Wednesday, February 1, 2012
Wednesday, January 25, 2012
Who are you as a writer? Examining your stories about reading and writing
We spent the first part of class going over the syllabus and the calendar. This was pretty standard - and if you check in with the blog - you should do fine in terms of being on top of what we did + what we will do.
Noticing cultural stories about writing.
During the second part of class we used discussions of who you are as a writer, and descriptions of your early experiences as writers as a way to do some reflecting on cultural stories about writing. By a "cultural story" I mean a way of thinking and talking/writing about a particular subject. In talk about "being a writer," we noticed that being creative and organized (assumption - writers need to be creative and to have "good" organization) came up. I pointed out that being a "good" writer generally drew from - often unconscious- assumptions connected to audience values and beliefs. And while there are in fact MANY assumptions, values and beliefs about writing => DOMINANT discourses (sets of assumptions values and beliefs associated with particular groups of readers/writers/storytellers) will play a disproportionately important role in the selection of writing that is published (successful writing).
The study of college students who told stories about traumatic experiences is an example of how dominant discourses shape what kinds of information about & representations of trauma are possible to tell. Within this study, certain kind of feelings about/relationships to traumatic experiences were just not "tellable" = at least not for middle-class, white, college students. This does not mean those feelings/relatinships do not exist - but rather it suggest that subjects in the study not have acceptable cultural forms for telling + receiving them. If you would like to read the original study, the reference is below.
Thorne, Avril, and McLean, Kate C. (2003). Telling traumatic events in adolescence: A study of master narrative positioning. In Robyn Fivush, & Catherine A. Haden, (Eds.), Autobiographical memory and the construction of a narrative self: Developmental and cultural perspectives (pp. 169-187), New York: Springer.
Literacy narrative assignment
We spent the last part of class reading about your first writing project. The assignment sheet + the sample literacy narratives are available at the links to the right.
You did some writing about your early experiences with reading and writing - and as we talked about them - we held them up in light of broad assumptions about reading (that it was 'good for you' - as in Marietta's story), that it was "fun" and that teachers valued students who "like" it (Sara's story), that it helps students work through age-appropriate developmental issues (the box car stories, mentioned by Sarah + Alison). We also noted in Yasmin's story that reading and talking for home and for school can be associated with DIFFERENT languages.
For next class:
Read the 3 sample literacy narratives.
Come to class prepared to assess these narratives in terms of the criteria for the assignment. What did these writers do well? What do they need to work on? What did reading these samples help you think about in terms of writing your literacy narrative?
Thanks for your good participation, and see you next week.
Noticing cultural stories about writing.
During the second part of class we used discussions of who you are as a writer, and descriptions of your early experiences as writers as a way to do some reflecting on cultural stories about writing. By a "cultural story" I mean a way of thinking and talking/writing about a particular subject. In talk about "being a writer," we noticed that being creative and organized (assumption - writers need to be creative and to have "good" organization) came up. I pointed out that being a "good" writer generally drew from - often unconscious- assumptions connected to audience values and beliefs. And while there are in fact MANY assumptions, values and beliefs about writing => DOMINANT discourses (sets of assumptions values and beliefs associated with particular groups of readers/writers/storytellers) will play a disproportionately important role in the selection of writing that is published (successful writing).
The study of college students who told stories about traumatic experiences is an example of how dominant discourses shape what kinds of information about & representations of trauma are possible to tell. Within this study, certain kind of feelings about/relationships to traumatic experiences were just not "tellable" = at least not for middle-class, white, college students. This does not mean those feelings/relatinships do not exist - but rather it suggest that subjects in the study not have acceptable cultural forms for telling + receiving them. If you would like to read the original study, the reference is below.
Thorne, Avril, and McLean, Kate C. (2003). Telling traumatic events in adolescence: A study of master narrative positioning. In Robyn Fivush, & Catherine A. Haden, (Eds.), Autobiographical memory and the construction of a narrative self: Developmental and cultural perspectives (pp. 169-187), New York: Springer.
