Today's class connected to Gee's discussion of Discourse as an "identity toolkit." in particular, we talked about college teacher writing Discourse and identified the categories or dimensions you would need to talk about in order to fully describe "who" a college writing teacher is, how s/he behaves and what s/he does. Pasted below is the list Kathryn compiled from our class discussion (thank you Kathryn). The bold headings are the features or general classes of intentions, behaviors, beliefs, and practices that characterize Discourses in general, and the lists beneath are the particular characteristics of college writing teacher Discourse. We noticed that some of the characteristics conflicted with each other - and that in many cases different college writing teachers practice college writing teacher discourse differently.
purpose
- teach writing
- effective communication
- engage students in process
-develope students skills and attitudes
-connecting to students already existing naturals and knoweldge
goals
-aware of audience
-wants to create positive environment
-full participation
values
-correct grammar
-paying attention
- participation
- conversation
- engagement
-interaction
-rights to/respect for home language
-”teaching’ the language of power
-tradition -- connect to scholarship
-own your education
-meet standards
power structure
-teacher decides what’s “right” --- gives grades
-student directed learning
-negotiated
--
how knowledge is created
-negotaited
-created through language
what counts as “fact”
-text as authority
-teacher’s interpretation priviledged
-interpretative logic
-quotation/citation
authority - created/communicated
-logic citation quotation
-how participants represent themselves
hierarchy/organization for talk/writing
what kinds of documents characterize written discourse
appropriate vocabulary topics for talk
Characterizing a Discourse community.
At the end of class, we talked quickly through your final assignment (posted to the right). The purpose of this discussion was to give you a heads up for where we are going - and to set you up with the information you need so you can think about which Discourse community you want to choose for this assignment.
For Monday:
I will look through your draft autoethnographies and get back to you with comments and a grade so far.
Read: Swales, 466.
Write: choose a Discourse community for your final project.
Have a good weekend!
Thursday, March 29, 2012
Tuesday, March 27, 2012
3.26 Discourse, identity and literacies
You turned in your draft autoethnographies = everything is posted on your porfolio sites AND you should send a copy (if you haven't already) as an attachment to the ENG3005waw email- name your file with your last name and autodraft.
We spent class talking about James Gee's take on Discourse, identities and literacies. Before we started class discussion, I asked you to take notes on the "moves" I made, the implied values, the ways I related to/acquired authority, how I represented myself => all the features of a "teacher discourse" for college writing teachers. And you took good notes!
We then talked through (and challenged) Gee's definitions and principles and we challenged the first theorem. I hope to take up some more of that in next class (and maybe do some arguing over the second theorem - p 487).
Key terms : Discourse (484); primary + secondary Discourse (485); dominant/mainstream Discourse (485-86); literacies as social practices (484); decontextualized skills (486-7); metaknowledge (489); mushfake (490); filtering + transfer (486 + 492).
We then developed a preliminary list of the kinds of moves that placed my identity within college writing teacher Discourse:
For next class: We will do some more talking about Gee and identities on Thursday. Come to class prepared to think about features of the way people talk/represent themselves function to present Discourse as "identity toolkits." Think about Discourses you own or that you are on the edge of. Bring your notes from class so we can keep working on our list of "moves" that make college writing teacher discourse.
We spent class talking about James Gee's take on Discourse, identities and literacies. Before we started class discussion, I asked you to take notes on the "moves" I made, the implied values, the ways I related to/acquired authority, how I represented myself => all the features of a "teacher discourse" for college writing teachers. And you took good notes!
We then talked through (and challenged) Gee's definitions and principles and we challenged the first theorem. I hope to take up some more of that in next class (and maybe do some arguing over the second theorem - p 487).
Key terms : Discourse (484); primary + secondary Discourse (485); dominant/mainstream Discourse (485-86); literacies as social practices (484); decontextualized skills (486-7); metaknowledge (489); mushfake (490); filtering + transfer (486 + 492).
