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CEL 2012 Slideshow

The document discusses Michel de Certeau's 1980 book The Practice of Everyday Life, which examines how ordinary people appropriate and manipulate mass culture in their everyday lives. De Certeau analyzed the difference between "strategies" used by institutions to impose culture and "tactics" used by consumers to adapt culture to their own ends. For example, indigenous people colonized by Spain outwardly accepted imposed culture but inwardly subverted it by using rituals and laws for their own purposes. The document also discusses the five canons of ancient rhetoric: invention, arrangement, style, memory, and delivery.

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The Composition of Everyday Life
The Composition of Everyday Life a Toledo-centric book
The Practice of Everyday Life (1980) Michel de Certeau (1925-1986) French Jesuit scholar •examines the practice of everyday life •the way people individualize and appropriate mass culture •examines the productive and consumptive activity inherent in everyday life •“strategies” (producers, institutions, government, corporations) and “tactics” (consumers, people, shortcuts, appropriators) •a key text in the study of everyday life
For instance, the ambiguity that subverted from within the Spanish colonizers’ “success” in imposing their own culture on the indigenous Indians is well known. Submissive, and even consenting to their subjection, the Indians nevertheless often made of the rituals, representations, and laws imposed on them something quite different from what their conquerors had in mind; they subverted them not by rejecting or altering them, but by using them with respect to ends and references foreign to the system they had no choice but to accept. They were other within the very colonization that outwardly assimilated them; their use of the dominant social order deflected its power, which they lacked the means to challenge; they escaped without leaving it. The strength of their difference lay in the procedures of “consumption.” To a lesser degree, a similar ambiguity creeps into our societies through the use made by the “common people” of the culture disseminated and imposed by the “elites” producing the language. The presence and circulation of a representation (taught by preachers, educators, and popularizers as the key to socioeconomic advancement) tells us nothing about what it is for its users. We must first analyze its manipulation by users who are not its makers. Only then can we gauge the difference or similarity between the production of the image and the secondary production hidden in the process of its utilization.
The Five Canons (Parts) of Ancient Rhetoric Invention Arrangement Style Memory Delivery
INVENTION •exploring, discovering, and developing ideas •complicating your thinking •exploring into the complexities of an idea
Invention Strategies Asking (and answering) questions Dialogue •External •Internal Reading Research Watching YouTube/TV Running/Dog walking/Fly fishing Partying The Spirit of Invention: You can ask and answer questions (watch TV, etc) in the spirit of invention (to explore, discover, and develop ideas; to complicate your thinking; to explore into the complexity of ideas), or not. Brainstorming, freewriting, outlining, clustering …. Writing a draft Revision Listening/Taking Notes in Class/Becoming Curious, Skeptical, Informed
Invention as— •a process (not just a step) Some students can brainstorm up a lot of ideas; some can’t. For some, freewriting creates insightful ideas; for most it really doesn’t. The students who brainstorm or freewrite into an insightful essay are already inventors (to some degree) and can become better inventors (as can we all). Students need more help than just brainstorming, freewriting, clustering, outlining (although those these strategies aren’t useless). •a way of thinking (not just a homework assignment) Nearly all students will resist inventing. They have been conditioned to just write. What they submit—even if written well—is a rough draft that has been possibly revised once (possibly not) and proofread. The student thinks this is writing. When asked to invent first (to explore, discover, and develop ideas; to complicate one’s thinking before writing or even drafting an essay), most (nearly all) students will not grasp this concept (many faculty and administration have the same puzzled reaction).
It takes awhile for students to understand the concept of Invention: Students will focus on format and school/busywork: •What format should my invention writing be in? •How long should it be? How many points is it worth? Students won’t write in the spirit of invention. They won’t connect the invention work to the essay. Students will invent, but be unable to see the fruit of their invention writing, the germs of interesting ideas. Students will identify the most obvious ideas as interesting and overlook the more interesting/less obvious/insightful ideas. (Paul Roberts, “How to Say Nothing in 500 Words.”) These, I argue, are all reasons why it’s important to teach invention.
Invention in the college writing class— I help students learn to invent. I act as an invention partner. I model invention.
This helps students redefine what writing is or can be. It’s not just a way to express or communicate what you think or know. Writing is a way to explore, figure out, discover, and create what you think or know—or what can be known. You also write to plan, to ask questions, to reflect.
A student said—
The United States went to war in Iraq because the American people wanted to.
The United States went to war in Iraq because the American people wanted to. Okay, but— Why did the American people want to go to war? Why would a bunch of people from Brimfield Township want to go to war in Iraq?
The United States Why did the American people went to war in Iraq want to go to war? because the Okay, but American people Why would a bunch of people wanted to. from Brimfield Township want to go to war in Iraq? What do they know—or think they know—about Iraq? Why? How? Really? I want to at least give students the opportunity to cross this line.
OR, to see the line. To see that there The United States is a line that can be crossed. went to war in Iraq They might not live on the other because the Okay, but side of the line. They might not American people move in permanently right away. wanted to. They might hate me for showing them the line. But I think if we ask humans to write more than a sentence, we have to then ask ourselves: What does that writing say? Is this a mind at work? What is writing? What is the purpose and value of this writing? Do I feel comfortable I want to at least give students the rewarding anti-writing (writing that opportunity to cross this line is correct in form yet void of thought)?
Writing Pedagogies Current-Traditional Rhetoric Expressivist Process Rhetorical Collaborative Cultural Studies Critical Feminist Community Service WAC Writing Center Basic Writing Technology Invention --from A GUIDE TO COMPOSITION PEDAGOGIES (Gary Tate and Amy Rupiper)
•We are all multi-pedagogical. •What is your pedagogy? •I’m a critical, rhetorical, and invention pedagog. •What message does your pedagogy send students about writing? about thinking? about education? about life?
Current-Traditional Rhetoric (CTR) •developed in the late 19th century •basic theme writing (5-paragraph essay) •priveleges arrangement and style (form over content/ideas) •replaced by other pedagogies (expressive, process, etc), but still kicking •teaches basic structure/organization but— •is ultimately limiting •once students learn it, many cling to it •essays are dull and formulaic •writers don’t explore complexity •obvious claim and three obvious reasons why •is a performance of basic writing •is Jasper Neel’s anti-writing (structurally sound and content free) •defines what writing is for the student
Thesis: People should learn American Sign Language. Focus (?): Certain people should learn American Sign Language. •Firefighters should learn American Sign Language. •Police should learn American Sign Language. •Doctors should learn American Sign Language.
CEL is a response to CTR and other pedagogies that neglect invention. CEL helps to revitalize INVENTION in the teaching/learning of writing.
Critical Pedagogy Critical pedagog Ira Shor defines critical pedagogy as: "Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse." (Empowering Education, 129)
Rhetorical Pedagogy As a rhetorical pedagog, I teach everything as a rhetorical situation. •You get pulled over by the police. What is that? A rhetorical situation. •You have to write an essay for a class. What is that? A rhetorical situation. •You want to submit your essay late, and the syllabus states, “No late essays.” What is that? A rhetorical situation. •You’re deciding whether or not to attend college. What is that? A rhetorical situation.
