Resume links
These links are a place to start:
Purdue OWL
http://owl.english.purdue.edu/owl/resource/564/1/
Sample resumes http://www.bestsampleresume.com/
Some even better places to find sample resumes are at the websites of professionals – click on THEIR resumes - or ask someone you know.
You might discover that web-resumes are replacing traditional resumes For example, check out: http://danchaon.com/ or https://www.msu.edu/~devossda/index2.html.
Type in the names of people you know in the profession and see what you come up with.
Wednesday, March 31, 2010
Career presentation
Assignment: For your presentation on a career in writing, you will use the "I'm an English major - now what?" text as a starting place. You will supplement your research into career possibilities with the websites posted on our blog. During your presentation you will answer the following questions:
- What are the job descriptions in this profession?
- What kinds of writing do individuals in this profession do?
- How can you prepare yourself for this kind of writing profession?
- What resources are available to individuals who want to enter your profession?
- What are some of the obstacles?
- What are some creative ways to give yourself an “edge” for entering your profession?
SAMPLE PRESENTATION: TEACHING ENGLISH/WRITING AT THE POST-SECONDARY LEVEL
Description of the range of job descriptions for post-secondary English teachers
Subject material: As a college “professor” you can teach composition, business writing (writing in the professions), creative writing (poetry, fiction & creative nonfiction), or English literature.
Work setting: You can teach at a community college, a 4-year college, or a university (a 4-year school that offers graduate training).
Job title: Your job classification may be: tenure track, full-time nontenure track , or adjunct faculty.
Each of these
Credentials: For composition, professional writing & English literature, you will be expected to have a Ph. D. at the University & College level, and at least an M. A. at the Community College level. For creative writing, a Master of Fine Arts is the terminal degree.
Academic experience in research & teaching will help you get a job. As an undergraduate, working at a writing center, participating in student research projects, working on student publications, taking part in writing contests & conferences will set you up to get into graduate school. As a graduate student, fellowships, teaching assistantships, participation in conferences, and publications will help you get a job.
Job description:
Tenure-track faculty are expected to contribute to the development and life of the university where they work. They do so by contributing teaching, research, and service that reflects their interests and training.
Service: Tenure track faculty participate in designing and developing programs and courses in their Department and School; the serve on University, School, and Department committees to govern, plan, and create the university and its policies; they participate student advisement, sponsor student groups, and so on.
Teaching: Tenure track faculty generally teach some number of “service” courses – either introduction to literature, or the required composition courses plus courses in their area of specialty.
Research: Tenure track faculty are expected to participate in professional conferences (see for example) and they are expected to publish essays, book chapters, and/or book-length studies in their area of expertise. Professional journals include: College Composition & Communication, Computers and Composition, Composition Studies; Academic publishers include: Routledge, Sage; and NCTE - to mention only a few.
Full-time nontenure-track faculty and adjunct faculty are primarily expected to teach. They often teach entry level courses, but may have upper-level and graduate responsibilities depending on their training and expertise.
What kinds of writing do individuals in this profession do?
Teaching:
syllabus + calendar
course assigments and other course documents
feedback /communications/directions to students
Service
courses
meeting agendas
memos
program proposals
reports for accreditation
evaluations of courses, personnel, programs, etc
student letters of recommendation
grant proposals
policy statements
administrative practices
communications with colleagues
Research:
Notes/writing to gather information => develop ideas
Abstracts & proposals
Essays
Books
Reviews for articles, courses, articles, books
Conference participation - talks + abstracts for talks + programs
Grant proposals, reviews, and reports
How can you prepare yourself for this kind of writing?
The two most important moves to prepare yourself for academic writing are learning how to analyze & write in the form of a wide range of academic genres, and making connections with appropriate mentors and peers.
for teaching – use models from other teachers, books & websites on teaching, talk to your colleagues
for service – use models from the institution where you serve = this kind of writing really about following guidelines. Again, support + information from mentors will be key.
for your research - read journals and publications in your area and pattern your work on the materials you value. Write to editors, talk to published authors, ask colleagues to read your work.
