Emory Writing Program faculty development session featuring multimodal, multilingual, and citizen science.

2. OMG
OMG No!
No!
…
…
I Iknew itit!!!
knew !!!

3. But do we fear the CWPA outcomes
statement for FYC because it
represents limits on our creativity and
freedom…. Or because it calls for
more creativity and freedom than
we’re prepared to give?
That’s a
That’s a
rhetorical
rhetorical
question!
question!
Well, I Ihaven’t
Well, haven’t
actually seen the
actually seen the
statement...
statement...
I Iam a very
am a very
creative person!
creative person!

4. The OS aims to “describe the common
knowledge, skills, and attitudes sought by
first-year composition programs in
American postsecondary education.”
What does the OS
What does the OS Told
Told
really ask from
really ask from you!
you!
It’s like 1 9 8 4 !!!
faculty?
faculty?
The OS asks that FYC
be designed so that students
“write in multiple genres…use a variety of
technologies to reach a range of audiences… use
electronic environments for reviewing and sharing
texts… locate research material in informal
electronic environments....”

5. The digital composing plank of the OS is
wpacouncil.org being updated and revised. A new draft
will be released in July 2013 at the CWPA
Digital composing is by Institute in Savannah.
Digital composing is by
far the newest plank in
far the newest plank in That’s in
That’s in
the OS and already the Georgia!
Georgia!
the OS and already the
most outdated!!!
most outdated!!! They’re getting closer!
The Common Core
outcomes are more recent and
specific, asking K-12 students to use “the Internet
to produce, publish and update individual or
shared writing products [and] make strategic use
of digital media in presentations to enhance
understanding of findings.”
corestandards.
org

6. Today,we’ll brainstorm creative assignment
design in relation to the existing CWPA OS and
beyond….
Can I ask a serious
question? I didn’t see
anything about multilingual
writers in the OS or CC…
Yeah, 30
Yeah, 30
percent of
percent of
my students
my students
are
are
multilingual.
multilingual.
Ye pp, , the O S is im ppeerfe ccttaand
Ye the O S is im rfe nd
inc oom pple te . . Ca nn YO U ddeessig nn
inc m le te Ca YO U ig
aassssig nm eents to fe aature the uniq ue
ig nm nts to fe ture the uniq ue
aabilitie ss ooffm ultiling ua llle aarne rs ??
bilitie m ultiling ua le rne rs

7. There are many demands on our
There are many demands on our
creativity.
creativity.
Calling encounters with primary
evidence “the central tenet of intellectual
life at Emory,” the campus QEP proposal challenges
faculty
across the curriculum, including in the first year, to frame
“first-hand encounters with primary evidence” through such
means as “performance, experiment, interview, or the
examination of original texts, manuscripts, art works,
historical
documents, or fossils.”
What about civic engagement? Who are the
multiple audiences the OS refers to? Will your
students’ writing circulate to readers beyond the
class? How?

10. “Citizen Science”
“Citizen Science”
has become
has become
synonymous with
synonymous with
the crowdsourcing of
the crowdsourcing of
unpaid labor for big
unpaid labor for big
data, as at
data, as at
scistarter.com But is
scistarter.com But is
there a real citizen
there a real citizen
science out there?
science out there?
Can your class
Can your class
scaffold legitimate,
scaffold legitimate,
modest, yet original
modest, yet original
contributions to
contributions to
academic
academic
discourse?
discourse?

11. 5 minutes. In your small group, choose a team name
and scribe. Comprehensively list diverse ways actual
scholars o uts id e o f lite ra ry s tud y make original
contributions to scholarly knowledge. Use the Twitter feed
to make comments and ask questions across groups and
rooms. Hint: many real scholarly aims are modest. Much
useful scholarship doesn’t depend on accepting the
author’s analysis.
2 minutes. By yourself, brainstorm how you might
scaffold one or two of these ways of making a legitimate
modest contribution to a scholarly discourse into a 101
FYC assignment sequence. How will students know they
are not duplicating someone else’s work?
5 minutes. Present your ideas to your small group in less
than 30 seconds. Record the group’s favorite ideas in your
section of the Google doc. Brief notations for future
expansion are ok.
1 minute. Pick 1 person from your group to present 1
idea to the room. That person will have 60 seconds to
choose an image and compose a five-word
presentation, eg with a pic of a person in business
wear on a bike: “Emory. Unmotorized Commute.
Incentives. Survey.”

12. 3 minutes. In small groups, create a list of the not-so-
obviously “literary” texts that active literature and cultural
studies scholars might work with (in, for instance,
Custerology, or disability studies).
2 minutes. In small groups, list ways other than close or
theorized reading that LCS scholars contribute to
scholarship.
2 minutes. On your own, brainstorm at least one assignment
sequence for 181/110 that scaffolds an authentic scholarly
contribution to LCS.
5 minutes. Present your ideas to your small group in
less than 30 seconds. Record the group’s favorite
ideas.
When using “literature” as a theme for FYC you might
want to watch out for: Relying on just one or two LCS
evidentiary modes, particularly close reading; devoting
too much class time to discussion of readings; overly
familiar and repetitive assignments; framing the objects
of analysis more narrowly than working LCS
professionals; failing to provide students the opportunity
to produce usable scholarship. Class time recovered
from discussion of readings and devoted to studio
research & writing can make everyone happier about the

15. 5 minutes. In your small group, list some ways digital
publication can be integrated into FYC, using separate
lists for 101 and 110/181. Feel free to use a search
engine, linking back to your sources.
3 minutes. Brainstorm two assignment sequences, one for
101 and another for 110 or 181. Both should combine digital
publication with an opportunity for students to make an
authentic scholarly contribution.
If publishing is
If publishing is
10 minutes. Share your ideas. Brainstorm how these
10 minutes. Share your ideas. Brainstorm how these sharing, with
sharing, with
assignments can be revised to more effectively feature
assignments can be revised to more effectively feature whom exactly will
whom exactly will
the unique abilities of multilingual students to make
the unique abilities of multilingual students to make your students be
your students be
authentic contributions to scholarly discourse. Briefly
authentic contributions to scholarly discourse. Briefly sharing?
sharing?
record the group’s favorites for later expansion. Link to
record the group’s favorites for later expansion. Link to
sources, where available. Select 1 person to make a
sources, where available. Select 1 person to make a
60-second presentation on a sequence for 101 and
60-second presentation on a sequence for 101 and
another to present an idea for 110/181.
another to present an idea for 110/181.
We’ll hear the
We’ll hear the
presentations at
presentations at
DINNER!
DINNER!

16. theme adapted from “Boom” pop-art template
kindly shared by presentationmagazine.com