A rhetorical situation is an opportunity to communicate an idea. Rhetoric •the way you communicate an idea •the way you persuade others to think and act differently •the way you come to think what you think
A rhetorical situation consists of— •writer/speaker/communicator •audience •subject/purpose •method of communication •rules/expectations for that method •exigence
I tell my students they are writing for an academic audience. The academic audience is— •informed •skeptical •curious They should make writing/rhetorical decisions based on this audience.
Student Writing •Old Way •New
Old Writing Process: 1) Assignment 2) Essay Make rhetorical decisions based on the rhetorical situation. New/Revised Process: Inserts intellectual space. 1) Assignment 2) Invention ?) Essay
Old Writing Process: 1) Assignment 2) Essay New/Revised Process: Inserts intellectual space. 2) Assignment 2) Invention 3) Claims & Support Thesis Support •Focused •Responsive •Insightful •Arguable Invention Questions in Analysis and Public Resonance Sections of CEL (and other sections): What is the particular point of crisis? How has the situation come about, and why does it continue? What are the effects of the situation? Why do I have an opinion on this topic? Why is this belief valuable? Who might care about this issue? Why? Who should care about this issue? Why? How are my readers involved in this issue? How could they be more involved? What group of people might understand or sympathize with the situation? Is this issue an example of some trend? Why is it important that others hear my opinion about this issue? What else has been said about this issue, and how are my ideas different?
Old Writing Process: 1) Assignment 2) Essay New/Revised Process: Inserts intellectual space. 2) Assignment 2) Invention 3) Claims & Support Thesis Support •Focused •Helps the reader •Responsive understand and •Insightful accept the thesis. •Arguable Make writing/rhetorical decisions based on the rhetorical situation. Don’t just answer Invention questions in your essay. Use Invention questions to explore, discover, and develop ideas; to complicate your thinking; to explore into the complexities of an idea. Then use ideas from invention to create a focused, insightful, responsive thesis and support that helps the reader understand and accept the thesis, etc.
Writing Task/Assignment/Rhetorical Situation Invent Explain how you Claims & have developed as a Support writer and thinker in this class. Make Rhetorical Decisions Based on the Rhetorical Situation (A Mind at Work) •Purpose/Topic •Writer •Audience •Method of Communication •Rules/Expectations for Method CEL is a toolbox of rhetorical tools Academic Audience: Curious, Informed, Skeptical Support Strategies (from 243 in CEL) •Rhetorical Decision: Does the support help the reader understand and accept the thesis? Arrangement: Order/Cycle of Development (Blending in Source Info, 480 in CEL) Concise Writing MLA Essay/Text
Writing Task/Assignment/Rhetorical Situation Invent Research Explain how you Claims & have developed as a Support writer and thinker in this class. Make Rhetorical Decisions Based on the Rhetorical Situation (A Mind at Work) •Purpose/Topic •Writer •Audience •Method of Communication •Rules/Expectations for Method CEL is a toolbox of rhetorical tools Academic Audience: Curious, Informed, Skeptical Support Strategies (from 243 in CEL) •Rhetorical Decision: Does the support help the reader understand and accept the thesis? Research Arrangement: Order/Cycle of Development (Blending in Source Info, 480 in CEL) Concise Writing MLA Essay/Text
Writing Task/Assignment/Rhetorical Situation Invent Research Explain how you Invention Claims & Support have developed as a Revision writer and thinker in Writing this class. Make Rhetorical Decisions Based on the Research Rhetorical Situation (A Mind at Work) Invention •Purpose/Topic Revision •Writer Writing •Audience Research •Method of Communication •Rules/Expectations for Method Invention Revision Academic Audience: Curious, Informed, Skeptical Writing Research Support Strategies (from 243 in CEL) •Rhetorical Decision: Does the support help the reader Invention understand and accept the thesis? Revision Writing Arrangement: Order/Cycle of Development (Blending in Source Info, 480 in CEL) Research Concise Writing Invention Revision MLA Writing Essay/Text
CEL is a rhetorical toolbox. It provides students with rhetorical tools.
I want students to— •recognize rhetorical situations •analyze (size up, think about) rhetorical situations •make rhetorical decisions •enter and participate in rhetorical situations •contribute to ongoing discussions in the world of ideas
I want students to— •develop rhetorical and intellectual agility (the ability to move from one rhetorical situation to another— to recognize, analyze, and effectively enter and contribute to rhetorical situations).
Invention Pedagogy Students resist invention. Is this a reason to not teach it? Or is this a reason to teach it? Students have not been asked to invent, shown how to invent, allowed or encouraged to invent. Many see themselves as customers (purchasing premade and packaged ideas as education) instead of as students (creating their own ideas from ingredients, pieces, and raw material). Teaching invention is hard, often frustrating, and important work.
We all have different pedagogies. Contrary to popular opinion, this is how students learn to write.
I tell my students that I’m not teaching them how to write, that in this class they are not simply learning how to write. I say that in this class they are developing as writers and thinkers.
Our final, reflective writing assignment is— To explain how you have developed as a writer and a thinker in this class.
Old Writing Process: 1) Assignment 2) Essay New/Revised Process: Inserts intellectual space. 2) Assignment 2) Invention 3) Claims & Thesis Support •How has your understanding of yourself as a writer changed since you wrote your original description at the beginning of the term? What reasons would you give for your new understanding? •What have been your most and least successful writing experiences in this course, and why? How have these experiences been similar to or different from your previous writing experiences. •What new ideas or strategies have you learned about writing, and how will you use these new ideas or strategies in future writing (and thinking) tasks—in college and outside of college? Explain why these ideas and writing strategies are important. •How has your understanding of the relationship between writing and thinking changed since you wrote your original description? How do you see writing differently? How do you see thinking differently? How do you write or think differently? •What writing strategies or ideas from this course have you used effectively in other courses this term? •How have you developed as a writer and thinker, and how will you build on your current development from here.
As writing faculty, we are not simply teaching writing. We ourselves are developing teachers of writing. Our final, reflective writing assignment is— To explain how you have developed as a writer and a thinker in this class.
As writing faculty, we are not simply teaching writing. We ourselves are developing teachers of writing. I’ve been mired in Invention so long now that I am very interested in focusing my classes more on sentence-level writing issues.
As writing faculty, we are not simply teaching writing. We ourselves are developing teachers of writing. I’ve been mired in Invention so long now that I am very interested in focusing my classes more on sentence-level writing issues. We don’t have time to do everything.