We then developed a preliminary list of the kinds of moves that placed my identity within college writing teacher Discourse:
Features of talk + behavior:
ask questions
direct students to text
received answers in ways that directed students more toward teacher expectations - not negatively
animated affirmation
try to get other students to answer questions
re-phrase questions when students don't produce preferred answers
take glasses on and off
Power moves:
surveillance
position in class room
evaluation of student answers
write on board
call on people
For next class: We will do some more talking about Gee and identities on Thursday. Come to class prepared to think about features of the way people talk/represent themselves function to present Discourse as "identity toolkits." Think about Discourses you own or that you are on the edge of. Bring your notes from class so we can keep working on our list of "moves" that make college writing teacher discourse.
Thursday, March 15, 2012
3.15 Workshop for autoethnographies
OMG you are really going to do this assignment. Talking with you it looks like everyone is getting this.
Your first all-the-way through draft is due March 26.
Post to your site:
Also => send the autoethnography draft to the ENG3005waw@gmail.com address as an attachment. Name your file LastnameDraftAuto.
In class we talked about what to set up in your introduction. You mentioned that the introductory paragraphs should include (not necesarily in this order):
In your data anlaysis you should connect back to your general description of your process and your findings in terms of particular findings.
For each finding state:
Your first all-the-way through draft is due March 26.
Post to your site:
- track changes files of data essay (reaction essay)
- sound files
- transcript(s) of sound files
- Draft autoethnography
Also => send the autoethnography draft to the ENG3005waw@gmail.com address as an attachment. Name your file LastnameDraftAuto.
In class we talked about what to set up in your introduction. You mentioned that the introductory paragraphs should include (not necesarily in this order):
- what you assumed about your writing process before this project
- what you found out/.discovered about your writing process
- what benefits you hope to get from studying your writing process
- where your data comes from (the assignment you wrote to "watch" your writing process)=> include a link to or copy of the assignment sheet
- observations about your data collecting proces (any problems you had with track changes, transcribing, sound files etc)
- a general description of your writing process
In your data anlaysis you should connect back to your general description of your process and your findings in terms of particular findings.
For each finding state:
- what you discovered
- evidence (with particular references to your track changed files/sound files/transcript -memories)
- reflections on what your discovery means for your writing process + how you might use this discovery to strengthen your writing.
For next class:
DUE: draft autoethnography
Read: Gee + intro to Ch 4 (463-465)
Monday, March 12, 2012
3.12 Class workshop
At the beginning of the hour I noted some general patterns I am noticing in your writing process. In some ways - each of these "moves" has advantages and disadvantages = that is, each approach allows you to write some kinds of papers - but not others.
moving into the writing process BEFORE making sure of the requirements in the writing assignment
starting to write the draft before the writer has something to say
writing straight through (from beginning to end)
writing in a sort of random order
brainstorming through out the writing process when necessary
revising for grammar only
revising (or lack of revising) for focus
revising (or lack of revising) for organization
revising (or lack of revising) for development
checking (or not) to see if the essay meets the requirements of the assignment
on-going correction during drafting process
Thursday, March 8, 2012
3.8 Autoethnography again!
Thank you for your patience and good work on this project. We used the assignment sheet provided by your text book - but it is clear that assignment introduced too much information all at once. So we have broken it down further.
We made clear that this is a kind of 3 in 1 assignment where you:
1. Write an essay (or something) - such as the reaction papers.
2. Collect data on your writing process as you write your essay (such as the reaction paper).
3. Write an essay (the autoethnography) where you analyze what you learned from the data you collected on your writing process.
More support documents:
Autoethnography assignment sheet (posted to the right) reviews the directions from the text and in the last blog post, and sets forward the specific points I will be looking for in the autoethnography essay, and how you will be graded.
Brainstroming list for autoethnograpy gives you some prompts for the points you will need to address in your autoethnography essay.
