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Teaching with The Wayne Writer

Teaching with The Wayne Writer. Derek Risse , Clay Walker, Nicole Wilson, Thomas Trimble Fall 2013 Orientation. Overview. Derek -Overview of WSU Composition portal and course teaching guides Clay -working with The Wayne Writer and ENG 1010 Nicole -ENG 1010 and 3010

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Teaching with The Wayne Writer

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  1. Teaching with The Wayne Writer Derek Risse, Clay Walker, Nicole Wilson, Thomas Trimble Fall 2013 Orientation

  2. Overview • Derek-Overview of WSU Composition portal and course teaching guides • Clay-working with The Wayne Writer and ENG 1010 • Nicole-ENG 1010 and 3010 • Thomas-ENG 1020, new Blackboard tools

  3. Derek!

  4. Clay-Why Focus on Reading? • Our field does not do enough to address reading in the classroom (Adler-Kassner and Estrem; Bunn; Jolliffe; Salvatori and Donahue) • ENG1010 emphasizes the genres of summary and response. • Critical academic reading lies at the heart of each of these genres. • By strengthening students’ reading practices, we give our students a more solid foundation for summarizing and responding to texts

  5. Connecting Reading & Writing • Performative practice of meaning-making rooted in socio-cultural contexts • Related, yet distinct, ways of interacting with genres • Practice-bound processes that are shaped by specific purposes

  6. Reading Purposes • Articulating reading purposes enable us to develop more productive learning activities in the composition classroom • Adler-Kassner and Estrem outline four purposes: • Content-based reading • Process-based reading • Structure-based reading • Practice-based reading Adler-Kassner, Linda and Estrem, Heidi. “Reading Practices in the Writing Classroom.” WPA 31.1-2 (2007): 35-47.

  7. Content-based Reading Strategies Content-based reading strategies ask students to summarize, interpret, and respond to texts, and to use reading as a mode of constructing knowledge.

  8. Content-based Reading Strategies • ENG1010: Summary and response • Wayne Writer • Chapter 4 “Critical Reading Process” • Learning activities in the classroom: • Reading questions • Dialectical notes • Summaries • Response essays

  9. Process-based Reading: Rhetorical Situations Process-based reading strategies ask students to read the text as an artifact of a socio-culturally situated writing process and to glean insight into the writer’s rhetorical and compositional decisions.

  10. Process-based Reading • ENG1010: Rhetorical Situations • Wayne Writer • Chapter 1 “Defining Scene, Situation, Genre” (c.f. “Analyzing the Situations of Three Editorials” pp 14-21) • Learning activities in the classroom • Classroom Commonplace Reading Blog

  11. Structure-based Reading Structure-based reading strategies ask students to attend to the specific textual conventions that shape the text, and urges students to fold this genre awareness into their composing processes and decision making.

  12. Structure-based Reading • ENG1010: Genre and Discourse Communities • Wayne Writer • Chapter 2 “Using Genres to Read Scenes of Writing” • Learning Activities in the Classroom: • Classroom Commonplace Reading Blog • Literacy Auto-biography Analysis Essay

  13. Practice-based Reading Practice-based reading strategies ask students to reflect on how literacy practices are sponsored by various actors in order to develop an understanding of how textual practices are bound by specific social communities.

  14. Practice-based Reading • ENG1010: Reflection and Discourse Communities • Wayne Writer • Chapter 1 “Understanding Scenes of Writing” • Learning Activities in the Classroom • Reflective writing journals • Literacy Auto-biography • Reflective essay

  15. Nicole-Having Your Say • The text includes two chapters from the textbook Having Your Say • Mapping a Conversation • Organization • Synthesis • Critical Reading Process • Reading Strategies • Using Readings for research

  16. Span and Stasis • The two terms used continually in HYS are Span and Stasis • Span • Issue/Problem/Solution • Stasis • Existence • Definition • Value • Cause • Action

  17. Span

  18. Stasis

  19. Thomas-Genre analysis in 1020 • Scenes of Writing, chapter 2 • Genre Analysis as a method of analysis and invention • Content • Rhetorical appeals (argument) • Structure (stases) • Format • Tone (register)

  20. Genre analysis in 1020 • Assignment sequence • Movie Review • Long form editorial/rhetorical analysis essay • Web-based advocacy/academic analysis essay • In-class workshops • Content-building a lexis activity

  21. New tools to Blackboard • EchoCapture • Online commenting

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