Goals and Objectives •To learn how to recognize and strategically use the conventions of academic literacy: control formal features of syntax, grammar, punctuation, and spelling; develop knowledge of genre conventions, ranging from structure and paragraphing to tone and mechanics; demonstrate appropriate means of documenting work; learn common formats for different contexts. •To understand and use rhetorical principles to produce public and private documents appropriate for academic and professional audiences and purposes: focus on a purpose; respond to the needs of different audiences; respond appropriately to different kinds of rhetorical situations; use conventions of format and structure appropriate to the rhetorical situation; adopt appropriate voice, tone, and level of formality; use various technological tools to explore texts. •To practice good writing, including planning, revising, editing, evaluating sources, and working with others: develop flexible strategies for generating, revising, editing, and proofreading; use writing as an open process that permits writers to revise their work; learn to critique their own and others’ works; learn the advantages and responsibilities of writing as a collaborative act. •To practice the processes of good reading: experience and use the many layers of meaning implicit in “texts”; interact with a text to question the ideas it presents and the language it uses; read and respond to written and visual texts; learn to proofread and edit documents for academic and professional audiences. •To learn Web and digital environments valued by the university, for example, some or all of the following: Use the Internet as a research tool; Use word processing; Back-up files on disks, CDs, or jump drives; Send and receive e-mail; Enter discussion in chat rooms; Access Web CT or Vista. •To learn and practice how writing at the university is often based on previous research and inquiry and how to use this research in writing: Use writing for inquiry, rather than merely reporting; Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources to support one’s own stance.
Goals and Objectives •To learn how to recognize and strategically use the conventions of academic literacy: control formal features of syntax, grammar, punctuation, and spelling; develop knowledge of genre conventions, ranging from structure and paragraphing to tone and mechanics; demonstrate appropriate means of documenting work; learn common formats for different contexts. •To understand and use rhetorical principles to produce public and private documents appropriate for academic and professional audiences and purposes: focus on a purpose; respond to the needs of different audiences; respond appropriately to different kinds of rhetorical situations; use conventions of format and structure appropriate to the rhetorical situation; adopt appropriate voice, tone, and level of formality; use various technological tools to explore texts. •To practice good writing, including planning, revising, editing, evaluating sources, and working with others: develop flexible strategies for generating, revising, editing, and proofreading; use writing as an open process that permits writers to revise their work; learn to critique their own and others’ works; learn the advantages and responsibilities of writing as a collaborative act. •To practice the processes of good reading: experience and use the many layers of meaning implicit in “texts”; interact with a text to question the ideas it presents and the language it uses; read and respond to written and visual texts; learn to proofread and edit documents for academic and professional audiences. •To learn Web and digital environments valued by the university, for example, some or all of the following: Use the Internet as a research tool; Use word processing; Back-up files on disks, CDs, or jump drives; Send and receive e-mail; Enter discussion in chat rooms; Access Web CT or Vista. •To learn and practice how writing at the university is often based on previous research and inquiry and how to use this research in writing: Use writing for inquiry, rather than merely reporting; Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources to support one’s own stance.
As writing faculty, we are not simply teaching writing. We ourselves are developing teachers of writing. I’ve been mired in Invention so long now that I am very interested in focusing my classes more on sentence-level writing issues. We don’t have time to do everything. Writing is a complex literacy task that consists of other complex literacy tasks.
As writing faculty, we are not simply teaching writing. We ourselves are developing teachers of writing. I’ve been mired in Invention so long now that I am very interested in focusing my classes more on sentence-level writing issues. We don’t have time to do everything. Writing is a complex literacy task that consists of other complex literacy tasks. •Reading •Listening •Research •Revision •Grammar •Speaking •Thinking
As writing faculty, we are not simply teaching writing. We ourselves are developing teachers of writing. I’ve been mired in Invention so long now that I am very interested in focusing my classes more on sentence-level writing issues. We don’t have time to do everything. Writing is a complex literacy task that consists of other complex literacy tasks. Writing is very connected to reading, thinking, attitude, life.
Consumerism Text messaging Parking/driving Work/School/Family NCLB Processed Food Student/Customer Service
Goals and Objectives •To learn how to recognize and strategically use the conventions of academic literacy: control formal features of syntax, grammar, punctuation, and spelling; develop knowledge of genre conventions, ranging from structure and paragraphing to tone and mechanics; demonstrate appropriate means of documenting work; learn common formats for different contexts. •To understand and use rhetorical principles to produce public and private documents appropriate for academic and professional audiences and purposes: focus on a purpose; respond to the needs of different audiences; respond appropriately to different kinds of rhetorical situations; use conventions of format and structure appropriate to the rhetorical situation; adopt appropriate voice, tone, and level of formality; use various technological tools to explore texts. •To practice good writing, including planning, revising, editing, evaluating sources, and working with others: develop flexible strategies for generating, revising, editing, and proofreading; use writing as an open process that permits writers to revise their work; learn to critique their own and others’ works; learn the advantages and responsibilities of writing as a collaborative act. •To practice the processes of good reading: experience and use the many layers of meaning implicit in “texts”; interact with a text to question the ideas it presents and the language it uses; read and respond to written and visual texts; learn to proofread and edit documents for academic and professional audiences. •To learn Web and digital environments valued by the university, for example, some or all of the following: Use the Internet as a research tool; Use word processing; Back-up files on disks, CDs, or jump drives; Send and receive e-mail; Enter discussion in chat rooms; Access Web CT or Vista. •To learn and practice how writing at the university is often based on previous research and inquiry and how to use this research in writing: Use writing for inquiry, rather than merely reporting; Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources to support one’s own stance.
Goals and Objectives •To learn how to recognize and strategically use the conventions of academic literacy: control formal features of syntax, grammar, punctuation, and spelling; develop knowledge of genre conventions, ranging from structure and paragraphing to tone and mechanics; demonstrate appropriate means of documenting work; Consumerism learn common formats for different contexts. •To understand and use rhetorical principles to produce public and private documents appropriate for academic and professional audiences and purposes: focus on a purpose; Text messaging respond to the needs of different audiences; respond appropriately to different kinds of rhetorical situations; use conventions of format and structure appropriate to the rhetorical situation; adopt appropriate voice, tone, and level of formality; Parking/driving use various technological tools to explore texts. •To practice good writing, including planning, revising, editing, evaluating sources, and working with others: develop flexible strategies for generating, revising, editing, and proofreading; Work/School/Family use writing as an open process that permits writers to revise their work; learn to critique their own and others’ works; learn the advantages and responsibilities of writing as a collaborative act. •To practice the processes of good reading: NCLB experience and use the many layers of meaning implicit in “texts”; interact with a text to question the ideas it presents and the language it uses; read and respond to written and visual texts; learn to proofread and edit documents for academic and professional audiences. Processed Food •To learn Web and digital environments valued by the university, for example, some or all of the following: Use the Internet as a research tool; Use word processing; Back-up files on disks, CDs, or jump drives; Student/Customer Service Send and receive e-mail; Enter discussion in chat rooms; Access Web CT or Vista. •To learn and practice how writing at the university is often based on previous research and inquiry and how to use this research in writing: Use writing for inquiry, rather than merely reporting; Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources to support one’s own stance.
As writing faculty, we are not simply teaching writing. We ourselves are developing teachers of writing. I’ve been mired in Invention so long now that I am very interested in focusing my classes more on sentence-level writing issues. We don’t have time to do everything. Writing is a complex literacy task that consists of other complex literacy tasks. Writing is very connected to reading, thinking, attitude, life. We have the most difficult jobs on campus.
