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Writing with Intention Power Comfort,[object Object],Ilene D. Alexander, PhD,[object Object],University of Minnesota,[object Object],Center for Teaching and Learning,[object Object],z.umn.edu/idaportal,[object Object],http://neh2.wordpress.com/2006/10/03/teamwork/,[object Object]
Demonstrating Learning – items from your course module,[object Object],Communicate in a clear, systematic and concise way for a range of different purposes and audiences,[object Object],Employing both written and oral presentation skills,[object Object],Apply knowledge to the solution of familiar and unfamiliar problems – writing to learn,[object Object],Demonstrate initiative and responsibility –intentionality and revision,[object Object],Manage and reflect on their own learning, including an awareness of personal learning styles – writing as a process,[object Object],Interact and negotiate effectively and impartially with individuals and groups in a variety of contexts – meaning making ,[object Object]
Adult Learning,[object Object],think dialectically  ,[object Object],decision-making moves between objective/subjective, universal/specific ,[object Object],employ practical logic ,[object Object],attend to internal features of a given situation to reason contextually “in a deep and critical way”; inferential reasoning),[object Object],“know how we know what we know”,[object Object],conscious of own/others’ learning, ability to adjust styles situationally; know grounds for decision-making,[object Object],engage in critical reflection,[object Object],assessing match between earlier rules/practices/practical theories and emerging understandings in “interpersonal, work and political lives” 						(Stephen Brookfield, 2000),[object Object]
"I hate writing, I love having written.”,[object Object],- Dorothy Parker, writer of fiction, journalism,[object Object]
Writing with Power,[object Object],Writing with power also means ,[object Object],getting power over your,[object Object],self and over the writing,[object Object],process: knowing what ,[object Object],you are doing as you ,[object Object],write; being in charge; ,[object Object],having control; not feeling ,[object Object],Stuck or helpless or intimidated. ,[object Object],- Peter ElbowU Massachusetts-Amherst,[object Object]
Writing with Power & Intention,[object Object],Sometimes real world problems that compel us to communicate are economic.  Other times the defects are political.  Sometimes the challenges are social: the deportation to immigrants, the treatment of people with racial, ethnic, or physical differences. Sometimes the flaws are personal…. ,[object Object],In all these cases, circumstances exist that call out for us to communicate with others. ,[object Object],Understanding [what compels communication] is essential because without it we cannot effectively determine purpose.”,[object Object],http://grammar.ccc.commnet.edu/grammar/composition/purpose.htm ,[object Object]
Writing as Meaning Making,[object Object],And [Barbara Kamler] is right.  Writing isn’t an activity that you do to whip up a study or report after understanding ideas and thinking up insights.  Writing is the very route scholars take in order to think things through.  As such, it isn’t such an extrinsic instrument, but an essential process in scholarly work.   What is even more interesting, … is that writing is not only thinking, but it’s also forming your identity as a scholar.,[object Object],So today, I’m not just writing up my research proposal.  I’ll be gathering the ideas accumulated from research, processing them and thinking them through.  ,[object Object], strugglingSCHOLAR blog: http://jcgosj.wordpress.com/,[object Object]
Writing as a Process,[object Object],http://stevendkrause.com/tprw/introduction.html,[object Object]
Read and Respond like a Real Reader,[object Object],Cleo Martin, U Iowa,[object Object],Responding to Student Writing,[object Object]
What Is Feedback?  And Why Bother?,[object Object]
What, then, Is Feedback?  ,[object Object],a response from “real readers” to specific questions/actions learners can address/take in order to improve a learning artifact – a paper, poster, sculpture, diagnosis,[object Object],Feedback is Formative – (1) provokes, prods, sparks transformation, growth, development of work on an artifact and learning of the artifact creator;  (2) provides specific information with a goal of moving a project ahead, improving the artifact that is being reviewed;  (3) focuses on what the work can become as well as what it should become,[object Object]
What, then, Is Feedback?  ,[object Object],IT is NOT Evaluation, which is Summative(1) judgment that assesses, sums upvalue of finished artifact;(2) rests on specific criteria known to teachers & students ahead of evaluation;(3) situates the work relative to expectations,[object Object]