And the very best way to prepare is - in tandem with reading samples of what you want to write - to write, write, write, and write some more. Joining a peer writing group or working with a writing center or studio can also be very helpful.
Professional organizations:
College Conference on Composition and Communication
National Council of Teachers of English
Association of Writing Programs (Kean University has a membership in this organization).
Modern Language Association
National Writing Project
Poets and Writers
Obstacles to entering the profession:
Competition for entry into high prestige graduate programs is high, as is competition for jobs at Colleges and Universities. Many Community Colleges now require applicants to have a Ph. D.
Hiring depends on openings. In general, it is easier to get a teaching job as a composition instructor than as a English literature instructor; and it is easier to find a job as adjunct faculty, than to find a job as a tenure-track faculty member. Also, the tenure process can be dangerous – there are high demands on time and energy to make your way through the process. It will not be a 40-hour per week job.
What are some creative ways to give yourself an “edge” for entering your profession?
Choose a graduate program with professors well known as mentors.
Choose a graduate program with a high success-rate for placing its graduates.
Take a course of study that prepares you in an area with “flexibility”; pay attention to patterns for hiring.
Go to professional conferences; if possible give a presentation.
Go to workshops.
Work on research projects with your professors; see if you can have several publications or works in progress by the time you are on the job market.
Join a writing group.
Get some teaching experience, either as a teaching assistant or through adjunct work.
Keep up with research in your area of interest. Volunteer to review articles, books for the journals you are most familiar with.
If possible, look into writing a grant proposal or working with a group to write a grant proposal.
Make sure to get enough exercise + recreation.
Don’t stress over writing a “perfect” dissertation – just get it finished.
- What are the job descriptions in this profession?
- What kinds of writing do individuals in this profession do?
- How can you prepare yourself for this kind of writing profession?
- What resources are available to individuals who want to enter your profession?
- What are some of the obstacles?
- What are some creative ways to give yourself an “edge” for entering your profession?
SAMPLE PRESENTATION: TEACHING ENGLISH/WRITING AT THE POST-SECONDARY LEVEL
Description of the range of job descriptions for post-secondary English teachers
Subject material: As a college “professor” you can teach composition, business writing (writing in the professions), creative writing (poetry, fiction & creative nonfiction), or English literature.
Work setting: You can teach at a community college, a 4-year college, or a university (a 4-year school that offers graduate training).
Job title: Your job classification may be: tenure track, full-time nontenure track , or adjunct faculty.
Each of these
Credentials: For composition, professional writing & English literature, you will be expected to have a Ph. D. at the University & College level, and at least an M. A. at the Community College level. For creative writing, a Master of Fine Arts is the terminal degree.
Academic experience in research & teaching will help you get a job. As an undergraduate, working at a writing center, participating in student research projects, working on student publications, taking part in writing contests & conferences will set you up to get into graduate school. As a graduate student, fellowships, teaching assistantships, participation in conferences, and publications will help you get a job.
Job description:
Tenure-track faculty are expected to contribute to the development and life of the university where they work. They do so by contributing teaching, research, and service that reflects their interests and training.
Service: Tenure track faculty participate in designing and developing programs and courses in their Department and School; the serve on University, School, and Department committees to govern, plan, and create the university and its policies; they participate student advisement, sponsor student groups, and so on.
Teaching: Tenure track faculty generally teach some number of “service” courses – either introduction to literature, or the required composition courses plus courses in their area of specialty.
Research: Tenure track faculty are expected to participate in professional conferences (see for example) and they are expected to publish essays, book chapters, and/or book-length studies in their area of expertise. Professional journals include: College Composition & Communication, Computers and Composition, Composition Studies; Academic publishers include: Routledge, Sage; and NCTE - to mention only a few.
