Week 12

Plans for Today

• Warm up
• Discuss Naming What We Know 2.4 "All Writing is Multimodal"
• Examine Genre Examples

Warm up

• What is a mode? Provide some examples, not just from the book.

Group up, Share, and Discuss:

• What makes something multimodal? Use real examples.
• What are some examples of multimodal writing that you can think of?
• Look at the following quote and explain what it means using specific and careful examples:
  • “Thus, writing as a knowledge-making activity isn’t limited to understanding writing as a single mode of communication but as a multimodal, performative activity that takes place within any number of genres” (p.43)

*Remember, “knowledge-making activity” simply means “doing something with writing” or that you are able to make something happen, achieve a purpose, through writing*

Genre Examples (See here)

• What do you notice about these genres? (How is one genre different from other genres that you may think are similar? For example, think of rock music. Rock music is a genre, but then you have pop-rock, classic rock, heavy metal, etc.)
• What’s effective?
• What kinds of audiences are they communicating to?
• What is their purpose?
• Can you see how the modes and genres are helping to achieve this purpose?
  • Medium/media could be a PowerPoint that uses modes (visual, audio, etc.). But the genre would be the kind of presentation you are using the PowerPoint for. So if you choose to do a PowerPoint, you would need to print up what you would say during the presentation and create a handout for it to be considered one genre.

Start thinking about what genres you may use! We'll look at more examples Wednesday.

Plans for Today:

• Warm up
• Discussion of Naming What We Know 4.3 "Learning to Write Effectively Requires Different Kinds of Practice, Time, and Effort"
• Genre Discussion/Examples

Warm up

In 5-10 minutes, explain your writing process. Do you have the same writing process now that you did in high school, etc.?

Group up, Share, and Discuss:

• In threshold concept 4.3, what are some of the different kinds of practices that the text refers to? What is the significance in distinguishing the differences between these writing practices? To answer this question, think back to your warm up and the practices you wrote down. What works? What doesn’t work? What kinds of practices have changed now that you are in college?
• What is troublesome about this threshold concept? (Hint! It's in the book).
• Look at the following quote and explain what it means using examples:
  • “some people believe that when we learn to write in one genre, we have learned to write in all; but to write in any genre, we need practice in that genre and in the conventions defining that genre” (p.64)

TO HELP YOU ANSWER THESE QUESTIONS, YOU MAY WANT TO LOOK AT 2.0 AND 2.2.

Plans for Today:

• Reminders
• Discussion of ACRL "Information has Value"
• Genre Project Discussion/Brainstorm (cover what we didn't have time for last class )

Reminders

Remember as we get closer to the end of the semester to keep striving to improve on your writing. Also, don't start slacking off (skipping class, not completing warm ups or other in class activities) because everything we do in class right now is going to make a difference in your grade for the final.

Discussion of "Information Has Value"

Group up, Share, and Discuss:

In groups of three, one person takes notes in a google document, the second person will be in charge of finding quotes, and the third person will be in charge of speaking to the rest of the class about what you found. ACRL, “Information has Value”

• Choose three knowledge practices and two dispositions. Explain what they mean and thoroughly discuss how you will (or have already) implement these in your research and the construction of your genres.

Genre Examples (See Here)

• What do you notice about these genres? What’s effective?
• What kinds of audiences are they communicating to?
• What is their purpose?

Genre Drafting

Use this time in class to start drafting your genre. You can do so in a few different ways:

1. You can research the conventions of your chosen genre. For example, if you want to write an article for the New York Times, look at articles from the New York Times and notice what are the conventions (how do they cite their sources, what kind of tone does this writing use, who is their audience, what is their purpose, do they use images, etc.?).
2. You can continue researching information on your topic to help you figure out who your audience is/your purpose.

I will be walking around the class and will use this time to talk to you individually about any questions you have about the genres you are thinking of using.

Homework for next week...

CT_11

• Naming What We Know, 2.5 "Writing is Performative" & 2.6 "Texts Get Their Meaning From Other Texts".
• Also, read Lisa Bickmore’s “35 GENRE in the WILD: Understanding Genre Within Rhetorical (Eco)systems” (You may implement Bickmore's work into the CT this week).