Tag Archives: scene

1020 Session Five: Project One Review 9/11/14

On Tap Today:

What should your About Me page look like? Let’s take a look at mine.

Common Student Problems with Project One (and common strategies to avoid them):

The Procrastination Situation:
  • You decide to wait until Sunday morning to familiarize yourself with WordPress’ markup language and editing procedures, only to discover that they are a bit more complicate than you anticipated and are thus forced to watch, teary-eyed, as the midnight deadline rolls past you like a giant boulder crushing your dreams of academic success.
    • Pro-tip: Play with WordPress. You should have already created two posts, a response to Gee and a blog evaluation.
The Transition and Punctuation Situation:
  • You compile your facts and evidence about your life from various class activities and blog posts. Confidently, you decide at 11:34pm on Sunday to simply cut-and-paste all of that together only to proofread and discover that it is a bunch of gobbledygook that makes no sense on paragraph or sentence levels.
    • Pro-tip: Perform common editing/spell check functions in a word processor you are familiar with then export to WordPress.
The Illustration Situation:

Peer Review

In our classroom discourse, one of the key practices is peer response, or the reading of and responding to each other’s written work in order to help each other improve.

Here are some key principles to keep in mind while you work through this task:

  • Talk to each other about what you hope to get feedback on.
  • Read your groupmates’ texts (maybe even more than once!).
  • Devote time and attention to the task of giving feedback.
  • Write comments neatly and legibly. Above all else, be respectful of each other.

We will work in groups of three to five people. Pass your paper to a teammate.

  •   As the first reader, I want you to comment, in writing, on the opening line and introduction.
    1. What is your reaction to the opening? What is the tone and style? Is it appropriate for the genre of “About Me” pages?
    2. Does the opening sentence lead well into an expanded narrative/autobiographical sketch of the  blogger?
    3. Comment on what is not working in the text–what is missing? What is confusing?
    4. Comment on what is working well in the text–what do you like? What is interesting? What is written really strongly?
  • Pass the papers around again. As the second reader, first comment to #1 above.  Mostly, though, I want you to identify a passage that describes the blogger’s primary Discourse.
    1. Is there an appropriate transition into this section?
    2. Comment on what is not working in that section of the text–what is missing? What is confusing?
    3. Comment on what is working well in the that section of the text–what do you like? What is interesting? What is written really strongly?
  • Pass the papers around again (skipping the writer if necessary) .  As the third reader, comment to #1 above.  Mostly, though, I want you to identify a passage that describes the blogger’s secondary Discourse.
    1. Is there an appropriate transition into this section?
    2. Comment on what is not working in that section of the text–what is missing? What is confusing?
    3. Comment on what is working well in the that section of the text–what do you like? What is interesting? What is written really strongly?
  • Pass the papers around again (skipping the writer if necessary) .  As the fourth reader, comment to #1 above.  Mostly, though, I want you to identify a passage that describes the blogger’s writing experience.
    1. Is there an appropriate transition into this section?
    2. Comment on what is not working in that section of the text–what is missing? What is confusing?
    3. Comment on what is working well in the that section of the text–what do you like? What is interesting? What is written really strongly?
    4. Does the blogger come to an adequate conclusion?
  • Hand the paper back to the writer, smile, and pay them a nice compliment about their shoes, hair or whatever.

https://i2.wp.com/jerryrushing.net/wp-content/uploads/2011/10/deadline.jpg

Homework:

Project One is due by 11:59pm Sunday, 9/14/14.  Update your “About Me” page on your WordPress site and upload a copy to SafeAssign via Blackboard.

Reading: Read Wayne Writer Ch. 2 and the Project Two page.

Writing due before class on Tuesday 9/16: Post 3: Follow directions for Writing Activities 2.1 and 2.5 in The Wayne Writer, Ch. 2. Post your response on your blog under an appropriate title

1020 Session Four: Scenes, Situations, Genres

Today’s Agenda:

  • Gee’s Discourses
  • Swales’ discourse communities
  • Scenes, situations, genres
Gee Recap

Three key terms popped up in enough blog questions that I feel it’s worth spending a little time with them before moving on in case the definitions impact your application of Gee’s concepts to the Project One.

Dominant and non-dominant Discourse:

Gee writes that dominant Discourses are those that, when we have them, bring us economic or social advancement, and that non-dominant Discourses are those that “bring solidarity with a particular social network” but not status or goods. For me, a dominant Discourse would be the field of composition instructors: my knowledge of this Discourse (and my ability to use it) gives me professional status, access to a job, etc. A non-dominant Discourse for me would be my Doctor Who fandom. I watch the show, talk about the show, know the history of the show, post on Facebook and Twitter about the show sometimes, etc. While fun, this does nothing for me in terms of my social status or acquisition of goods.

Metaknowledge:

While Gee says that Discourse cannot be taught (as in, delivered as content knowledge from teacher to student), what teachers can help students do is develop metaknowledge–or a conscious awareness of what you are doing when you are trying to adapt to a new Discourse.  This relates to  your ability to relate new information to prior knowledge and to adapt that prior knowledge. In our course, we will use our writing about writing (sometimes in projects, sometimes in reflections) and our class discussions to help develop this metaknowledge.

Mushfake:

Gee argues that one is either fully in a Discourse or he/she does not have that Discourse, BUT that one might “fake it til they make it” to get through the Discourse practices they need in a situation. He writes, “”Mushfake Discourse” means partial acquisition coupled with metaknowledge and strategies to “make do.” Gee suggests that students can be taught to “mushfake” as a strategy of dealing with partial acquisition leading to full acquisition. (This will tie into discussions of Swales’ expert/novice continuum).

John Swales, “Concept of Discourse Community”

Swales identifies  six characteristics common to every Discourse Community (DC).

You may also visually represent your place within a DC by creating a Discourse Community Map.

So what’s all this talk about Scenes, Situations, and Genres?

Homework:

Finish the Discourse Community Map.

Read Lessner and Craig’s article “Finding Your Way-In” for brainstorming and drafting techniques

Bring two  printed copies of your Project One rough draft to class on Thursday, 9/11.