Full-time nontenure-track faculty and adjunct faculty are primarily expected to teach. They often teach entry level courses, but may have upper-level and graduate responsibilities depending on their training and expertise.
What kinds of writing do individuals in this profession do?
Teaching:
syllabus + calendar
course assigments and other course documents
feedback /communications/directions to students
Service
courses
meeting agendas
memos
program proposals
reports for accreditation
evaluations of courses, personnel, programs, etc
student letters of recommendation
grant proposals
policy statements
administrative practices
communications with colleagues
Research:
Notes/writing to gather information => develop ideas
Abstracts & proposals
Essays
Books
Reviews for articles, courses, articles, books
Conference participation - talks + abstracts for talks + programs
Grant proposals, reviews, and reports
How can you prepare yourself for this kind of writing?
The two most important moves to prepare yourself for academic writing are learning how to analyze & write in the form of a wide range of academic genres, and making connections with appropriate mentors and peers.
for teaching – use models from other teachers, books & websites on teaching, talk to your colleagues
for service – use models from the institution where you serve = this kind of writing really about following guidelines. Again, support + information from mentors will be key.
for your research - read journals and publications in your area and pattern your work on the materials you value. Write to editors, talk to published authors, ask colleagues to read your work.
And the very best way to prepare is - in tandem with reading samples of what you want to write - to write, write, write, and write some more. Joining a peer writing group or working with a writing center or studio can also be very helpful.
Professional organizations:
College Conference on Composition and Communication
National Council of Teachers of English
Association of Writing Programs (Kean University has a membership in this organization).
Modern Language Association
National Writing Project
Poets and Writers
Obstacles to entering the profession:
Competition for entry into high prestige graduate programs is high, as is competition for jobs at Colleges and Universities. Many Community Colleges now require applicants to have a Ph. D.
Hiring depends on openings. In general, it is easier to get a teaching job as a composition instructor than as a English literature instructor; and it is easier to find a job as adjunct faculty, than to find a job as a tenure-track faculty member. Also, the tenure process can be dangerous – there are high demands on time and energy to make your way through the process. It will not be a 40-hour per week job.
What are some creative ways to give yourself an “edge” for entering your profession?
Choose a graduate program with professors well known as mentors.
Choose a graduate program with a high success-rate for placing its graduates.
Take a course of study that prepares you in an area with “flexibility”; pay attention to patterns for hiring.
Go to professional conferences; if possible give a presentation.
Go to workshops.
Work on research projects with your professors; see if you can have several publications or works in progress by the time you are on the job market.
Join a writing group.
Get some teaching experience, either as a teaching assistant or through adjunct work.
Keep up with research in your area of interest. Volunteer to review articles, books for the journals you are most familiar with.
If possible, look into writing a grant proposal or working with a group to write a grant proposal.
Make sure to get enough exercise + recreation.
Don’t stress over writing a “perfect” dissertation – just get it finished.
Monday, March 29, 2010
March 29
We set up your portfolio sites. I created a sample site (https://sites.google.com/a/kean.edu/chandler_eng2020/)that you can use as a guide for the basic organization. We will be going back to this site as you add your assignments - so you will have plenty of opportunities to edit + revise.
We also created a schedule for presentations:
April 8: Taylor - fiction author; Tim - history teacher
April 12: Karilyn- lawyer; Aydin - sports writer
April 15: Lana - pre-school teacher; Andrea nursing
April 19: Walmbe - theater advertising; Michelle - elementary teacher
April 22: Lauren - human resources
On Thursday I will give a "sample" presentation on choosing a vocation in higher education (being a professor); we will spend the rest of class looking at formats for resumes + talking about how to write resumes for different professions.
Blog 17: In light of today's class discussion, keep working on your list of how to use writing in your profession; do some thnking about the particular writing you will include in this portfolio.
