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# October 6 class

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• ### Transcript

• 1. Announcements/Recaps• Don’t forget: WIDE-EMU!• Recap: Everything you wanted to know about graduate school....• Tonight: • Faculty Interviews • Williams (brieﬂy) • Micciche and Carr • No Plot, No Problem! • And the Time Finder/Touch It Everyday Progress Report Challenge
• 2. Faculty Interview Recap• What did they say?• What was it like to write up the information, transcribe, collaborate?• What did we learn here?
• 3. Problems into PROBLEMS• Component 1: Destabilizing Condition• Component 2: Component 1 needs “Conditions and “Costs”• Component 3: There has to be a community of readers who share the Conditions/Costs
• 4. Problems into PROBLEMS• Posing and solving PROBLEMS is what most of us do, but most of our students seem unaware of not just how to pose a PROBLEM, but that their ﬁrst task is to ﬁnd one. As a consequence, they often seem just to “write about” some topic.... (4)• Conditions and Costs identiﬁed by the “so what?” question (11)• The number of times one asks “so what?” is a measure of how they understand the problem (15)
• 5. Problems into PROBLEMS• (But then he gets a little too linguistic-y/ speciﬁc about paragraphs for my tastes...).• Some good examples at the end?
• 6. Micciche and Carr
• 7. Micciche and Carr• “An explicit commitment to graduate level writing instruction in English studies...” (478)• “.... I advocate a critical writing workshop designed for English graduate students across specializations” (480).
• 8. Micciche and Carr• Figuring out how to “conceptualize and articulate a problem...” as much about “....grammar and form as it is about insight and invention”(483).• “The paradox of graduate writing is... there is a fundamental difference between writing for a seminar and writing for publication”(483).• “The marginalized location of student writing... reﬂects a systematic problem within English graduate programs...”(484).
• 9. Micciche and Carr• In Critical Writing in English Studies, “... students’ projects in some way focus on how a text... does something and the resulting effects” (486).• “... I was surprised to discover that many of my sentences were 50-90 words long” (487).• In the workshops, described on 490....
• 10. Micciche and Carr• “We have to be able to suspend our own attachment to the writing long enough to hear and be responsible to what others make of it”(491).• “I have learned that badness is just part of my process, and I love the badness for helping me get to better-ness” (491).
• 11. No Plot? No Problem!• National Novel Writing Month: http:// www.nanowrimo.org/• “Writing 50,000 10,000 words of ﬁction a project really doesn’t take that much time”(40).• And, IMO, writing has nothing to do with “inspiration” and everything to do with “habit” and “work”
• 12. No Plot? No Problem!• The “Time Finder:” • Log your activities for a week • Required, Highly Desirable, Forgo-able (and a little discipline goes a long way) • 10 hours a week= “a project” in a semester or less
• 13. No Plot? No Problem!• Schedule writing time like anything else, if possible• Write with others and/or seek family and friend support (48-53-- note page 51)• I wouldn’t recommend boasting or betting, personally....
• 14. No Plot? No Problem!• The pros and cons of writing at home 60-63• The pros and cons of coffee shops 64-65• The pros and cons of work and “other” spaces 66-71• Tools? Totems? Food and Drink? Maybe....
• 15. No Plot? No Problem!• The pros and cons of writing at home 60-63• The pros and cons of coffee shops 64-65• The pros and cons of work and “other” spaces 66-71• Tools? Totems? Food and Drink? Maybe....
• 16. Time Finder/Touch It Everyday Progress Report Challenge• Do the Time Finder• “Touch it” every day• Write about your experience(s) in the ﬁrst progress report