We spent the remainder of class in one-on-one sessions working on your data collection documents and your autoethnography.
For next class:
If said on the calendar that the draft autoethnography was due at the end of class today - if you have a draft that you would like written feedback on - send it to the class email ENG3005waw@gmail.com.
If you are still working on your data and writing through the prompts on the brainstorming list - that is OK, you can send your draft on Monday.
We will spend both classes next week workshopping drafts and revising.
Good class and have a great weekend.
We made clear that this is a kind of 3 in 1 assignment where you:
1. Write an essay (or something) - such as the reaction papers.
2. Collect data on your writing process as you write your essay (such as the reaction paper).
3. Write an essay (the autoethnography) where you analyze what you learned from the data you collected on your writing process.
More support documents:
Autoethnography assignment sheet (posted to the right) reviews the directions from the text and in the last blog post, and sets forward the specific points I will be looking for in the autoethnography essay, and how you will be graded.
Brainstroming list for autoethnograpy gives you some prompts for the points you will need to address in your autoethnography essay.
We spent the remainder of class in one-on-one sessions working on your data collection documents and your autoethnography.
For next class:
If said on the calendar that the draft autoethnography was due at the end of class today - if you have a draft that you would like written feedback on - send it to the class email ENG3005waw@gmail.com.
If you are still working on your data and writing through the prompts on the brainstorming list - that is OK, you can send your draft on Monday.
We will spend both classes next week workshopping drafts and revising.
Good class and have a great weekend.
Monday, March 5, 2012
3.5 Work on the autoethnography
I checked each of your portfolios to see how you are doing on the autoethnography project - and some of you have definitely got it - and for the rest we spent some detailed time on step by step directions. I understand that this is different from other assignments - and that it is asking you to do something that you probably don't have a "model" for. So OK - we will work on it until you get it. If you have question or just want to conference one-on-one to see where you are - send me an email and we can set up a time.
Step by step process for gathering data:
1. Decide what writing assignment you want to gather data on. You should post a copy of your assignment sheet if you can.
2. Turn on your voice recorder, and talk through the description for your assignment - what you need to do, where you are (where you are writing - that may be relevant) and anything else that might provide important information about how you set yourself up to write. Keep your sound files 4 minutes or under.
3. Talk through your brainstorming process, and what every else you need to think through until you are ready to write.
4. When you are ready to write, open a MSword doc & turn on track changes. Use the sound recorder to talk through things you are thinking - and begin writing. You don't have to say what you are writing - rahter talk about what comes into your head as you write. If you need to turn of the sound recorder to type - go ahead - but check in if you have important observations to add.
5. After you have written for several minutes, save your draft as date_Draft_time. Example: 3_5Draft2:15. Save the sound files with similar numbered names.
6 Then save all changes, keep track changes on - and continue typing. This will show your next set of changes. Save sound files as needed.
7. Continue steps 4-6 until you complete your paper.
8. Transcribe your sound files (see the blog post on transcription).
9. Code your transcript (see coding questions = posted to the right) to name what you see happening in your writing process. Also code your drafts - to name what kinds of changes you make. I suggest printing your transcript and writing on it - or marking it up with the comment function on your word processor.
10. Use your codes to describe your writing process. Put them in groups (the way Perl had groups of related codes) so that you can see more clearly when you do the same thing (only for different reasons, or in different circumstances).
11. Write an essay where you describe your writing process in terms of what works and what doesn't. Use what you discovered from analyzing your transcript & your drafts as evidence to support your statements about how you write, what you do well, and what you need to work on.
Coding a sample transcript.
We spent the rest of class looking at Christine's transcript (thank you Christine) and talking about what you were finding in your transcripts.
For next class:
Post your transcript, sound files, drafts (and assignment sheet if you have one) to your portfolio= this is your data.
.
Code your data.
Start to write some discussions about what you see as relationships within your data.