Why Is Feedback Important?  ,[object Object],Part of Meaning Making, which requires making private writing public, engaging in multiple retrievals of information, and using information in different ways,[object Object],Feedback joins with question asking, researching, and writing as a process to shape how humans actually make meaning and work to create/construct knowledge.,[object Object],Is the most important component of “inspiration” or “being lucky” or “finding one’s muse”,[object Object],Enhances problem solving skills for whatever new/next ill-defined moments we encounter as learners – so that we become more comfortable in writing, in problem-solving ,[object Object],Video 1 : Example of bad feedback ,[object Object],Video 2 : Example of good feedback  ,[object Object],http://www.med-ed.virginia.edu/courses/fm/precept/module4/m4p2.htm,[object Object]
Writing with Audience, Purpose and Task in Mind – ,[object Object],Consider ,[object Object],Course ,[object Object],Module ,[object Object],Tutors,[object Object],Lila M. Smith,[object Object]
Effective Feedback Is Specific,[object Object],Revision – Content and Organization,[object Object],Where and why it’s needed,[object Object],Strategies for content development, overall organization and development of cohesive analysis / argument / knowledge construction,[object Object],Transitions   Coherence   Unity,[object Object],Surface Features,[object Object],Key sections, paragraphs, sentences,[object Object],Section, paragraph, sentence structures,[object Object],Conventions – of language, of citation style, of formatting,[object Object],Notice that this is dead last on my list – and Peter Elbows’ list!,[object Object]
Sample Peter Elbow FeedbackPrompts,[object Object]
Effective Feedback Is Specific,[object Object],Summarizing – Narrate, Compare,[object Object],Telling – What’s missing, not clear & ideas for clarifying, changing ,[object Object],Showing – What could be better linked, organized, highlighted, backed up,[object Object],Pointing – Name what’s good & say why it’s good, Name the most effective change that could be made and suggest how/why,[object Object]
Writing with Audience, Purpose and Task in Mind – ,[object Object],Consider ,[object Object],Clients,[object Object],Lila M. Smith,[object Object]
Good Questions / Questioning,[object Object],Open Ended Questions ,[object Object],Asking for Information ,[object Object],Diagnostic Questions ,[object Object],Challenge Questions ,[object Object],Extension Questions ,[object Object],Combination Questions ,[object Object],Priority Questions ,[object Object],Action Questions ,[object Object],Prediction Questions ,[object Object],Generalizing and Summarizing Questions,[object Object]
With Team Writing: Pulling the Whole Thing Together,[object Object],Key Considerations,[object Object],Who will functionas and what will be roles of exec editor?,[object Object],Who will perform lead editor role for sections of the doc?,[object Object],After individuals gather feedback onindividually written segments of a team assignment, who will provide final feedback?,[object Object],Image: http://www.haringkids.com/book/sleep/teamwork.htm,[object Object]
Writing & Individual Resilience,[object Object],selection from Robert Boice’s How Writers Journey to Comfort and Fluency (1994 ,[object Object]
Write what you really think.Accept that you can do it.,[object Object],Ilene, via my great-great grandmother (right) and grandmother (left),[object Object]

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Undergraduates Writing with Power Intention Comfort

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Editor's Notes

  1. Bit of backgroundWhere to find slides and resourcesWhat to be writing down / recording while we’re together today
  2. Powerful words, ideas
  3. Promoting Outstanding Writing For Excellence in Research – Texas A&M grad schoolFor Elbow, the phrase 'writing with power' has two meanings. The first meaning is probably what most of us think of, when we think about writing with power : powerful writing, of course! Written words that make a difference in readers' individual lives, or in the lives of entire communities. Writing with power makes us think of writing contained in such places as The Constitution, The Declaration of Independence, religious texts, classical literature, and poetry.Yet Peter Elbow emphasizes a second meaning for this phrase, and it is this second meaning:"… writing with power also means getting power over yourself and over the writing process: knowing what you are doing as you write; being in charge; having control; not feeling stuck or helpless or intimidated. I am particularly interested in this second kind of power in writing and I have found that without it you seldom achieve the first kind.” (Elbow, 1998, p. viii)http://myweb.wvnet.edu/~jelkins/writeshop/writeshop/elbow.html
  4. Purpose – more than completing an assignment and also more than communicating something to a clientThe writing process actually starts before you pick up a pen or place your fingers on a keyboard. It begins with defining what you are writing, for whom you are writing, why you are writing, and which writing approach to use. Writing with Intention addresses these defining matters, which you need to consider every time you sit down to write.Quote: www.ces.sdsu.edu/Pages/Engine.aspx?id=57
  5. Audience(s)Task(s)
  6. What is your process? What might it become? Why make changes now? How and when to you get feedback on your writing, or do you skip this part? Why get or not get feedback?Where and from whom might you seek feedback?