We also created a schedule for presentations:
April 8: Taylor - fiction author; Tim - history teacher
April 12: Karilyn- lawyer; Aydin - sports writer
April 15: Lana - pre-school teacher; Andrea nursing
April 19: Walmbe - theater advertising; Michelle - elementary teacher
April 22: Lauren - human resources
On Thursday I will give a "sample" presentation on choosing a vocation in higher education (being a professor); we will spend the rest of class looking at formats for resumes + talking about how to write resumes for different professions.
Blog 17: In light of today's class discussion, keep working on your list of how to use writing in your profession; do some thnking about the particular writing you will include in this portfolio.
Thursday, March 25, 2010
Class March 25
You gave yourself a grade for your process narrative and sent your discussion of that grade to me in an email. We developed a rubric where:
meeting requirements for the assignment = 40 pts
focus = 20 pts
organization = 20 pts
development = 15 pts
style = 5 pts
Total = 100 points
After you turned in your essays we discussed plans for the rest of the term including your presentation on a writing career and your final portfolio (see the two previous posts to this Blog).
Blog 16: Identify the writing career you would like to do your presentation on & begin to develop a list of the kinds of writing associated with that career.
In class Monday we will set the calendar for presentations on career choices, and we will take a first look at google.sites.
meeting requirements for the assignment = 40 pts
focus = 20 pts
organization = 20 pts
development = 15 pts
style = 5 pts
Total = 100 points
After you turned in your essays we discussed plans for the rest of the term including your presentation on a writing career and your final portfolio (see the two previous posts to this Blog).
Blog 16: Identify the writing career you would like to do your presentation on & begin to develop a list of the kinds of writing associated with that career.
In class Monday we will set the calendar for presentations on career choices, and we will take a first look at google.sites.
Assignment sheet for Portfolio + Presentation
Portfolio Assignment:
Purpose: to create a electronic portfolio that presents your writing for this course as well as writing samples for your chosen profession: to gain experience creating an electronic portfolio; to provide evidence of your growth as a writer.
Description of assignment: For the remainder of the term you will work on creating a practice portfolio. This portfolio will include the kinds of writing that you might make available to prospective employers. It will also document work you’ve done for this course. Your portfolio should include the following:
• Introduction (on the home page) where you identify yourself, your goals as a writer, provide background for the pieces included in your portfolio.
• Resume – general: a boiler-plate resume; this resume should include relevant courses work experience and references to writing samples that demonstrate your preparation for a position in the field of your choice.
• Resume for a particular position in your chosen profession: this resume should include relevant courses work experience and references to writing samples that demonstrate your preparation for a that position. This resume should name the employer + the position you would write it for.
• Introductory letter: to accompany the resume for a particular position
• Personal statement: (appropriate for your chosen profession)
• Reflective writing on resumes: a discussion of gaps between your preparation and the career you hope to enter along with a plan for how to fill those gaps.
• Writing samples appropriate to your chosen profession: Three (3) documents in genres you will use for your profession. There may be some variation to this requirement depending on your profession; for example, if you are a poet , you should include 3 sets of 3-4 poems (the number of poems often requested for a submission to a journal).
• Reflective analysis of your writing samples
• Literacy narrative
• Process narrative
Individual assignment sheets will provide direction for the different sections. We will work together in class to learn how to use google.sites to create an online portfolio.
Timeline/due dates:
March 29: Your focus/career for your portfolio + identify preliminary list of writing genres to submit with your portfolio
April 5: Workshop general resume
April 8: Workshop particular resume
April 12: Workshop introductory letter
April 15: Final listing of writing genres for writing samples in your portfolio + workshop personal statement
April 19: Workshop 2 short pieces for your portlio writing samples
April 22: Workshop longer writing samples
April 26: Workshop longer writing samples
April 29: Reflective analysis of writing samples
May 3: Complete portfolio due
Presentation on writing career:
For your presentation on a career in writing, you will use the "I'm an English major - now what?" text as a starting place. You will supplement your research into career possibilities with the websites posted on our blog. During your presentation you will answer the following questions:
Describe the range of job descriptions in your profession have.