In class you will have one-on-one conferences with me to talk about what you see in your data. There will not be enough time for everyone - and if you want to set up time outside class=> send me an email.
Good work today.
Step by step process for gathering data:
1. Decide what writing assignment you want to gather data on. You should post a copy of your assignment sheet if you can.
2. Turn on your voice recorder, and talk through the description for your assignment - what you need to do, where you are (where you are writing - that may be relevant) and anything else that might provide important information about how you set yourself up to write. Keep your sound files 4 minutes or under.
3. Talk through your brainstorming process, and what every else you need to think through until you are ready to write.
4. When you are ready to write, open a MSword doc & turn on track changes. Use the sound recorder to talk through things you are thinking - and begin writing. You don't have to say what you are writing - rahter talk about what comes into your head as you write. If you need to turn of the sound recorder to type - go ahead - but check in if you have important observations to add.
5. After you have written for several minutes, save your draft as date_Draft_time. Example: 3_5Draft2:15. Save the sound files with similar numbered names.
6 Then save all changes, keep track changes on - and continue typing. This will show your next set of changes. Save sound files as needed.
7. Continue steps 4-6 until you complete your paper.
8. Transcribe your sound files (see the blog post on transcription).
9. Code your transcript (see coding questions = posted to the right) to name what you see happening in your writing process. Also code your drafts - to name what kinds of changes you make. I suggest printing your transcript and writing on it - or marking it up with the comment function on your word processor.
10. Use your codes to describe your writing process. Put them in groups (the way Perl had groups of related codes) so that you can see more clearly when you do the same thing (only for different reasons, or in different circumstances).
11. Write an essay where you describe your writing process in terms of what works and what doesn't. Use what you discovered from analyzing your transcript & your drafts as evidence to support your statements about how you write, what you do well, and what you need to work on.
Coding a sample transcript.
We spent the rest of class looking at Christine's transcript (thank you Christine) and talking about what you were finding in your transcripts.
For next class:
Post your transcript, sound files, drafts (and assignment sheet if you have one) to your portfolio= this is your data.
.
Code your data.
Start to write some discussions about what you see as relationships within your data.
In class you will have one-on-one conferences with me to talk about what you see in your data. There will not be enough time for everyone - and if you want to set up time outside class=> send me an email.
Good work today.
Thursday, March 1, 2012
3.1 Deborah Brandt again and getting ready for next week's data workshops
Stratification, competition and appropriation - the roles of literacy sponsors in these processes - and how individual life stories can illustrate and connect to larger patterns in literate lives. We went through the structure of the essay, and pointed out how Brandt's process (naming and describing relationships) was similar to the kind of work you were doing in your autoethnographies (sort of)
The rest of class was set answering questions and reviewing the requirements for gathering (and posting) your data for your autoethnographic project. You should have your essay completed and all of your sound files transcribed and posted to your portfolio by Monday. In class Monday you will work in groups to analyze your data. You will share the names (codes) you have developed for the circumstances, actions, behaviors, feelings, interactions, relationships, and outcomes you see in your data.
For next class:
In addition to posting your dat on your portfolio, code your transcripts, and post a list of ideas + questions about what your codes show about your writing process. I will conduct in-class conferences - and you will need this document to talk about your ideas for your essay.
The rest of class was set answering questions and reviewing the requirements for gathering (and posting) your data for your autoethnographic project. You should have your essay completed and all of your sound files transcribed and posted to your portfolio by Monday. In class Monday you will work in groups to analyze your data. You will share the names (codes) you have developed for the circumstances, actions, behaviors, feelings, interactions, relationships, and outcomes you see in your data.
For next class:
In addition to posting your dat on your portfolio, code your transcripts, and post a list of ideas + questions about what your codes show about your writing process. I will conduct in-class conferences - and you will need this document to talk about your ideas for your essay.
Subscribe to:
Comments (Atom)