Audio interview assignment presentation
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This document provides instructions for an audio interview assignment. Students are paired up and assigned to interview each other on a given topic. They are to record the interview using Audacity recording software and a microphone. They will then edit the recording, adding introductions and transitions. Finally, they will publish the edited interview to SoundCloud and embed it with commentary on their WordPress site. The rationale given is that this assignment will help students practice different literacies and modalities of communication. It also encourages understanding audio as a process of invention and revision.
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The success and final outcome of this assignment required a lot of guidance and assistance from many people and we extremely fortunate to have got this all along the completion of our assignment work. Whatever we have done is only due to such guidance and assistance and we would not forget to thank them. I respect and thank Ms. Vimalah for giving we an opportunity to do this assignment work and providing us all support and guidance which made me complete the assignment on time, We extremely grateful to her for providing such a nice support and guidance.
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Workshop Descriptions: http://etug.ca/?page_id=835
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This document provides an overview of a 10-session lesson plan to introduce students to literature circles. The plan models the four main roles that students take on in literature circles: Discussion Director, Vocabulary Enricher, Literary Luminary, and Checker. Each role is demonstrated by the teacher and practiced by students. By the end of the introduction, students are prepared to participate independently in literature circles to discuss books they have chosen.
Social Networking Tools - Principles and Practice
Social networking tools and principles for teaching were discussed. Key points included:
- Social networking sites allow users to create profiles, connect socially, and post public comments. This user-generated content has implications for education.
- Web 2.0 technologies support collaborative and student-centered learning through tools that actively engage users in content construction.
- Effective use of social networking in teaching follows pedagogical principles and includes induction, serious use of tools, and having backups for technology failures.
- Common social networking tools discussed were blogs for reflection and interaction, wikis for collaboration, and podcasts for distributing authentic audio/video content.
Content Area Writing
The document discusses the importance and benefits of content writing for students. It notes that content writing helps students actively engage with subject matter, understand concepts more deeply, make connections and raise questions more fluently, and better retain and apply their learning. The document also addresses standards and structures for effective non-fiction writing and how writing is an important skill for the 21st century given increasing demands for strong communication abilities.
Comm skills & multiple intelligences approach to communicative teaching
June, 2013 report given for a Professional Development Seminar: K.S.A. English Prep Year Program.
Teacher Research into the use of Howard Gardner's Multiple Intelligences applications for the teaching of Communication Skills to Saudi Prep Year English students.
RACG Conference, 30 March 2009: 21st C Writing
Presented as part of a workshop on Writing for Success in the 21st C at the 2009 Raising Achievement Closing Gaps Conference in Greensboro, NC.
Creating a Literate Classroom Environment
This document discusses creating a literate classroom environment. It explains that understanding literacy learners through cognitive and non-cognitive assessments is important to determine skill levels, interests, and attitudes. This information helps the teacher select appropriate texts on a balanced continuum and implement instruction through interactive, critical, and responsive perspectives. The teacher uses assessments to group students and plan lessons addressing their needs and interests while exposing them to a variety of narrative and informational texts through read-alouds, writing activities, and discussion opportunities.
The Role of Digital Literacy in Writing Instruction
This presentation represents the culmination of many years of research into and experience with incorporating digital literacy into writing instruction. I originally prepared the presentation for my colleagues in the Program for Writing and Rhetoric at CU Boulder, but it has also been used by other universities to help introduce writing faculty to the changing nature of literacy.
Content Writing
The document discusses the importance and benefits of content writing for students. It argues that writing about subjects they are interested in helps students engage more actively with the material, understand concepts more deeply, make connections more easily, and remember what they learn longer. It provides support from experts in fields like education, mathematics, and science. The document also addresses how content writing can help students develop skills needed for the 21st century like effective communication, problem solving, and digital literacy.
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More from Ryan Trauman
Meaning Making Lecture
The document discusses the concept of meaning and understanding quotations and phrases. It provides several famous quotes from movies and asks the reader to explain what is needed to understand the quotes and why they might be mentioned. The overall document seems to be exploring how context, references, and life experiences influence our interpretation and comprehension of words, phrases, and ideas.
