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Monday, September 16

What Are We Doing Today?

  • Today's Goals

  • Warm Up 

  • This Week...

  • Workshop

  • Homework

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Today's Goals

Learning Outcomes

  • Demonstrate their ability to use their analyses of rhetorical situations to identify options and to make appropriate choices that will enable them to use writing to achieve specific purposes

  • Demonstrate their ability to analyze different rhetorical situations (in academic, workplace, or civic contexts),

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Habits of Mind

  • Metacognition is fostered when writers are encouraged to reflect on the texts that they have produced in a variety of contexts;

  • Persistence is fostered when writers are encouraged to consistently take advantage of in-class (peer and instructor responses) and out-of-class (writing or learning center support) opportunities to improve and refine their work.

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Key Terms

  • Reflection, metacognition, transfer/expansion

  • Composing Processes: planning, researching, drafting, sharing and responding, revising, editing, publishing, reflecting

Warm Up 

On your running document for Warm Up's, respond to the following: 

  • How do you interact with, evaluate, produce, and share information in various formats and modes?

    • Think both in the classroom and outside of it...​

Workshop

For the rest of class, we will be working on the Connecting the Past and the Present IA. We are doing to be doing a mind map of the situation. Pull out a sheet of paper and work through the ideas depicted in the following image.

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If you want more information on how to think of the rhetorical situation, click here. 

After you have worked through the rhetorical situation, focus on the historical significance. 

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There are basically four elements of identifying a historical person, place, issue, or event:

  1. Identification (who/what?)

  2. .Time period (when?)

  3. Location (where?)

  4. Significance (why is this important?)

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The most difficult part of this (in my opinion) is the why, or the significance. There are lots of different ways a person or event (or concept) can be significant. Here are some questions to ask yourself when trying to figure out WHY something is significant:

  • Did it cause something to happen? What resulted BECAUSE of it?

  • Is it an example of an activity that was going on? Does it represent an idea or practice of the time period? (In other words, what does it tell us about this time/place in American history?)

  • Was it the first/last time for something to occur in American history?

  • Was it something that failed, thus leading to another approach being taken?

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This last part on historical significance is adapted from Professor Marquez!

Homework

A) Read for Wednesday 9.18

  • "Framework for Information Literacy" Scholarship as a Conversation (p. 8)

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B) Read for Wednesday 9.25

  • NWWK TC 3.0 (p. 48-50) "Writing Enacts and Creates Identities and Ideologies" [re-read]

  • FIL  "Authority is Constructed and Contextual" (p. 4) [re-read]

  • NWWK TC 1.1 "Writing is a Knowledge-Making Activity" (p. 19-20)

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C) Looking Ahead:

  • Reading Response #3 is due this Sunday (9.22) by midnight.

  • Discovery Log #3 is due this Sunday (9.22) by midnight.

  • Portfolio Practice #2 due this Sunday (9.22) by midnight.

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D) I will not have my Student Hour tomorrow from 2-3pm. I will be there at 3pm. Let me know if you want to come by!

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