What kinds of writing do individuals in this profession do?
How can you prepare yourself for this kind of writing?
What resources are available to individuals who want to enter your profession?
What are some of the obstacles?
What are some creative ways to give yourself an “edge” for entering your profession?
Purpose: to create a electronic portfolio that presents your writing for this course as well as writing samples for your chosen profession: to gain experience creating an electronic portfolio; to provide evidence of your growth as a writer.
Description of assignment: For the remainder of the term you will work on creating a practice portfolio. This portfolio will include the kinds of writing that you might make available to prospective employers. It will also document work you’ve done for this course. Your portfolio should include the following:
• Introduction (on the home page) where you identify yourself, your goals as a writer, provide background for the pieces included in your portfolio.
• Resume – general: a boiler-plate resume; this resume should include relevant courses work experience and references to writing samples that demonstrate your preparation for a position in the field of your choice.
• Resume for a particular position in your chosen profession: this resume should include relevant courses work experience and references to writing samples that demonstrate your preparation for a that position. This resume should name the employer + the position you would write it for.
• Introductory letter: to accompany the resume for a particular position
• Personal statement: (appropriate for your chosen profession)
• Reflective writing on resumes: a discussion of gaps between your preparation and the career you hope to enter along with a plan for how to fill those gaps.
• Writing samples appropriate to your chosen profession: Three (3) documents in genres you will use for your profession. There may be some variation to this requirement depending on your profession; for example, if you are a poet , you should include 3 sets of 3-4 poems (the number of poems often requested for a submission to a journal).
• Reflective analysis of your writing samples
• Literacy narrative
• Process narrative
Individual assignment sheets will provide direction for the different sections. We will work together in class to learn how to use google.sites to create an online portfolio.
Timeline/due dates:
March 29: Your focus/career for your portfolio + identify preliminary list of writing genres to submit with your portfolio
April 5: Workshop general resume
April 8: Workshop particular resume
April 12: Workshop introductory letter
April 15: Final listing of writing genres for writing samples in your portfolio + workshop personal statement
April 19: Workshop 2 short pieces for your portlio writing samples
April 22: Workshop longer writing samples
April 26: Workshop longer writing samples
April 29: Reflective analysis of writing samples
May 3: Complete portfolio due
Presentation on writing career:
For your presentation on a career in writing, you will use the "I'm an English major - now what?" text as a starting place. You will supplement your research into career possibilities with the websites posted on our blog. During your presentation you will answer the following questions:
Describe the range of job descriptions in your profession have.
What kinds of writing do individuals in this profession do?
How can you prepare yourself for this kind of writing?
What resources are available to individuals who want to enter your profession?
What are some of the obstacles?
What are some creative ways to give yourself an “edge” for entering your profession?
Possibilities for your work as a writer
Job Search Engines & Lists
Altavista
http://careers.av.com (job search and career advice)
CareerPath.com & Career Builder
http://www.careerpath.com - http://www.careerbuilder.com
Craig’s List for North Jersey
http://newjersey.craigslist.org/
Kforce.com
http://kforce.com
Monster.com
http://www.monster.com
Government jobs
http://www.usajobs.gov/
The Write Job
http://www.writejobs.com/
Writing Careers
http://jobs.poewar.com/
Notforprofits + Americorps
Americorps
http://www.americorps.gov/
Center for Non-Profit Corporations
http://www.njnonprofits.org/
The Chronicle of Philanthropy
http://philanthropy.com/section/Jobs/224/
For Teaching
Education Week on the Web
http://www.edweek.org/jobs
The Chronicle of Higher Education
http://chronicle.com/jobs/
The Academie Position Network
http://www.apnjobs.com
American Association of Community College
http://www.aacc.nche.edu
Higher Education Jobs
http://www.higheredjobs.com
Recruitment for Private School Teaching
Carney, Sandoe & Associates
http://www.carneysandoe.com
The Education Group
http://www.educationgroup.com
Educational Resources Group
http://www.ergteach.com
Independent Educational Services
http://www.ies-search.org
International School Services
http://www.iss.edu
For Freelancers
Guru.com
http://www.guru.com
Elance
http://elance.com
Freelance writing jobs
http://www.freelancewriting.com/freelance-writing-jobs.php
Career Advice
AWP's Articles & Advice for Writers
Ask the Headhunter
http://www.asktheheadhunter.com (news and advice on the web for job seekers)
The Riley Guide
http://www.rileyguide.com
Tips for applying for jobs
http://owl.english.purdue.edu/owl/resource/681/01/
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Monday, March 22, 2010
Class Monday March 22
WORKSHOP!!!!