A 3Cs Discussion on “Assessment in the Multimodal Composition Classroom"
These slides accompanied Kaitlin Clinnin, Michelle Cohen, and Erin Cahill as they presented on assessment issues at the 2013 Digital Media and Composition Institute at the Ohio State University, May 20.
An Apology for Audio Assignments in First-Year Writing Classrooms
A pedagogy workshop facilitated by Harley Ferris & Ryan Trauman @ the University of Louisville, 11 April 2013.
In this workshop, we present an example assignment tailored specifically for First Year writing classes while discussing issues related to: the efficacy of audio assignments in first-year writing classrooms; how those assignments might be tailored to address specific course outcomes; how those assignments can be framed as highly rhetorical exercises; strategies for making the necessary resources available to students; possibilities for sharing/circulating/publishing audio assignments; and potential pitfalls for audio assignments in the writing classroom. And of course, we also spent some time at the end for Q&A.
Module 20
This document provides guidance for giving oral presentations, including how to structure the opening, body, and closing; use effective body language and voice; script the presentation; field questions from the audience; and prepare and practice the presentation. Key points covered are setting clear takeaways for the audience, limiting main ideas, practicing with a team, and having backup plans for any issues.
Module 6
The document discusses how to use "you-attitude" when writing or speaking to an audience. It recommends focusing on the reader or listener by using "you" rather than "I", addressing their perspective and goals, and demonstrating how the message impacts them through examples. It also advises considering why the message is being sent and anticipating questions to provide a complete response from the audience's point of view.
Module 2
This document discusses adapting messages to the audience. It defines different types of audiences including primary, secondary, initial, gatekeepers, watchdogs, discourse communities, and organizational culture. The key points are:
1) Everything depends on how the audience perceives the message - it must be clear and compelling.
2) The primary audience is who you want to take action, secondary audiences watch and evaluate, and initial audiences route the message.
3) Gatekeepers, watchdogs, discourse communities, and organizational culture can impact how the message is received.
4) It is important to understand your audience by taking inventory of what you know and learning more, then focusing the message on relevant facts and assumptions
Module 1
As people rise in an organization, their audiences for both speaking and writing tend to grow and their ideas will impact more people. They will also be dealing with more complex problems involving dissimilar parts. Even for lower level jobs, communication is necessary up and down the chain of responsibility. To communicate effectively, it is important to understand the purpose, audience, and context of any message to know if the words will work for that situation. Proper communication following the P.A.I.B.O.C. structure is important because communication is expensive.
Module 20
The document provides tips for giving oral presentations, including focusing on clear takeaways for the audience, limiting main ideas, practicing delivery, and being prepared to answer questions. Body language, voice, structure, and rehearsal are emphasized as important aspects of effective presentations. Presenters should also consider whether a presentation is necessary compared to a written document.
Module 5
The document provides tips for designing effective presentation materials like handouts, slides, and other visual aids. It recommends that handouts be designed with the audience's intended use in mind, such as note-taking or future reference. For slides, it advises keeping the amount of text brief, using no more than 3 points per slide, and ensuring the slides supplement rather than replace the presenter's own words. Other tips include choosing demonstrative visuals over clip art, integrating presentation aids smoothly into the overall presentation, and making sure any food or objects passed around have a clear purpose.
Job Letters - Module 28 - Lecture
The document provides guidance on writing effective job application letters, including addressing the letter to a specific contact, highlighting your relevant qualifications for the position, and showing your knowledge of the organization. It recommends focusing on the major requirements of the job, qualities all employers value like communication and problem-solving skills, and what makes you stand out from other candidates. The style should be conservative without slang or other informal language, and the letter should be carefully edited and proofread.
Resumes - Module 27 Lecture
This document provides guidance on creating résumés in 3 main sections. It discusses presenting qualifications and accomplishments, the different types of résumés including chronological and skills-based, and details on layout, typesetting and proofreading. Key recommendations include quantifying accomplishments, using action verbs, keeping the résumé to 1-2 pages with no unnecessary information, and carefully checking for errors.
Job letters ppt
The document provides guidance on writing effective job application letters. It recommends including the major requirements of the position, qualities that will appeal to employers like problem-solving skills, and details that separate you from other candidates. The letter should be addressed to a specific contact, focus on relevant qualifications for the role, and demonstrate knowledge of the organization. It should also be carefully edited and proofread before requesting an interview.
