Literacy Narrative

Baruch College, City University of New York
Department of English Peer Teaching Observation Report

Evaluation for:    Molly Mosher                         

Observation by:  Eva S. Chou           

Course: ENGL 2150T – Writing 2                                          

Section: 29855              

Date: 15 March 2022

Pre-Observation Form for the Instructor (This page to be completed by faculty member or graduate teaching fellow whose class is being observed.)

Prior to the observation, the instructor should provide a description of the goals for the session or module and how they relate to the broader course goals.

Please see the following for First-Year Writing and Great Works of Literature course goals:

Goals for class session/module:

This is the first session as we move into the research project. The goals are to:

  1. Introduce the comparative source report.
  2. Discuss sources the students will use (make sure students know what the 8 required sources should be).
  3. Model how to make source introductions.
  4. Give students time to work on their comparative source reports in class & conference with the instructor about questions they may have.

Activities planned in support of goals:

These are located under “Day 5 Activities” at this link: https://blogs.baruch.cuny.edu/mmwriting2/planning_research/

1. Review the Comparative Source Report and the rhetorical precis. We will go over the art of introducing our sources using the rhetorical precis template. In groups, students will practice filling their own rhetorical precis template using an article of their own choosing.

From there, students will use the work used to complete Invention Activity #2, to begin to populate the comparative source report. For each source to be used, consider the author’s rhetorical situation and whether this source is appropriate evidence to support your overall argument.

We will discuss how to create proper MLA citations for both in-text and Works Cited lists.

2. Students will work on their comparative source reports in class and sign up to chat with the instructor about any questions they have.

The activities will help the students to:

  • Critically analyze texts in a variety of genres: Analyze and interpret key ideas in various discursive genres (e.g. essays, news articles, speeches, documentaries, plays, poems, short stories), with careful attention to the role of rhetorical conventions such as style, tropes, genre, audience and purpose.
  • Identify and engage with credible sources and multiple perspectives in your writing: Identify sources of information and evidence credible to your audience; incorporate multiple perspectives in your writing by summarizing, interpreting, critiquing, and synthesizing the arguments of others; and avoid plagiarism by ethically acknowledging the work of others when used in your own writing, using a citation style appropriate to your audience and purpose.
  • Compose as a process: Experience writing as a creative way of thinking and generating knowledge and as a process involving multiple drafts, review of your work by members of your discourse community (e.g. instructor and peers), revision, and editing, reinforced by reflecting on your writing process in metacognitive ways. 

If there are particular areas or issues you would like the peer reviewer to pay attention to during the session or in the module, please indicate them. Do you have any specific questions or concerns about these areas or issues that you would like the observer to address? (Optional)

I am happy to receive whatever feedback you find most necessary to include! I would, however, love to know how I might improve my student engagement.

Teaching Observation

Was the syllabus provided to the observer?

Is the syllabus clear and well-organized?

How did the session/module meet course goals?

Please provide feedback on any areas or issues the instructor asked about.

Use this section to provide positive comments, suggestions for improvement, or any additional comments.

VI.    Teaching PERFORMANCE

  • Satisfactory     
  • Unsatisfactory 

Observer’s Signature / Date ______________________________________________

Chair’s Signature / Date _________________________________________________

I understand that my signature means only that I have read this report and that I may attach

any comments I wish.

Instructor’s Signature / Date ______________________________________________