Closing the Content-Rhetoric GapChelcie Rowell & Lindsay Dolan, Swarthmore College  National Conference on Peer Tutoring o...
“[I]f tutors added to their approaches tocoaching writers a framework for assistingstudents in understanding how to analyz...
nascent                                    Rhetoricalknowledge                                    knowledge               ...
nascent                                               Rhetoricalknowledge                                               kn...
nascent                                               Rhetoricalknowledge                                               kn...
nascent                                               Rhetoricalknowledge                                               kn...
nascent                                               Rhetoricalknowledge                                               kn...
nascent                                        Rhetoricalknowledge                                        knowledge       ...
nascentknowledge                                                  Subject-matter                                      PERH...
Mock Conference (Intro)The writer & tutor in the following video clipsare engaged in a conference about thewriter’s semina...
Mock Conference (Middle)O  What circles of knowledge is the tutor trying    to acknowledge as strengths of the    writer?O...
Mock Conference (End)O  What’s the conference accomplished so     far?O  In the final clip, you’ll see how engaging the   ...
Conduct a mock conference!We’ll distribute writing samples. Pair up &practice each role. Then we’ll discuss:O  What about ...
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Closing the Content-Rhetoric Gap: Working on Underdeveloped Writing Skills with Advanced Students

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Closing the Content-Rhetoric Gap: Working on Underdeveloped Writing Skills with Advanced Students

  1. 1. Closing the Content-Rhetoric GapChelcie Rowell & Lindsay Dolan, Swarthmore College National Conference on Peer Tutoring of Writing Baltimore, MD 6 November 2010
  2. 2. “[I]f tutors added to their approaches tocoaching writers a framework for assistingstudents in understanding how to analyze thecontext-specific nature of writing activities,the tutors could better promote the kinds oflearning-how-to-learn skills all advancedwriters need. Furthermore, the oft-citeddichotomy between working to produce betterwriting versus producing better writers couldbe set aside, as both goals could beaccomplished through applying a more robusttheory of writing expertise to tutor practices.”Anne Beaufort. College Writing and Beyond. Logan,UT: Utah State University Press, 2007. 16.
  3. 3. nascent Rhetoricalknowledge knowledge Subject-matter knowledge knowledge Formal expertiseFigure 1. Integration of genreknowledge. Christine M. Tardy.Building Genre Knowledge. West ProcessLafayette, Indiana: Parlor Press, knowledge nascent2009. 22. knowledge
  4. 4. nascent Rhetoricalknowledge knowledge AUDIENCE Subject-matter knowledge knowledge Formal expertiseFigure 1. Integration of genreknowledge. Christine M. Tardy.Building Genre Knowledge. West ProcessLafayette, Indiana: Parlor Press, knowledge nascent2009. 22. knowledge
  5. 5. nascent Rhetoricalknowledge knowledge AUDIENCE DICTION, TECHNICAL VOCABULARY Subject-matter knowledge knowledge Formal expertiseFigure 1. Integration of genreknowledge. Christine M. Tardy.Building Genre Knowledge. West ProcessLafayette, Indiana: Parlor Press, knowledge nascent2009. 22. knowledge
  6. 6. nascent Rhetoricalknowledge knowledge AUDIENCE DICTION, TECHNICAL VOCABULARY Subject-matter knowledge knowledge Formal expertise QUESTION- ASKING, FORMING APPROPRIATE INQUIRIESFigure 1. Integration of genreknowledge. Christine M. Tardy.Building Genre Knowledge. West ProcessLafayette, Indiana: Parlor Press, knowledge nascent2009. 22. knowledge
  7. 7. nascent Rhetoricalknowledge knowledge AUDIENCE DICTION, TECHNICAL VOCABULARY Subject-matter knowledge knowledge Formal expertise METHOD QUESTION- INFORMS THE ASKING, SHAPE OF THE FORMING WRITTEN APPROPRIATE PRODUCT INQUIRIESFigure 1. Integration of genreknowledge. Christine M. Tardy.Building Genre Knowledge. West ProcessLafayette, Indiana: Parlor Press, knowledge nascent2009. 22. knowledge
  8. 8. nascent Rhetoricalknowledge knowledge DEMONSTRATING KNOWLEDGE VERSUS PRODUCING KNOWLEDGEFigure 1. Integration of genreknowledge. Christine M. Tardy.Building Genre Knowledge. West ProcessLafayette, Indiana: Parlor Press, knowledge nascent2009. 22. knowledge
  9. 9. nascentknowledge Subject-matter PERHAPS knowledge knowledge MOST Formal FREQUENTLY DISCUSSED IN A PROFESSOR’ S OFFICE?Figure 1. Integration of genreknowledge. Christine M. Tardy.Building Genre Knowledge. WestLafayette, Indiana: Parlor Press, nascent2009. 22. knowledge
  10. 10. Mock Conference (Intro)The writer & tutor in the following video clipsare engaged in a conference about thewriter’s seminar paper.At Swarthmore, a seminar is composed of afew students advanced in their field. Seminarpapers shape discussion each week andserve as a reference throughout the course.
  11. 11. Mock Conference (Middle)O  What circles of knowledge is the tutor trying to acknowledge as strengths of the writer?O  Which is she trying to use in this conference?
  12. 12. Mock Conference (End)O  What’s the conference accomplished so far?O  In the final clip, you’ll see how engaging the writer’s formal knowledge can push the paper’s argument to the next level.
  13. 13. Conduct a mock conference!We’ll distribute writing samples. Pair up &practice each role. Then we’ll discuss:O  What about the paper or your interactions with the writer suggest one of these circles as a point of entry into the conference?O  What language can be used to give the conference direction in terms of one of these circles?O  How can these circles of knowledge help you acknowledge a writer’s expertise?

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