You worked with a writing partner (or me) to revise your draft process narrative. We used the following procedure.
Authors began by stating the conceptual focus for their essays. This is not a blow by blow of what they presented in the body of the essay = but rather a synthetic statement of what their process is and how it sets them up as a writer. For instance, a focus might be " I have a once-through process that was good for me in high school because it allowed me to write a lot of papers fairly quickly that didn't necessarily go into really deep thinking. At the same time, as I am going through college, I am realizing I have to do some more critical thinking - and that I need to use writing like Peter Elbow was saying - to "cook" or find ideas - and I don't do that. Also a once-through process is sort of hard for long essays - or essays where I don't know what I am writing about before I start."
This kind of complex statement of your focus is your introduction. It sets up the ideas the rest of your essay will SHOW - through a discussion of your process.
Next authors stated the points they used to develop/illustrate this focus. Make a list! Think about whether it is the best order.
The workshop partners - listened & asked questions if there were any points they didn't understand.
The authors then read their essays - taking time to highlight/bold points they wanted to work on.
When the authors were finished reading, the workshop partners asked about any points they didn't understand - and pointed out what was working. Both partners then worked together on focus, organization + development.
Due at the beginning of class on Thursday
Blog 15: Final process narrative.
In class you will read classmates essays + grade your own essay.
I will also set up the remainder of the course - which is for you to work on developing a portfolio for the writing career of your choice.
Hope you had a great break - and see you Thursday.
You worked with a writing partner (or me) to revise your draft process narrative. We used the following procedure.
Authors began by stating the conceptual focus for their essays. This is not a blow by blow of what they presented in the body of the essay = but rather a synthetic statement of what their process is and how it sets them up as a writer. For instance, a focus might be " I have a once-through process that was good for me in high school because it allowed me to write a lot of papers fairly quickly that didn't necessarily go into really deep thinking. At the same time, as I am going through college, I am realizing I have to do some more critical thinking - and that I need to use writing like Peter Elbow was saying - to "cook" or find ideas - and I don't do that. Also a once-through process is sort of hard for long essays - or essays where I don't know what I am writing about before I start."
This kind of complex statement of your focus is your introduction. It sets up the ideas the rest of your essay will SHOW - through a discussion of your process.
Next authors stated the points they used to develop/illustrate this focus. Make a list! Think about whether it is the best order.
The workshop partners - listened & asked questions if there were any points they didn't understand.
The authors then read their essays - taking time to highlight/bold points they wanted to work on.
When the authors were finished reading, the workshop partners asked about any points they didn't understand - and pointed out what was working. Both partners then worked together on focus, organization + development.
Due at the beginning of class on Thursday
Blog 15: Final process narrative.
In class you will read classmates essays + grade your own essay.
I will also set up the remainder of the course - which is for you to work on developing a portfolio for the writing career of your choice.
Hope you had a great break - and see you Thursday.
Thursday, March 11, 2010
Assignment over break
Revise your process narrative in light of comments from your classmates. I will be sending you some feedback - probably toward the end of break.
Blog 14: Post your revised literacy narrative. Use the feedback from your classmates. Try to use all 4 types of revisions.