As writing faculty, we are not simply teaching writing. We ourselves are developing teachers of writing. I’ve been mired in Invention so long now that I am very interested in focusing my classes more on sentence-level writing issues. We don’t have time to do everything. Writing is a complex literacy task that consists of other complex literacy tasks. Writing is very connected to reading, thinking, attitude, life. We have the most difficult jobs on campus. We are misunderstood and undervalued.
Rehearsing New Roles Lee Ann Carroll “Much of the story of cognitive development may be construed as taking progressively more variables into account during a single act of judgment.” Students’ performances as writers are constrained as well as enabled by the circumstances of writing for the college classroom. A limited version of literacy may constrain rather than enhance development.
Claims: •writing assignments in college required a high level of critical literacy •faculty are likely to underestimate how much writing tasks differ … •lessons learned in fywriting don’t directly transfer to areas of study •profs assigning a paper or two are unlikely to observe student writing development •student literacy develops because they take on new and difficult roles •student writing may need to get worse before it gets better
“It’s bad that you have to learn the hard way,” learning as you go, not knowing it all before you start.
FYW is one step in a long process of development— from birth through adulthood.
Don’t be a missionary. Don’t expect to save anybody.
Students rarely were able to produce perfect work.
When professors assign one paper, they often see what a student can’t do, especially compared to other students, but they don’t see the writing in the context of the student’s overall development.
FYW provides intensive practice and a few basic insights about college literacy tasks that students often can express but may find difficult to apply.
Students can value writing that isn’t great writing but that represents significant learning.
Students learn to write differently, but don’t fulfill the fantasy that they have learned and mastered an idealized version of academic writing.
Academic writing usually means students aren’t rewarded for unpolished personal narratives or polemics expressing opinions.
Students are wary of changing writing that works and the idea that their instructor’s preferences are representative of other academic readers.
Awareness of different kinds of writing is evidence of growing rhetorical sophistication.
Metacognitive awareness is central to development—different forms of writing, challenging literacy tasks, practice writing, think rhetorically about their performance as writers.
Other faculty think students need a thorough review of grammar.
Schools won’t/can’t provide adequate funding.
Challenging assignments without much help: students can’t write. Expressive writing with positive comments: students don’t develop.
FYW doesn’t fulfill the fantasy that student writing can be fixed, and thus no further direct instruction will be necessary.
Tips from FYW that could include teaching of writing in other disciplines must fit the local environment and ways the subcommunity is providing scaffolding for novices. (What scaffolding is being provided? What is needed? How do writers develop?) Scaffolding—the help proficient learners provide those in the zone of proximal development.
Development occurs slowly over time.
Every type of correction works for some students, but no one type works for every student.
Take FYWriting seriously, but not too seriously.
Most writing courses can be more challenging than they are now.
Students often don’t see their development as improving their writing.
It is helpful to think through all the things a student must do to complete an assigned task.
Recommendations for Instruction 1. Rethink assignments as literacy tasks, not writing assignments. Focus on writing differently, not better. 2. Conduct an audit of writing within academic majors and programs and fill in gaps in literary instruction.Students need to develop flexibility as writers. Intellectual agility. FYW doesn’t develop fantasy students who can write. Development occurs slowly over time. 3. Develop literacy tasks over a sequence of courses. 4. Develop tasks that challenge students, even if finished products are less than perfect. Balance between reporting and arguing is difficult for students to maintain. Learning to read, research, and write has to be part of what it means to “know” a particular field. 5. Providing scaffolding to support development by directly teaching discipline specific research and writing skills, using grading strategically to reward improvement, scheduling interim deadlines for longer projects, and requiring classroom workshops, study groups, and teacher conferences.In most cases, papers students turn in are essentially first drafts.There is no revision for revision sake. We are all strategicabout revision.
Walk-through of CEL.
Questions to Consider:
Are you teaching writing?
What does it mean to teach writing? (Chapter 5: Analyzing Concepts)
What is your pedagogy, and why?
What message does your pedagogy send students about writing? (That it’s all about format? That ideas matter? That they are developing through this class, other classes, and rhetorical situations beyond college?)
•How has CEL helped you? •How has CEL been an obstacle? •Should we use a custom version of CEL? If so, what chapters/sections would we keep? •If you’d prefer a different text, which one (what kind) and why? (How will that make things better?)
How are you teaching College Writing II? Where does CEL fit in? Did you use it effectively in CW2, or not?
Do you need more help, or less help, from KSUG?
Should we discuss teaching writing more? If so, how? when?
Walk-through For explanations, see “Description of CEL 2-12” handout.
Chapter 1: Inventing Ideas This important chapter helps students understand the rest of the book. It helps students think differently about writing and thinking in important ways.
Chapters 2-12 • Invention Chapters • Common Intellectual Activities • The Development of Human Consciousness
Chapter 13: Research & Writing
Chapters 14 etc: Anthology
Chapters 2-12 • Work through an Invention chapter per essay • Use text as a thematic reader (see xvii) • Other approaches? The Composition/Practice of Everyday Life While the text can be used as a thematic reader, the RHETORIC sections should not be ignored. For example, analysis, Public Resonance, Thesis, and Rhetorical Tools sections are key to our students’ development as writers and thinkers.
Opening Image
Chapter TOC • Readings • Invention
Chapter Introduction • is an opening Essay • is an argument about the relevance and importance of the chapter’s common intellectual activity (remembering, explaining relationships, observing, analyzing concepts, etc)
Readings • Professional Essay • Commissioned Essay • Student Essay • (Annotated) • Writing Strategies • Exploring Ideas • Ideas for Writing
POC
Analysis • Invention • Invention Questions • Examples of Invention Writing • Discussion of Invention • Invention Workshops • Thinking Further
Public Resonance • Invention • Through POC, Analysis, and Public Resonance, students don’t just pick a topic or come up with a thesis. They INVENT a writing idea, a focused point, and support.
Thesis
Rhetorical Tools • Chapter 7, pages 228-9 (Fourth Edition)
Organizational Strategies, Writer’s Voice, Vitality, Peer Review, and Delivery
Questions •Are you teaching writing? What does it mean to teach writing? •What is your pedagogy, and why? •What message does your pedagogy send students about writing? •How has CEL helped you? •How has CEL been an obstacle? •Should we use a custom version of CEL? If so, what chapters/sections would we keep? •If you’d prefer a different text, which one (what kind) and why? (How will that make things better?) •How are you teaching College Writing II? •Where does CEL fit in? •Did you use it effectively in CW2, or not? •Do you need more help, or less help, from KSUG? •Should we discuss teaching writing more? If so, how? when?
CEL 2012 Slideshow

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CEL 2012 Slideshow

  • 1.
    The Composition ofEveryday Life
  • 2.
    The Composition ofEveryday Life a Toledo-centric book
  • 3.
    The Practice ofEveryday Life (1980) Michel de Certeau (1925-1986) French Jesuit scholar •examines the practice of everyday life •the way people individualize and appropriate mass culture •examines the productive and consumptive activity inherent in everyday life •“strategies” (producers, institutions, government, corporations) and “tactics” (consumers, people, shortcuts, appropriators) •a key text in the study of everyday life
  • 4.