Literacy narrative assignment
We spent the last part of class reading about your first writing project. The assignment sheet + the sample literacy narratives are available at the links to the right.
You did some writing about your early experiences with reading and writing - and as we talked about them - we held them up in light of broad assumptions about reading (that it was 'good for you' - as in Marietta's story), that it was "fun" and that teachers valued students who "like" it (Sara's story), that it helps students work through age-appropriate developmental issues (the box car stories, mentioned by Sarah + Alison). We also noted in Yasmin's story that reading and talking for home and for school can be associated with DIFFERENT languages.
For next class:
Read the 3 sample literacy narratives.
Come to class prepared to assess these narratives in terms of the criteria for the assignment. What did these writers do well? What do they need to work on? What did reading these samples help you think about in terms of writing your literacy narrative?
Thanks for your good participation, and see you next week.
Lite
Saturday, January 14, 2012
ENG 2020: Welcome!
This is your course blog. It will be a place for you to check on and keep track of what we do in class. It is also a "file cabinet" for documents ( assignment sheets, readings, protocols, the syllabus and calendar) - and a clearinghouse for links to useful sites.
As you can see - this blog takes up where my last ENG 2020 course left off. I have made some revisions - but browsing back through posts from the previous course will give you a feel for what we will do.
As indicated in the email sent Jan 14, there are 3 sections of ENG 2020 - and although they are offered in different time periods = the content will be the same.
I'm looking forward to meeting you and enjoy the rest of your vacation!
As you can see - this blog takes up where my last ENG 2020 course left off. I have made some revisions - but browsing back through posts from the previous course will give you a feel for what we will do.
As indicated in the email sent Jan 14, there are 3 sections of ENG 2020 - and although they are offered in different time periods = the content will be the same.
I'm looking forward to meeting you and enjoy the rest of your vacation!
Monday, April 26, 2010
For Class April 29
Thursday you will work on the reflective writing to introduce your portfolio. This is the last class I will be available for workshopping. If you have any remaining questions about how to organize your portfolio, look at the sample portfolio (https://sites.google.com/a/kean.edu/chandler_eng2020/) and if you are still confused - make sure to ask me in class.
Your portfolio will be due at the end of class on Monday, May 3.
Reflective writing for introduction:
On the introduction page of your portfolio, write an essay in which you answer the questions listed below. Unlike the reflections on the resumes and the analysis of your writing samples – this piece needs to be an essay. It should have a focus, and you should use examples from your portfolio to develop that focus. Overall, this focus should develop a discussion of the following points.
1. What did you learn about writing in this course? Include reflections on what you learned from the readings, and what you learned from the writing assignments. You might include reflections on what you learned about writing process (pre-writing, drafting & revising); different forms for academic writing; rhetorical analysis (how audience & purpose influence the form of your writing), or writing for particular audiences. Pay particular attention to information or practices that were "new" and helpful.
2. How have you improved or grown as a writer? Which assignments / activities do you feel were most important to making you a better writer? Use references to work in your portfolio as examples.
3. What do you feel you still need to work on? Use examples from your portfolio to support your discussion.
Grades: I will grade your portfolios & send your final gradesvia email by Wednesday, May 5. When you receive your grade, if you feel I have made a mistake - either in the math or in evaluating your work - send me an email so we can come to a fair agreement. You need to be in touch with me before May 10. On May 11, if I have not heard from you, I will enter the grade sent via email into Keanwise. If you have any questions, ask me in class.
See you Thursday!
Class April 26: Reflective Writing for Portfolio
Post a discussion of the following points on the introductory pages for the Resumes and for the Writing Samples. You are not required to create a smooth-flowing essay for this writing, but you do need to demonstrate some in-depth thinking in response to each of the questions.
Rhetorical analysis of the general resume:
Who is the audience for the general resume? What purposes do you intend to use it for?
Describe how and why you think the particular headings, organization and content will work for the audience and purpose you have identified.
On a scale of 1-10, rank how you think your resume will compare to those of other applicants. What do you think is your greatest strength? What do you think is your biggest drawback?
Are there any changes you anticipate making before you actually send it out?