On Monday, March 21 you will have another workshop on your process narrative. This time you will give your narrative a grade based on the assignment sheet - and then work with a classmate - reading your essay aloud - to address work on improving any areas that need work.
Your final draft for the process narrative will be due Thursday, March 25.
Have a great break!
Blog 14: Post your revised literacy narrative. Use the feedback from your classmates. Try to use all 4 types of revisions.
On Monday, March 21 you will have another workshop on your process narrative. This time you will give your narrative a grade based on the assignment sheet - and then work with a classmate - reading your essay aloud - to address work on improving any areas that need work.
Your final draft for the process narrative will be due Thursday, March 25.
Have a great break!
Guidelines for workshop
What kind of feedback to your essay would help you the most?
Content:
State the overall focus the narrative.
List the points with respect to that focus.
Does the essay include included (quote/indicate where):
- characterization of the overall writing process
- analysis of variations in writing process
- reflection on the strengths and weaknesses
- plans for future as a writer
Organization:
Where did you find the focus (state it)
List the sequencing of points
Note connections between points & overall focus
Where is the reflective discussion of “the on-going evolution of your process”?
Does ther essay have a satisfactory conclusion? State it.
Development:
list detailed examples
which points do these examples connect to?
Content:
State the overall focus the narrative.
List the points with respect to that focus.
Does the essay include included (quote/indicate where):
- characterization of the overall writing process
- analysis of variations in writing process
- reflection on the strengths and weaknesses
- plans for future as a writer
Organization:
Where did you find the focus (state it)
List the sequencing of points
Note connections between points & overall focus
Where is the reflective discussion of “the on-going evolution of your process”?
Does ther essay have a satisfactory conclusion? State it.
Development:
list detailed examples
which points do these examples connect to?
For class March 11
Today you will be workshopping your literacy narratives. Post them to your blog so classmates can respond.
Sorry for the late update. I have been under the weather and am just now starting to feel human.
The object of today's workshop is to set you up to finish your process narrative over the break. See you in class.
Sorry for the late update. I have been under the weather and am just now starting to feel human.
The object of today's workshop is to set you up to finish your process narrative over the break. See you in class.
Thursday, March 4, 2010
March 4
Today we talked about writing academic summaries and the difference between stating back a shortened form of all that was said (one kind of summary) and identifying characteristics or concepts that are shared by the different points or anecdotes in an essay. We discussed how re-telling the story of "Young Goodman Brown" - about how he goes into the woods and talks to a stranger and has strange visions and is led to an alter and hears voices and then wakes up in the woods the next morning and goes back to his home a changed man - is NOT what your literature teachers will be looking for as a summary of the text. They will want you to point out what the story is ABOUT. "Young Goodman Brown" is about questioning (and losing) one's faith.
Academic writing values "abstraction" => identifying the ideas + generalizations that run through and beneath the texts you read.
For the introductions to your literacy narratives - I wanted you to identify the concepts/ideas that were the center of your experience. I was looking for a focus that discussed those ideas/concepts - the "what it is about" or "what did it mean" of your story. I will be returning your essays with grades and comments as soon as I finish this post.
For the rest of class we discussed Dennis Baron's essay "From Pencils to Pixels" - and more importantly - we discussed what it means that this process takes place when new technologies displace old ones. We talked about the "why" and the "how"(about how individuals learn literacy practices at a certain age etc.) and thought about what it means that it happens again and again - in cycles - and what it means that we are in an age of particularly rapidly changing technology. This will have consequences for all of our futures as writers. We are going to need to be prepared to keep up - to embrace the new language and ideas that accompanies the new technologies - and at the same time to keep a perspective (we didn't get to that part of the discussion because we ran out of time).
We then talked about your process narrative (looked at the assignment sheet again) and discussed what kind of writing you are going to need to do in order to get started on this. I will be responding to your blogs Saturday AM - I will read what's posted at that time.
For Monday:
Read: Charney, "The Effect of Hypertext on Processes of Reading and Writing" (you might see some influences on your composing process in here).