    For instance, theambiguity that subverted from within the Spanish colonizers’ “success” in imposing their own culture on the indigenous Indians is well known. Submissive, and even consenting to their subjection, the Indians nevertheless often made of the rituals, representations, and laws imposed on them something quite different from what their conquerors had in mind; they subverted them not by rejecting or altering them, but by using them with respect to ends and references foreign to the system they had no choice but to accept. They were other within the very colonization that outwardly assimilated them; their use of the dominant social order deflected its power, which they lacked the means to challenge; they escaped without leaving it. The strength of their difference lay in the procedures of “consumption.” To a lesser degree, a similar ambiguity creeps into our societies through the use made by the “common people” of the culture disseminated and imposed by the “elites” producing the language. The presence and circulation of a representation (taught by preachers, educators, and popularizers as the key to socioeconomic advancement) tells us nothing about what it is for its users. We must first analyze its manipulation by users who are not its makers. Only then can we gauge the difference or similarity between the production of the image and the secondary production hidden in the process of its utilization.
  • 5.
    The Five Canons(Parts) of Ancient Rhetoric Invention Arrangement Style Memory Delivery
  • 6.
    INVENTION •exploring, discovering, anddeveloping ideas •complicating your thinking •exploring into the complexities of an idea
  • 7.
    Invention Strategies Asking (andanswering) questions Dialogue •External •Internal Reading Research Watching YouTube/TV Running/Dog walking/Fly fishing Partying The Spirit of Invention: You can ask and answer questions (watch TV, etc) in the spirit of invention (to explore, discover, and develop ideas; to complicate your thinking; to explore into the complexity of ideas), or not. Brainstorming, freewriting, outlining, clustering …. Writing a draft Revision Listening/Taking Notes in Class/Becoming Curious, Skeptical, Informed
  • 8.
    Invention as— •a process(not just a step) Some students can brainstorm up a lot of ideas; some can’t. For some, freewriting creates insightful ideas; for most it really doesn’t. The students who brainstorm or freewrite into an insightful essay are already inventors (to some degree) and can become better inventors (as can we all). Students need more help than just brainstorming, freewriting, clustering, outlining (although those these strategies aren’t useless). •a way of thinking (not just a homework assignment) Nearly all students will resist inventing. They have been conditioned to just write. What they submit—even if written well—is a rough draft that has been possibly revised once (possibly not) and proofread. The student thinks this is writing. When asked to invent first (to explore, discover, and develop ideas; to complicate one’s thinking before writing or even drafting an essay), most (nearly all) students will not grasp this concept (many faculty and administration have the same puzzled reaction).
  • 9.
    It takes awhilefor students to understand the concept of Invention: Students will focus on format and school/busywork: •What format should my invention writing be in? •How long should it be? How many points is it worth? Students won’t write in the spirit of invention. They won’t connect the invention work to the essay. Students will invent, but be unable to see the fruit of their invention writing, the germs of interesting ideas. Students will identify the most obvious ideas as interesting and overlook the more interesting/less obvious/insightful ideas. (Paul Roberts, “How to Say Nothing in 500 Words.”) These, I argue, are all reasons why it’s important to teach invention.
  • 10.
    Invention in thecollege writing class— I help students learn to invent. I act as an invention partner. I model invention.
  • 11.
    This helps studentsredefine what writing is or can be. It’s not just a way to express or communicate what you think or know. Writing is a way to explore, figure out, discover, and create what you think or know—or what can be known. You also write to plan, to ask questions, to reflect.
  • 12.
  • 13.
    The United Stateswent to war in Iraq because the American people wanted to.
  • 14.
    The United Stateswent to war in Iraq because the American people wanted to. Okay, but— Why did the American people want to go to war? Why would a bunch of people from Brimfield Township want to go to war in Iraq?
  • 15.
    The United States Why did the American people went to war in Iraq want to go to war? because the Okay, but American people Why would a bunch of people wanted to. from Brimfield Township want to go to war in Iraq? What do they know—or think they know—about Iraq? Why? How? Really? I want to at least give students the opportunity to cross this line.
  • 16.
    OR, to seethe line. To see that there The United States is a line that can be crossed. went to war in Iraq They might not live on the other because the Okay, but side of the line. They might not American people move in permanently right away. wanted to. They might hate me for showing them the line. But I think if we ask humans to write more than a sentence, we have to then ask ourselves: What does that writing say? Is this a mind at work? What is writing? What is the purpose and value of this writing? Do I feel comfortable I want to at least give students the rewarding anti-writing (writing that opportunity to cross this line is correct in form yet void of thought)?
  • 17.
    Writing Pedagogies Current-Traditional Rhetoric Expressivist Process Rhetorical Collaborative CulturalStudies Critical Feminist Community Service WAC Writing Center Basic Writing Technology Invention --from A GUIDE TO COMPOSITION PEDAGOGIES (Gary Tate and Amy Rupiper)
  • 18.
    •We are allmulti-pedagogical. •What is your pedagogy? •I’m a critical, rhetorical, and invention pedagog. •What message does your pedagogy send students about writing? about thinking? about education? about life?
  • 19.
    Current-Traditional Rhetoric (CTR) •developedin the late 19th century •basic theme writing (5-paragraph essay) •priveleges arrangement and style (form over content/ideas) •replaced by other pedagogies (expressive, process, etc), but still kicking •teaches basic structure/organization but— •is ultimately limiting •once students learn it, many cling to it •essays are dull and formulaic •writers don’t explore complexity •obvious claim and three obvious reasons why •is a performance of basic writing •is Jasper Neel’s anti-writing (structurally sound and content free) •defines what writing is for the student
  • 20.
    Thesis: People shouldlearn American Sign Language. Focus (?): Certain people should learn American Sign Language. •Firefighters should learn American Sign Language. •Police should learn American Sign Language. •Doctors should learn American Sign Language.
  • 21.
    CEL is aresponse to CTR and other pedagogies that neglect invention. CEL helps to revitalize INVENTION in the teaching/learning of writing.
  • 22.
    Critical Pedagogy Critical pedagogIra Shor defines critical pedagogy as: "Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse." (Empowering Education, 129)
  • 23.
    Rhetorical Pedagogy As arhetorical pedagog, I teach everything as a rhetorical situation. •You get pulled over by the police. What is that? A rhetorical situation. •You have to write an essay for a class. What is that? A rhetorical situation. •You want to submit your essay late, and the syllabus states, “No late essays.” What is that? A rhetorical situation. •You’re deciding whether or not to attend college. What is that? A rhetorical situation.
  • 24.
    A rhetorical situationis an opportunity to communicate an idea. Rhetoric •the way you communicate an idea •the way you persuade others to think and act differently •the way you come to think what you think
  • 25.
    A rhetorical situationconsists of— •writer/speaker/communicator •audience •subject/purpose •method of communication •rules/expectations for that method •exigence
  • 26.
    I tell mystudents they are writing for an academic audience. The academic audience is— •informed •skeptical •curious They should make writing/rhetorical decisions based on this audience.
  • 27.
  • 28.
