Thursday, March 25, 2010
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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