Blog 13: Post a one sentence concept summary of Charney. Then write five or six short sentences to identify the main ideas she develops with respect to that concept.
Keep in mind that the draft for your process essay is due for Thursday, March 11.
Have a good weekend and see you Monday.
Academic writing values "abstraction" => identifying the ideas + generalizations that run through and beneath the texts you read.
For the introductions to your literacy narratives - I wanted you to identify the concepts/ideas that were the center of your experience. I was looking for a focus that discussed those ideas/concepts - the "what it is about" or "what did it mean" of your story. I will be returning your essays with grades and comments as soon as I finish this post.
For the rest of class we discussed Dennis Baron's essay "From Pencils to Pixels" - and more importantly - we discussed what it means that this process takes place when new technologies displace old ones. We talked about the "why" and the "how"(about how individuals learn literacy practices at a certain age etc.) and thought about what it means that it happens again and again - in cycles - and what it means that we are in an age of particularly rapidly changing technology. This will have consequences for all of our futures as writers. We are going to need to be prepared to keep up - to embrace the new language and ideas that accompanies the new technologies - and at the same time to keep a perspective (we didn't get to that part of the discussion because we ran out of time).
We then talked about your process narrative (looked at the assignment sheet again) and discussed what kind of writing you are going to need to do in order to get started on this. I will be responding to your blogs Saturday AM - I will read what's posted at that time.
For Monday:
Read: Charney, "The Effect of Hypertext on Processes of Reading and Writing" (you might see some influences on your composing process in here).
Blog 13: Post a one sentence concept summary of Charney. Then write five or six short sentences to identify the main ideas she develops with respect to that concept.
Keep in mind that the draft for your process essay is due for Thursday, March 11.
Have a good weekend and see you Monday.
Monday, March 1, 2010
In-class writing + Blog 12 + what we did in class March 1
In class you sent me an email that answered 3 questions about your final literacy narrative:
1. what did you change? (what revisions did you make to the draft that you turned in last week)
2. how did you address the changes I suggested in my comments? (what did you change in response to my comments)
3. what grade would you give your final essay and why? (what do you still need to work on).
After you completed your email - you worked on Blog 12.
Blog 12: describe how you made the changes to your literacy narrative that you listed in the email as answers to questions 1 & 2.
We then talked through Peter Elbow's chapters on "growing" + "cooking" and you did some more talking about writing process.
For Class Thursday, March 4:
Read: Baron, p 70, in Literacy: A Critical Sourcebook. Baron is concerned primarily with how computer technology changed writing. As you read - think about how Web 2.0 is continuing to change writing. This essay was written before widespread use of blogs, before facebook, before google was available for public use, youtube, wikipedia, before twitter . . .
Also - come to class prepared to work on your process narrative. Use your reflections on your revising process for your literacy narrative. Also - you can use notes on your invention process for this essay - as an "example" of how you gather information/get ideas.
1. what did you change? (what revisions did you make to the draft that you turned in last week)
2. how did you address the changes I suggested in my comments? (what did you change in response to my comments)
3. what grade would you give your final essay and why? (what do you still need to work on).
After you completed your email - you worked on Blog 12.
Blog 12: describe how you made the changes to your literacy narrative that you listed in the email as answers to questions 1 & 2.
We then talked through Peter Elbow's chapters on "growing" + "cooking" and you did some more talking about writing process.
For Class Thursday, March 4:
Read: Baron, p 70, in Literacy: A Critical Sourcebook. Baron is concerned primarily with how computer technology changed writing. As you read - think about how Web 2.0 is continuing to change writing. This essay was written before widespread use of blogs, before facebook, before google was available for public use, youtube, wikipedia, before twitter . . .
Also - come to class prepared to work on your process narrative. Use your reflections on your revising process for your literacy narrative. Also - you can use notes on your invention process for this essay - as an "example" of how you gather information/get ideas.
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