    Old Writing Process: 1)Assignment 2) Essay Make rhetorical decisions based on the rhetorical situation. New/Revised Process: Inserts intellectual space. 1) Assignment 2) Invention ?) Essay
  • 29.
    Old Writing Process: 1)Assignment 2) Essay New/Revised Process: Inserts intellectual space. 2) Assignment 2) Invention 3) Claims & Support Thesis Support •Focused •Responsive •Insightful •Arguable Invention Questions in Analysis and Public Resonance Sections of CEL (and other sections): What is the particular point of crisis? How has the situation come about, and why does it continue? What are the effects of the situation? Why do I have an opinion on this topic? Why is this belief valuable? Who might care about this issue? Why? Who should care about this issue? Why? How are my readers involved in this issue? How could they be more involved? What group of people might understand or sympathize with the situation? Is this issue an example of some trend? Why is it important that others hear my opinion about this issue? What else has been said about this issue, and how are my ideas different?
  • 30.
    Old Writing Process: 1)Assignment 2) Essay New/Revised Process: Inserts intellectual space. 2) Assignment 2) Invention 3) Claims & Support Thesis Support •Focused •Helps the reader •Responsive understand and •Insightful accept the thesis. •Arguable Make writing/rhetorical decisions based on the rhetorical situation. Don’t just answer Invention questions in your essay. Use Invention questions to explore, discover, and develop ideas; to complicate your thinking; to explore into the complexities of an idea. Then use ideas from invention to create a focused, insightful, responsive thesis and support that helps the reader understand and accept the thesis, etc.
  • 31.
    Writing Task/Assignment/Rhetorical Situation Invent Explain how you Claims & have developed as a Support writer and thinker in this class. Make Rhetorical Decisions Based on the Rhetorical Situation (A Mind at Work) •Purpose/Topic •Writer •Audience •Method of Communication •Rules/Expectations for Method CEL is a toolbox of rhetorical tools Academic Audience: Curious, Informed, Skeptical Support Strategies (from 243 in CEL) •Rhetorical Decision: Does the support help the reader understand and accept the thesis? Arrangement: Order/Cycle of Development (Blending in Source Info, 480 in CEL) Concise Writing MLA Essay/Text
  • 32.
    Writing Task/Assignment/Rhetorical Situation Invent Research Explain how you Claims & have developed as a Support writer and thinker in this class. Make Rhetorical Decisions Based on the Rhetorical Situation (A Mind at Work) •Purpose/Topic •Writer •Audience •Method of Communication •Rules/Expectations for Method CEL is a toolbox of rhetorical tools Academic Audience: Curious, Informed, Skeptical Support Strategies (from 243 in CEL) •Rhetorical Decision: Does the support help the reader understand and accept the thesis? Research Arrangement: Order/Cycle of Development (Blending in Source Info, 480 in CEL) Concise Writing MLA Essay/Text
  • 33.
    Writing Task/Assignment/Rhetorical Situation Invent Research Explain how you Invention Claims & Support have developed as a Revision writer and thinker in Writing this class. Make Rhetorical Decisions Based on the Research Rhetorical Situation (A Mind at Work) Invention •Purpose/Topic Revision •Writer Writing •Audience Research •Method of Communication •Rules/Expectations for Method Invention Revision Academic Audience: Curious, Informed, Skeptical Writing Research Support Strategies (from 243 in CEL) •Rhetorical Decision: Does the support help the reader Invention understand and accept the thesis? Revision Writing Arrangement: Order/Cycle of Development (Blending in Source Info, 480 in CEL) Research Concise Writing Invention Revision MLA Writing Essay/Text
  • 34.
    CEL is arhetorical toolbox. It provides students with rhetorical tools.
  • 35.
    I want studentsto— •recognize rhetorical situations •analyze (size up, think about) rhetorical situations •make rhetorical decisions •enter and participate in rhetorical situations •contribute to ongoing discussions in the world of ideas
  • 36.
    I want studentsto— •develop rhetorical and intellectual agility (the ability to move from one rhetorical situation to another— to recognize, analyze, and effectively enter and contribute to rhetorical situations).
  • 37.
    Invention Pedagogy Students resistinvention. Is this a reason to not teach it? Or is this a reason to teach it? Students have not been asked to invent, shown how to invent, allowed or encouraged to invent. Many see themselves as customers (purchasing premade and packaged ideas as education) instead of as students (creating their own ideas from ingredients, pieces, and raw material). Teaching invention is hard, often frustrating, and important work.
  • 38.
    We all havedifferent pedagogies. Contrary to popular opinion, this is how students learn to write.
  • 39.
    I tell mystudents that I’m not teaching them how to write, that in this class they are not simply learning how to write. I say that in this class they are developing as writers and thinkers.
  • 40.
    Our final, reflectivewriting assignment is— To explain how you have developed as a writer and a thinker in this class.
  • 41.
    Old Writing Process: 1)Assignment 2) Essay New/Revised Process: Inserts intellectual space. 2) Assignment 2) Invention 3) Claims & Thesis Support •How has your understanding of yourself as a writer changed since you wrote your original description at the beginning of the term? What reasons would you give for your new understanding? •What have been your most and least successful writing experiences in this course, and why? How have these experiences been similar to or different from your previous writing experiences. •What new ideas or strategies have you learned about writing, and how will you use these new ideas or strategies in future writing (and thinking) tasks—in college and outside of college? Explain why these ideas and writing strategies are important. •How has your understanding of the relationship between writing and thinking changed since you wrote your original description? How do you see writing differently? How do you see thinking differently? How do you write or think differently? •What writing strategies or ideas from this course have you used effectively in other courses this term? •How have you developed as a writer and thinker, and how will you build on your current development from here.
  • 42.
    As writing faculty,we are not simply teaching writing. We ourselves are developing teachers of writing. Our final, reflective writing assignment is— To explain how you have developed as a writer and a thinker in this class.
  • 43.
    As writing faculty,we are not simply teaching writing. We ourselves are developing teachers of writing. I’ve been mired in Invention so long now that I am very interested in focusing my classes more on sentence-level writing issues.
  • 44.
    As writing faculty,we are not simply teaching writing. We ourselves are developing teachers of writing. I’ve been mired in Invention so long now that I am very interested in focusing my classes more on sentence-level writing issues. We don’t have time to do everything.
  • 45.
    Goals and Objectives •Tolearn how to recognize and strategically use the conventions of academic literacy: control formal features of syntax, grammar, punctuation, and spelling; develop knowledge of genre conventions, ranging from structure and paragraphing to tone and mechanics; demonstrate appropriate means of documenting work; learn common formats for different contexts. •To understand and use rhetorical principles to produce public and private documents appropriate for academic and professional audiences and purposes: focus on a purpose; respond to the needs of different audiences; respond appropriately to different kinds of rhetorical situations; use conventions of format and structure appropriate to the rhetorical situation; adopt appropriate voice, tone, and level of formality; use various technological tools to explore texts. •To practice good writing, including planning, revising, editing, evaluating sources, and working with others: develop flexible strategies for generating, revising, editing, and proofreading; use writing as an open process that permits writers to revise their work; learn to critique their own and others’ works; learn the advantages and responsibilities of writing as a collaborative act. •To practice the processes of good reading: experience and use the many layers of meaning implicit in “texts”; interact with a text to question the ideas it presents and the language it uses; read and respond to written and visual texts; learn to proofread and edit documents for academic and professional audiences. •To learn Web and digital environments valued by the university, for example, some or all of the following: Use the Internet as a research tool; Use word processing; Back-up files on disks, CDs, or jump drives; Send and receive e-mail; Enter discussion in chat rooms; Access Web CT or Vista. •To learn and practice how writing at the university is often based on previous research and inquiry and how to use this research in writing: Use writing for inquiry, rather than merely reporting; Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources to support one’s own stance.