  7. Writing doesn’t happen without readersWhat happens when you’re reading – what is “good reading”? paraphrase, reread, make brief reminders of content/concepts through underlining and marginal notes consider audience, purpose, task of writer and your expectations for the text even before you read, then amend as you read ask questions, make predictions, hypothesize about what ideas will be pursued/developed as you read further ahead step beyond the text by reading with a purpose in mind – why do you need to read this, what will you contribute as a responder, what will you gain as a writer
  8. But a response like this on the final page of an assignment without drafts or time for feedback (one day turn around) is not helpfulCompare to political scienceCritique vs Critical Care
  9. How might you provide feedback to one another within your teams – and/or paired with another team – as you prepare to turn in the interim report?How might you get feedback – and from whom – on the weekly components of the individual report? And now wait “until later”?
  10. How might you provide feedback to one another within your teams – and/or paired with another team – as you prepare to turn in the interim report?How might you get feedback – and from whom – on the weekly components of the individual report? And now wait “until later”?
  11. When revising with teachers and assignments in mind – When working with one personLook at the rubric to set targets/goals/expectationsFocus on Ideas/Content and Organization FIRSTSurface Features – OWL at Purdue OR writing tutor Overall coherence – after revisions need to be sure there’s overall coherence
  12. Elbow sample – at idaportal
  13. Pointing sample – on idaportal
  14. AudiencePurposeTaskFeedback Loop Widens here – more players, more documents and more contributors to larger documentsAs formative resources Your team Other teams Your client Your tutor
  15. Coherence in overall organization, in voice/point of view, in formatting of components, in citation style, in sentence structuring, in meeting grammatical expectations
  16. Attributes of Quick Starters Start before they’re readyIntegrate active participation into communication practices, overall philosophies and daily practicesProactive in seeking advice from colleagues/multiple mentors, collaborators, and significant othersWork with others to establish strategies for balance among / integration across the commitments in life, work, cultural/affinity groups, and local/global communityVerbalize general optimism – about students, peers, research, teachingSpend less time in the whine and procrastination and imposter modesThe New Faculty Member, 1992Boice Advice for New Faculty Members – “when you write daily, you start writing immediately because you remember what you were writing about the day before. This leads to impressive production. In one study participants who wrote daily wrote only twice as many hours as those who wrote occasionally in big blocks of time but wrote or revised tem times as many pages.” Be accountable to someone weekly: Boice 1989 article:Participants were divided into three groups: (a) The first group ("controls") did not change their writing habits, and continued to write occasionally in big blocks of time; in 1 year they wrote an average of 17 pages; (b) the second group wrote daily and kept a daily record; they averaged 64 pages; (c) the third group wrote daily, kept a daily record, and held themselves accountable to someone weekly; this group's average was 157 pages (Boice 1989:609).
  17. None of us is a native writer – but we are storytellers, meaning makers, living within multiple social discourses, positioned to – and interested in – provoking knowledge production, for ourselves and others.Peter Elbow: Garbage in your head poisons you. Garbage on paper can safely be put in the wastepaper basket / Therefore, write, share, repeat