Week 10

Plans for today:

• Announcements
• Group Symposium Project Planning (Group Project Write Up)

Announcements:

• I graded all of your midterms and submitted your grades. You should see your grades AND the rubric with feedback on Blackboard. Your midterm grades have also been submitted on SAIL.
• Starfish Report.

Group Symposium Project Planning

• Group Project Write Up
• Get into your groups for the group project. Today, one of you will create a document in our class's Google Drive folder (it doesn't matter who creates the document but put all of your group members' names at the top of the document). I have created a folder titled "_Group Projects." Save this document in the folder I created.
• Use the following template to fill out after you have discussed the questions together as a group.

Template for Group Projects

• Get into your groups for the group project. Today, one of you will create a document in our class's Google Drive folder (it doesn't matter who creates the document but put all of your group members' names at the top of the document). I have created a folder titled "_Group Projects." Save this document in the folder I created. Name the document all of your first names.
• Use the following template to fill out after you have discussed the questions together as a group.

Template for Group Projects

• Group Members' Names:
• Each Group Member' Individual research topics that they've been working on throughout the semester:
  • Name 1:
  • Name 2:
  • Name 3:
  • ....(more or less as needed)
• Write down the connections/overarching theme you find among your group's topics. Assume (or consider) that your individual research focuses are examples of a larger issue or concern that you are “presenting” to Symposium attendees. In other words, the big topic across your presentation relates to some issue or concern or problem or current event/topic that attendees should know more about. You can do research on that larger issue so you can talk about it generally, but also work on how each of your individual focuses are examples that will help attendees understand more about the bigger issue/topic. That way, you all can focus on using your expertise from the individual research to show others the importance of the larger issue:
• This final question may take some time to answer so it's okay if you can't answer it today, but think about it:
  • What is the purpose of your symposium presentation? Why do attendees need to know? What do you want them to do/think, etc.?

Something to think on before leaving class today:

• "Words are such thin and frail communicators, writers must work hard to make them do the best they can do" (p. 38). From Naming What We Know, 2.1 "Writing Represents the World, Events, Ideas, and Feelings.

Homework for Wednesday, October 31

• RJ_8
  • For this research journal use the template we used before the rabbit hole assignment. Yes, no more rabbit hole for this week! This week I want you to really push yourself further into your research. Think carefully about the conversation surrounding your topic. What do you see missing from what's being said or done about your topic that you can contribute?
  • CT_9
    • Work on CT_9 over threshold concepts 1.2 "Writing Addresses, Invokes, and/or Creates Audiences & 2.1 "Writing Represents The World, Events, Ideas, and Feelings" in Naming What We Know.
• As you work on these homework assignments, keep in mind the feedback I have given you on your midterm so you may make improvements and adjustments to your writing with your audience and purpose in mind.
• Something that may help:
  • https://www.ndsu.edu/cfwriters/genrestypes_of_documents/

Plans for Today:

• Writing Center Workshop on Peer-Review here in the classroom.
• Have some piece of writing ready to be looked at (CT from last week or a CT for this week).

How does the following quote relate to Peer-Review or receiving feedback on your writing so that you may revise?

"Writers often have great ambitions about the effects and power of what they write and their ability to capture the truth of realities or conjure imagined realities, but they are constantly caught up short by what they can bring into shared reality through words" (p.38). From Naming What We Know, 2.1 "Writing Represents the World, Events, Ideas, and Feelings.

Have a Happy Halloween!

As you work on CT_9 this week, think about how you can relate this experience today (peer-review, writing center workshop) to the threshold concepts.

Plans for Today:

• Discussion of 1.2 "Writing Addresses, Invokes, and/or Creates Audiences" in Naming What We Know.
• Discussion of when drafts of genres will be due.

Warm up:

Evaluate the following quote and talk about what it means:

• "Writing is both relational and responsive, always in some way part of an ongoing conversation with others. This characteristic of writing is captured in what is referred to as the classic rhetorical triangle, which has at each of its points a key element in the creation and interpretation of meaning: writer, (speaker, rhetor), audience (receiver, listener, reader), and text (message), all dynamically related in a particular context" (p.20).
• How does this relate to The Basic Elements of the Communication Process?

Discussion

• What does this reading mean that "writers [need] to fictionalize their audiences and, in turn, for audiences to fictionalize themselves - that is, to adopt the role set out for them by the writer" (p.20).
• "Writers whose works have "gone viral" on the web know well what it means to create an audience that has been unintended and indeed unimagined" (p.21)

Genre Drafts:

• Schedule
• We'll look at examples of genres next week.

Homework for Monday, November 5

• CT_10
  • Naming What We Know 2.4 "All Writing is Multimodal" & 4.3 "Learning to Write Effectively Requires Different Kinds of Practice, Time, and Effort"
• RR_4
  • ACRL, "Information Has Value"