  • 46.
    Goals and Objectives •Tolearn how to recognize and strategically use the conventions of academic literacy: control formal features of syntax, grammar, punctuation, and spelling; develop knowledge of genre conventions, ranging from structure and paragraphing to tone and mechanics; demonstrate appropriate means of documenting work; learn common formats for different contexts. •To understand and use rhetorical principles to produce public and private documents appropriate for academic and professional audiences and purposes: focus on a purpose; respond to the needs of different audiences; respond appropriately to different kinds of rhetorical situations; use conventions of format and structure appropriate to the rhetorical situation; adopt appropriate voice, tone, and level of formality; use various technological tools to explore texts. •To practice good writing, including planning, revising, editing, evaluating sources, and working with others: develop flexible strategies for generating, revising, editing, and proofreading; use writing as an open process that permits writers to revise their work; learn to critique their own and others’ works; learn the advantages and responsibilities of writing as a collaborative act. •To practice the processes of good reading: experience and use the many layers of meaning implicit in “texts”; interact with a text to question the ideas it presents and the language it uses; read and respond to written and visual texts; learn to proofread and edit documents for academic and professional audiences. •To learn Web and digital environments valued by the university, for example, some or all of the following: Use the Internet as a research tool; Use word processing; Back-up files on disks, CDs, or jump drives; Send and receive e-mail; Enter discussion in chat rooms; Access Web CT or Vista. •To learn and practice how writing at the university is often based on previous research and inquiry and how to use this research in writing: Use writing for inquiry, rather than merely reporting; Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources to support one’s own stance.
  • 47.
    As writing faculty,we are not simply teaching writing. We ourselves are developing teachers of writing. I’ve been mired in Invention so long now that I am very interested in focusing my classes more on sentence-level writing issues. We don’t have time to do everything. Writing is a complex literacy task that consists of other complex literacy tasks.
  • 48.
    As writing faculty,we are not simply teaching writing. We ourselves are developing teachers of writing. I’ve been mired in Invention so long now that I am very interested in focusing my classes more on sentence-level writing issues. We don’t have time to do everything. Writing is a complex literacy task that consists of other complex literacy tasks. •Reading •Listening •Research •Revision •Grammar •Speaking •Thinking
  • 49.
    As writing faculty,we are not simply teaching writing. We ourselves are developing teachers of writing. I’ve been mired in Invention so long now that I am very interested in focusing my classes more on sentence-level writing issues. We don’t have time to do everything. Writing is a complex literacy task that consists of other complex literacy tasks. Writing is very connected to reading, thinking, attitude, life.
  • 50.
    Consumerism Text messaging Parking/driving Work/School/Family NCLB Processed Food Student/Customer Service
  • 51.
    Goals and Objectives •Tolearn how to recognize and strategically use the conventions of academic literacy: control formal features of syntax, grammar, punctuation, and spelling; develop knowledge of genre conventions, ranging from structure and paragraphing to tone and mechanics; demonstrate appropriate means of documenting work; learn common formats for different contexts. •To understand and use rhetorical principles to produce public and private documents appropriate for academic and professional audiences and purposes: focus on a purpose; respond to the needs of different audiences; respond appropriately to different kinds of rhetorical situations; use conventions of format and structure appropriate to the rhetorical situation; adopt appropriate voice, tone, and level of formality; use various technological tools to explore texts. •To practice good writing, including planning, revising, editing, evaluating sources, and working with others: develop flexible strategies for generating, revising, editing, and proofreading; use writing as an open process that permits writers to revise their work; learn to critique their own and others’ works; learn the advantages and responsibilities of writing as a collaborative act. •To practice the processes of good reading: experience and use the many layers of meaning implicit in “texts”; interact with a text to question the ideas it presents and the language it uses; read and respond to written and visual texts; learn to proofread and edit documents for academic and professional audiences. •To learn Web and digital environments valued by the university, for example, some or all of the following: Use the Internet as a research tool; Use word processing; Back-up files on disks, CDs, or jump drives; Send and receive e-mail; Enter discussion in chat rooms; Access Web CT or Vista. •To learn and practice how writing at the university is often based on previous research and inquiry and how to use this research in writing: Use writing for inquiry, rather than merely reporting; Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources to support one’s own stance.
  • 52.
    Goals and Objectives •Tolearn how to recognize and strategically use the conventions of academic literacy: control formal features of syntax, grammar, punctuation, and spelling; develop knowledge of genre conventions, ranging from structure and paragraphing to tone and mechanics; demonstrate appropriate means of documenting work; Consumerism learn common formats for different contexts. •To understand and use rhetorical principles to produce public and private documents appropriate for academic and professional audiences and purposes: focus on a purpose; Text messaging respond to the needs of different audiences; respond appropriately to different kinds of rhetorical situations; use conventions of format and structure appropriate to the rhetorical situation; adopt appropriate voice, tone, and level of formality; Parking/driving use various technological tools to explore texts. •To practice good writing, including planning, revising, editing, evaluating sources, and working with others: develop flexible strategies for generating, revising, editing, and proofreading; Work/School/Family use writing as an open process that permits writers to revise their work; learn to critique their own and others’ works; learn the advantages and responsibilities of writing as a collaborative act. •To practice the processes of good reading: NCLB experience and use the many layers of meaning implicit in “texts”; interact with a text to question the ideas it presents and the language it uses; read and respond to written and visual texts; learn to proofread and edit documents for academic and professional audiences. Processed Food •To learn Web and digital environments valued by the university, for example, some or all of the following: Use the Internet as a research tool; Use word processing; Back-up files on disks, CDs, or jump drives; Student/Customer Service Send and receive e-mail; Enter discussion in chat rooms; Access Web CT or Vista. •To learn and practice how writing at the university is often based on previous research and inquiry and how to use this research in writing: Use writing for inquiry, rather than merely reporting; Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources to support one’s own stance.
  • 53.
    As writing faculty,we are not simply teaching writing. We ourselves are developing teachers of writing. I’ve been mired in Invention so long now that I am very interested in focusing my classes more on sentence-level writing issues. We don’t have time to do everything. Writing is a complex literacy task that consists of other complex literacy tasks. Writing is very connected to reading, thinking, attitude, life. We have the most difficult jobs on campus.
  • 54.
