Tetrad B Writing and Rhetoric
Fall 2019
Tuesday, September 10
What Are We Doing Today?
-
Today's Goals
-
Warm Up​
-
Introductory Letter...
-
Reading Discussion
-
Reading Response Peer Review
-
Homework
Today's Goals
Learning Outcomes
-
Identify how their views of writing have changed as a result of the work they have done in the course
-
Demonstrate their ability to locate, read, evaluate, select and use (integrate) effectively information from appropriate sources with their own ideas
​
Habits of Mind
-
Responsibility is fostered when writers are encouraged to recognize their own role in learning.
-
Metacognition is fostered when writers are encouraged to reflect on the texts that they have produced in a variety of contexts.
​
Key Terms
-
Composing Processes: planning, researching, drafting, sharing and responding, revising, editing, publishing, reflecting
-
Reflection, metacognition, transfer/expansion
​
Warm Up
On your running document for Warm Up's, respond to the following:
-
How did the first two of classes go?
-
What are some things you are proud of from your experience as a First Year so far?
-
What are some concerns you have? For this class, college in general, being in a new situation, etc.
Reading Discussion
Readings:
Naming What We Know Threshold Concept 2.0
"Genre in the Wild"
​​
​
Groups:
Each group needs to discuss the importance of their assigned sections. Pick at least one quote and example to discuss with the class. Add group notes to the Google running document!
​
Group A: NWWK Discuss 1st paragraph​​​ & Genre in the Wild's "What is a Genre?"
Group B: NWWK Discuss 2nd paragraph & Genre in the Wild's "What is a Genre?"
Group C: NWWK Discuss 3rd paragraph & Genre in the Wild's "Genre Sets"
Group D: NWWK Discuss 4th paragraph & Genre in the Wild's- How do people learn about genres in a particular setting?
Group E: NWWK Discuss 5th & 6th paragraphs & Genre in the Wild's "So am I just a robot?"
​
Think of how this connects to our previous reading discussions...
Reading Response Peer Review
Choose the person nearest to your left, and read their Reading Response #1. When reading their work, consider the following questions:
-
Where does the student answer the prompt questions?
-
Where does the student explain the main idea of the text?
-
Where does the student offer examples to support their explanation?
-
Are these examples appropriate for the audience?
-
Where does the student offer textual evidence for their interpretation of the texts main idea?
-
Where does the student explain how their textual evidence supports their interpretation?
-
What can the student write in order to fulfill the above requirements?
​
After you read their work, with these questions in mind, offer the student 2-3 pieces of feedback by replying to their thread in Blackboard. In the Subject line, type "Reading Response #1 PR." Your feedback should be specific and actionable.
​
Moreover, your feedback should include a "because clause," meaning you should always offer a clear reason for your suggestions/feedback. Feedback should focus on "higher-order" issues such as structure, developing examples, making connections to prior knowledge, meeting the requirements of a standard response as is broken down by the 7 questions above.
Your feedback should help the author expand and explain their attempts to make meaning from the texts. Avoid commenting on grammar and spelling, and avoid non-actionable comments like "make this clearer," or "This is good/bad," etc.
Homework
​a) Looking Ahead ​​​​
-
​Discovery Log #2 (due 9.15 by midnight-be sure to add this to your Google running doc for Discovery Logs)
-
Reading Response #3 (due 9.15 by midnight-be sure to add this to your Google running doc for Reading Responses)
-
Portfolio Practice #2 (due 9.15 by midnight-be sure to add this to your Google running doc for Portfolio Practices)
​
b)Come by and see me or email me!
-
Email: bernadette.flores@tamucc.edu
-
Student Hours:
-
M 2-3
-
T 12-1pm & 2-3pm
-
R 12-1pm & 2-3pm
-
-
Writing Center
-
Sun 3-6pm
-
Fri 11-2pm
-