs, and Cocoa Puffs.

Time permitting:  Form a group of five.  Learn each other’s names.  What have people in your history said about how to write?  In other words, list 5 rules for writing that you’ve heard someone say or that you’ve learned for yourself.  Finally, come up with a definition for good writing.