Rhetorical analysis of the particular resume:
Who is the audience for the particular/dream resume? What purposes do you intend to use it for?
Describe how and why you think the particular headings, organization and content will work with the audience you have identified.
On a scale of 1-10, rank how you think your resume will compare to those of other applicants. What do you think is your greatest strength? What do you think is your biggest drawback?
Are there any changes you anticipate making before you actually send it out?
Rhetorical Analysis for Writing Samples:
Who is the intended audience for these writing samples? What are the expectations of that audience? What in particular about the pieces will interest this audience and why?
What is the purpose of each writing sample? How well does each writing sample meet your intended purpose?
For each sample, describe what the audience will learn about you (name specific abilities, skills, accomplishments, aspects of who you are). Do these features correspond to the audience & purpose identified in the first two questions? If not, what do you need to work on?
How well do your samples represent the range of your abilities (all the different things you can do relevant to your purpose)?
How well do your samples represent you as a writer?
Anything else you would like to work on?
Rhetorical analysis of the general resume:
Who is the audience for the general resume? What purposes do you intend to use it for?
Describe how and why you think the particular headings, organization and content will work for the audience and purpose you have identified.
On a scale of 1-10, rank how you think your resume will compare to those of other applicants. What do you think is your greatest strength? What do you think is your biggest drawback?
Are there any changes you anticipate making before you actually send it out?
Rhetorical analysis of the particular resume:
Who is the audience for the particular/dream resume? What purposes do you intend to use it for?
Describe how and why you think the particular headings, organization and content will work with the audience you have identified.
On a scale of 1-10, rank how you think your resume will compare to those of other applicants. What do you think is your greatest strength? What do you think is your biggest drawback?
Are there any changes you anticipate making before you actually send it out?
Rhetorical Analysis for Writing Samples:
Who is the intended audience for these writing samples? What are the expectations of that audience? What in particular about the pieces will interest this audience and why?
What is the purpose of each writing sample? How well does each writing sample meet your intended purpose?
For each sample, describe what the audience will learn about you (name specific abilities, skills, accomplishments, aspects of who you are). Do these features correspond to the audience & purpose identified in the first two questions? If not, what do you need to work on?
How well do your samples represent the range of your abilities (all the different things you can do relevant to your purpose)?
How well do your samples represent you as a writer?
Anything else you would like to work on?
Thursday, April 22, 2010
Class April 22
Matt and Brian gave their presentations today (thank you).
We then spent the rest of the class working on your writing samples + catching up with posts to the Blog. I invited you to create posts for:
Blog 22: Short writing samples, and
Blog 23: Long writing samples.
I will be looking over Blogs 21-23 today and tomorrow. Work not posted by Friday morning, we can talk over in class - but you won't get feedback/credit from the Blog.
In class on Monday we will start on the reflective writing. I will give you the prompts for creating the reflection on your resumes. We will also work on any remaining issues associated with posting your work to your portfolio.
On Monday we will also finish up presentions and continue working on writing samples, and the portfolio.
Good class today, and have a great weekend.
We then spent the rest of the class working on your writing samples + catching up with posts to the Blog. I invited you to create posts for:
Blog 22: Short writing samples, and
Blog 23: Long writing samples.
I will be looking over Blogs 21-23 today and tomorrow. Work not posted by Friday morning, we can talk over in class - but you won't get feedback/credit from the Blog.
In class on Monday we will start on the reflective writing. I will give you the prompts for creating the reflection on your resumes. We will also work on any remaining issues associated with posting your work to your portfolio.
On Monday we will also finish up presentions and continue working on writing samples, and the portfolio.
Good class today, and have a great weekend.
Monday, April 19, 2010
Class April 19
Walmbe and Michelled gave their presentations (thank you). And the rest of the class was a workshop. We talked as a group briefly about what you plan to use for your writing samples, and I worked with some of you one-on-one to set up your portfolios + revise your work. It will be more of the same on Wednesday.
See April 15 for an overview of the rest of the term.
See April 15 for an overview of the rest of the term.
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