Module 18 - Lecture
This document discusses tips for successful teamwork and collaboration. It identifies key behaviors of successful teams, such as seeking and sharing information, summarizing discussions, and coordinating work. It also notes that enjoyable teams encourage participation, relieve tensions, and listen actively. The document outlines potential negative group behaviors like blocking, dominating, or withdrawing. It describes different leadership styles for groups and strategies for avoiding issues like groupthink and conflict. Some tips for collaborative writing include taking extra time, being familiar with each other, having clear responsibilities, and revising and editing work together.
Lecture - Module 12
The document discusses strategies for persuasive messages, including direct requests and problem-solving approaches. It provides guidelines for choosing a strategy based on factors like audience resistance and preferences. It also covers organizing problem-solving messages, building credibility, common persuasive message types, and handling objections. Example subject lines are given for different persuasive strategies.
Presentation1
The document discusses elements of effective proposals and progress reports, including clearly stating the problem, technical concerns, and purpose of the report. It notes key differences between proposals and reports, and elements that should be included in a proposal like the problem, plan, resources, benefits, timeline and cost. It also covers reviewing progress in a report to evaluate information and make recommendations, presenting current work status positively while also minimizing potential problems.
Wordpress-for-Scholarship Demo at DMAC
A slide show exploring whether or not Wordpress might be a viable composing environment for new media scholarship. (It is.)
Syllabus 101
This 3-sentence summary provides an overview of the English 101 course syllabus:
The syllabus outlines the goals, assignments, policies, and schedule for an introductory college writing course, which will explore identity, writing as technology, and include weekly writing assignments, larger projects, and using student blogs to share work with classmates. Students will develop their writing skills through reflections, essays, and revising work based on peer and instructor feedback to earn a final grade determined by assignments, responses, and participation.
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Audio interview assignment presentation
- 1. Audio Interview Assignment Ryan Trauman Columbia College Chicago April 18, 2014
- 2. “Composition classrooms can provide a context not only for talking about different literacies, but also for practicing different literacies, learning to create texts that combine a range of modalities as communicative resources: exploring their affordances, the special capabilities they offer to authors; identifying what audiences expect of texts that deploy different modalities and how they respond to such texts.” (Selfe, “The Movement of Air, the Breath of Meaning,” 643)
- 3. Examples • Andrew Interviewing Celeste • Jake Interviewing Marion • Gionna interviewing Mylah • Devonte interviewing Marcus • Eninna interviewing Sam
- 4. Rationale respond to disciplinary calls for a more capacious definition of writing cultivate students’ awareness, comfort, dexterity, and critical understanding of social online writing tools
- 5. Rationale encourage students to understand audio recording, editing, and circulation as invention and revision strategies, rather than merely as the “audio version” of a written text. foster a collaborative writing environment
- 7. Equip
- 8. Equip • Computer lab • Audacity • Microphone • Internet Connection
- 9. Prepare
- 10. Prepare • Touchstone Texts • Assignment Sequence • Collaborative Invention (Q’s & A’s) • Practice
- 11. Record
- 12. Record • One microphone per pair • One long take • Steve responsible for Jessica’s interview responses
- 13. Edit
- 14. Edit • Write & record intro, transitions • Audacity; multi-track; visual- spatial interface • Arrangement, Transition, Revision
- 15. Publish
- 16. Publish • Publish to SoundCloud • Share from SoundCloud • Embed with commentary on their individual WordPress site.
- 17. Reflect
- 18. Reflect • What did you find most satisfying about creating an audio text? • What did you find most challenging about creating and audio text? • If you could change anything from start to finish about the way you handled this process, what would it be?
- 19. Stuff to get you started…
- 20. Ryan Trauman • 502-759-4083 • rtrauman@colum.edu • @trauman (twitter) • ryantrauman (skype)
- 21. Resources • Audacity Download • Creative Commons Search • Soundjay • Internet Archive
- 22. Touchstones • This American Life • Radio Lab • Love + Radio • How Sound • Transom • PRX • RadioTopia • 99% Invisible • Bill Moyers • Studs Terkel
- 23. Thank you.
- 24. Questions?