9/11 | FALL2019

Wednesday, September 11

What are You Doing Today?

Today's Goals
Warm Up
Sign Up for Writing Center & Student Hours
Workshop
Homework

Today's Goals

Learning Outcomes

Evaluate the ways in which they have become a more reflective (mindful, self-aware, thoughtful) writer.
CS 1: Develop, interpret, and express ideas through written communication.

Habits of Mind

Metacognition is fostered when writers are encouraged to use what they learn from reflections on one writing project to improve writing on subsequent projects.
Responsibility is fostered when writers are encouraged to act on the understanding that learning is shared among the writer and others—students, instructors, and the institution, as well as those engaged in the questions and/or fields in which the writer is interested.

Key Terms

Reflection, metacognition, transfer/expansion
Research as Learning / Information Literacy

Warm Up

Choose the person nearest to your left, and read their Reading Response #1 or #2. 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/#2 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.

Discussion

Let's talk about the Integrated Assignment by applying some of the concepts we have read so far.

1. How does writing speak to situations?

2. What do we mean by situations?

3. What is the situation of the IA?

Purpose: learning how to analyze the historical significance in primary source documents & to trying to convince the audience why or why not the primary source needs to be part of the course readings for Wooster's class
Audience: Dr. Wooster, Professor Melanie, & myself

4. Knowing the audience, what should you be doing in the letter?

why should there be evidence?
Why does the audience need that particular evidence?

5. "Their writing knowledge, knowledge of situations, and sense of genres becomes deeply tacit and less accessible to conscious reflection. However, bringing such things to reflective attention through the concepts of rhetorical situation, genre, and activity systems is a necessary step to understanding their writing and making deeper choices" (Bazerman 37).

Homework

A. Looking Ahead

Read (for 9.18)
- Framework for Information Literacy's "Scholarship as a Conversation"
Discovery Log #2 (due 9.15 by midnight)-Put this entry on the same running document for DL #1.
Portfolio Practice #1 (due 9.15 by midnight)

B. Be sure that you are labeling documents in your Online Folder!

You can edit the titles to have it organized and clear.

C.nNeed help? Come see me or talk to me!

What happens if you don't know my office hours, Writing Center hours, or email?