    As writing faculty,we are not simply teaching writing. We ourselves are developing teachers of writing. I’ve been mired in Invention so long now that I am very interested in focusing my classes more on sentence-level writing issues. We don’t have time to do everything. Writing is a complex literacy task that consists of other complex literacy tasks. Writing is very connected to reading, thinking, attitude, life. We have the most difficult jobs on campus. We are misunderstood and undervalued.
  • 55.
    Rehearsing New Roles LeeAnn Carroll “Much of the story of cognitive development may be construed as taking progressively more variables into account during a single act of judgment.” Students’ performances as writers are constrained as well as enabled by the circumstances of writing for the college classroom. A limited version of literacy may constrain rather than enhance development.
  • 56.
    Claims: •writing assignments incollege required a high level of critical literacy •faculty are likely to underestimate how much writing tasks differ … •lessons learned in fywriting don’t directly transfer to areas of study •profs assigning a paper or two are unlikely to observe student writing development •student literacy develops because they take on new and difficult roles •student writing may need to get worse before it gets better
  • 57.
    “It’s bad thatyou have to learn the hard way,” learning as you go, not knowing it all before you start.
  • 58.
    FYW is onestep in a long process of development— from birth through adulthood.
  • 59.
    Don’t be amissionary. Don’t expect to save anybody.
  • 60.
    Students rarely wereable to produce perfect work.
  • 61.
    When professors assignone paper, they often see what a student can’t do, especially compared to other students, but they don’t see the writing in the context of the student’s overall development.
  • 62.
    FYW provides intensivepractice and a few basic insights about college literacy tasks that students often can express but may find difficult to apply.
  • 63.
    Students can valuewriting that isn’t great writing but that represents significant learning.
  • 64.
    Students learn towrite differently, but don’t fulfill the fantasy that they have learned and mastered an idealized version of academic writing.
  • 65.
    Academic writing usuallymeans students aren’t rewarded for unpolished personal narratives or polemics expressing opinions.
  • 66.
    Students are waryof changing writing that works and the idea that their instructor’s preferences are representative of other academic readers.
  • 67.
    Awareness of differentkinds of writing is evidence of growing rhetorical sophistication.
  • 68.
    Metacognitive awareness iscentral to development—different forms of writing, challenging literacy tasks, practice writing, think rhetorically about their performance as writers.
  • 69.
    Other faculty thinkstudents need a thorough review of grammar.
  • 70.
  • 71.
    Challenging assignments without muchhelp: students can’t write. Expressive writing with positive comments: students don’t develop.
  • 72.
    FYW doesn’t fulfillthe fantasy that student writing can be fixed, and thus no further direct instruction will be necessary.
  • 73.
    Tips from FYWthat could include teaching of writing in other disciplines must fit the local environment and ways the subcommunity is providing scaffolding for novices. (What scaffolding is being provided? What is needed? How do writers develop?) Scaffolding—the help proficient learners provide those in the zone of proximal development.
  • 74.
  • 75.
    Every type ofcorrection works for some students, but no one type works for every student.
  • 76.
  • 77.
    Most writing courses canbe more challenging than they are now.
  • 78.
    Students often don’tsee their development as improving their writing.
  • 79.
    It is helpfulto think through all the things a student must do to complete an assigned task.
  • 80.
    Recommendations for Instruction 1.Rethink assignments as literacy tasks, not writing assignments. Focus on writing differently, not better. 2. Conduct an audit of writing within academic majors and programs and fill in gaps in literary instruction.Students need to develop flexibility as writers. Intellectual agility. FYW doesn’t develop fantasy students who can write. Development occurs slowly over time. 3. Develop literacy tasks over a sequence of courses. 4. Develop tasks that challenge students, even if finished products are less than perfect. Balance between reporting and arguing is difficult for students to maintain. Learning to read, research, and write has to be part of what it means to “know” a particular field. 5. Providing scaffolding to support development by directly teaching discipline specific research and writing skills, using grading strategically to reward improvement, scheduling interim deadlines for longer projects, and requiring classroom workshops, study groups, and teacher conferences.In most cases, papers students turn in are essentially first drafts.There is no revision for revision sake. We are all strategicabout revision.
  • 81.
  • 82.
  • 83.
  • 84.
    What does itmean to teach writing? (Chapter 5: Analyzing Concepts)
  • 85.
    What is yourpedagogy, and why?
  • 86.
    What message doesyour pedagogy send students about writing? (That it’s all about format? That ideas matter? That they are developing through this class, other classes, and rhetorical situations beyond college?)
  • 87.
    •How has CELhelped you? •How has CEL been an obstacle? •Should we use a custom version of CEL? If so, what chapters/sections would we keep? •If you’d prefer a different text, which one (what kind) and why? (How will that make things better?)
  • 88.
    How are youteaching College Writing II? Where does CEL fit in? Did you use it effectively in CW2, or not?
  • 89.
    Do you needmore help, or less help, from KSUG?
  • 90.
    Should we discussteaching writing more? If so, how? when?
  • 91.
    Walk-through For explanations, see “Description of CEL 2-12” handout.
  • 92.
    Chapter 1: InventingIdeas This important chapter helps students understand the rest of the book. It helps students think differently about writing and thinking in important ways.
  • 93.
    Chapters 2-12 • InventionChapters • Common Intellectual Activities • The Development of Human Consciousness
  • 94.
  • 95.
  • 96.
    Chapters 2-12 • Workthrough an Invention chapter per essay • Use text as a thematic reader (see xvii) • Other approaches? The Composition/Practice of Everyday Life While the text can be used as a thematic reader, the RHETORIC sections should not be ignored. For example, analysis, Public Resonance, Thesis, and Rhetorical Tools sections are key to our students’ development as writers and thinkers.
  • 97.
  • 98.
  • 99.
    Chapter Introduction • isan opening Essay • is an argument about the relevance and importance of the chapter’s common intellectual activity (remembering, explaining relationships, observing, analyzing concepts, etc)
  • 100.
    Readings • Professional Essay • Commissioned Essay • Student Essay • (Annotated) • Writing Strategies • Exploring Ideas • Ideas for Writing
  • 101.
  • 102.
    Analysis • Invention • Invention Questions • Examples of Invention Writing • Discussion of Invention • Invention Workshops • Thinking Further
  • 103.
    Public Resonance • Invention •Through POC, Analysis, and Public Resonance, students don’t just pick a topic or come up with a thesis. They INVENT a writing idea, a focused point, and support.
  • 104.
  • 105.
    Rhetorical Tools • Chapter7, pages 228-9 (Fourth Edition)
  • 106.
    Organizational Strategies, Writer’s Voice, Vitality, Peer Review, and Delivery
  • 108.
    Questions •Are you teachingwriting? What does it mean to teach writing? •What is your pedagogy, and why? •What message does your pedagogy send students about writing? •How has CEL helped you? •How has CEL been an obstacle? •Should we use a custom version of CEL? If so, what chapters/sections would we keep? •If you’d prefer a different text, which one (what kind) and why? (How will that make things better?) •How are you teaching College Writing II? •Where does CEL fit in? •Did you use it effectively in CW2, or not? •Do you need more help, or less help, from KSUG? •Should we discuss teaching writing more? If so, how? when?