Umbrella or Bridge: Discourse communities as the centerpiece of FYC
This presentation reviewed conversations and results from a curriculum-revision task force charged with re-imagining how discourse communities can feature in our first-year writing courses. The task force positioned discourse communities as the centerpiece of the class, but with multiple small assignments, rather than a single high-stakes writing task.
I show how discourse communities can be presented in manageable segments to help students acquire a social view of writing. Presented material includes sample assignment sheets, an explanation of our assessment strategy, and critical reflection from a teacher who piloted this approach.
I presented this talk at the Classroom Matters: Pedagogy in Practice and Philosophy conference at the University of Florida, February 2013.
Text similar to the content presented with these slides can be found at this blog post: http://bit.ly/VDR3dY
✤ Flexibility of writing process ✤ Strategies for responding to rhetorical situations ✤ Skills for reading complex textsThe ✤ Understanding how conventions, lexia, &Curriculum genres are situated w/in discourse communities
Deﬁnitions Evaluates term’s function to✤ Purpose: Understand A show knowledge construction specialized language & its use in academic Illustrates how specialized B deﬁnition enhances meaning conversations✤ Supporting text: None Explains differences in C deﬁnitions from book; students look up specialized deﬁnitions D States that deﬁnitions differ
Characteristics Evaluates how characteristics A form group identity✤ Purpose: Understand what a DC is & how it Illustrates hierarchy of B characteristics w/in the group functions✤ Supporting text: “The Explains (w/ examples) how C group meets characteristics Concept of Discourse Community” by Swales D States that group is a DC
Authority✤ Purpose: Understand how & Evaluates how authors’ use of why authors adjust writing for A authority is appropriate for each different audiences audience✤ Supporting texts: Illustrates how citation & ✤ “Learning to Serve” by B authority work as negotiation Mirabelli ✤ “Reading & Writing Without Explains (w/ examples) styles of Authority” by Penrose & C citation, quoting, and Geisler establishing authority ✤ “Identity, Authority, & States difference in authority Learning to Write in New D between articles Workplaces” by Wardle
Genre✤ Purpose: Identify the Evaluates how DC uses genre in A “furtherance of its aims” origins, use, affordances, & constraints Illustrates intertextuality w/in B genre samples✤ Supporting texts: ✤ “Generalizing about Genre” by Devitt C Explains scene of genre’s use ✤ “Intertextuality & the States genre is used in speciﬁc DC” by Porter D scenario
Repetition/Redundancy Major Units✤ Repetition: Writing Process Characteristics include lexis and genre Deﬁnitions Characteristics✤ Redundancy: DC Authority requires Authority rhetorical analysis Genres Rhetorical Analysis
Students wrote to anartiﬁcial audience—me.Still needs to be ﬁxed.
Thank you. Chris FriendTwitter: @chris_friendEmail: email@example.com
Gratitude: Visual Credits✤ Color scheme (You are beautiful) ✤ Stormtroopers by JD Hancock by Sanguine on colourlovers on Flickr✤ Umbrella and bridge title images ✤ Luke Alike courtesy Microsoft ✤ Maybe He Won’t Notice✤ Old schoolhouse by ✤ Stupid Garbage Compactor… WarzauWynn on Flickr ✤ Guard inspection by Defence✤ Bullseye from Rob Ellis on Flickr Images (UK Ministry of Defence)✤ Rocket failure by jurvetson on on Flickr Flickr ✤ Teacher’s apple by Forty Two on✤ Thumbs-up by wynner3 on Flickr Flickr