This document summarizes an agenda for a class on building a learning environment to support multiliteracies. The agenda includes a discussion of a Powers article on curriculum theorizing for multiliteracies using graphic organizers. It also reviews the Four Resources Model for analyzing texts and briefly introduces the 3D Model. It poses questions for students and provides examples applying the Four Resources Model analysis to passages and tasks.
The PowerPoint presentation that accompanies Elizabeth Birr Moje's keynote speech at the 2010 National Reading Initiative Conference, hosted by the National Writing Project.
Related websites:
http://www-personal.umich.edu/~moje
http://www.nwp.org
English as a Global LanguageAround the world, the English languaeleanorabarrington
English as a Global Language
Around the world, the English language is being used for communication among people who come from various language backgrounds—in fact, a majority of English users today grew up speaking other languages. As a result of these language contacts, the English language itself is changing its shape. While some people resist change, there is not much any individual—or a group of people—can do to reverse the trend. In fact, no one owns the language. Yet, people have various views about what English is or should be.
One way to understand different perspectives on an issue is to conduct a rhetorical analysis of texts--spoken or written.
Rhetorical analysis
is a way of analyzing what the text can tell us not only about the subject and argument strategies but also about the interrelationship among the writer, the audience, the genre and arguments as well as the cultural values of the writer and of the knowledge community.
For this writing project, write a rhetorical analysis essay (a kind of critical analysis essay) that examines an argument about English as a global language. Start by identifying a text that presents an argument about global English. The text can be of any genre—including newspaper editorial, opinion sections of newspapers or magazines, blogs, websites, advertisements, signs, posters, and so on. (Keep in mind that analyzing short texts could require more effort in interpreting and explaining the text and its context.)
Once you have identified the text for analysis, explore the text and its context by considering the following questions: What is the writer’s purpose in writing the text? What kind of situation is the text responding to? Who is the writer? How does the writer establish his or her credibility? What is the writer’s attitude toward the subject? How do you know? Who is the primary audience? Who is the secondary audience? What is the major argument and how is it being built? What are some of the supporting arguments? What other arguments or perspectives are represented? What is the genre and what are some of the characteristic features that are expected? What are the characteristics that are actually found in the text? Is the text effective in communicating the main point to the audience? What can you say about the values and assumptions that are shared by members of the knowledge community?
In addition to analyzing the text itself, you may also find it useful to find out about the medium in which the text was presented. Explore these and other related questions thoroughly to generate ideas for your writing.
Learning Objectives
In this project, you will learn to
Analyze persuasive texts by examining the rhetorical context, argument strategies and textual features
Understand how to analyze the rhetorical features of various types of texts and images
Understand various perspectives on the global spread of the English language
Examine how arguments can be developed and presented to a ...
Informal WritingInformal or low stakes” writing covers all the .docxdirkrplav
Informal Writing
Informal or “low stakes” writing covers all the writing that falls under the minor commitments on the grading contract. These texts are informal because we won’t be revising them as major projects, and, while we may use them as examples of successful writing techniques, they will not be assessed for the effectiveness of the writing. Instead, I want the focus of these pieces to be reflection, inquiry, and free thought. In other words, when you are writing these, don’t worry about how well you are crafting your sentences; worry about whether you are engaging thoughtfully with the tasks. I want to know what you are thinking, and I want you to focus on what you’re thinking and why. Don’t worry if you jump from one thought to another without transition or if you get sidetracked by an unexpected thought. In short, write freely.
Informal writing might include but is not limited to
· Responses to readings
· In-class writing
· Group work reports
· Quizzes
Not all informal writing will be turned in; often, we write to learn, to discover what we think and know, and it isn’t always necessary for me to read everything. I will read all reading responses and quizzes, but I may not always comment unless I want to ask some thought provoking questions, make some suggestions for how to exceed my expectations, or I want to let you know that you have exceeded my expectations.
Reading Responses
We will have some activity required in response to course readings. Most often, this will be a 1 to 2 page written response that should follow the pattern below. Sometimes, the response will be to use the ideas from the reading to complete some part of a major project.
For most responses, I will ask you to
· Summarize what you believe to be the main point of the reading (it will be helpful for you to think about why I’ve assigned the reading as you try to focus on the author’s primary purpose).
· Explain key terms/concepts about writing emphasized or employed in the reading; I will post these terms in a separate document the week before we discuss the assigned reading.
· Reflect on and respond to the main ideas of the reading. This should be the most substantial part of your response, in which I want you to reflect thoughtfully on what the reading is saying about writing, how that relates to your own experiences, and what you think or feel about those ideas. With the key terms, I will include guiding questions to help you respond, but you should feel free to follow the train of your own thoughts
To get credit for these responses, you need to convince me that you engaged with them thoughtfully. All informal writing is graded on a credit/no credit basis. If I do not feel you have completed the assignment, or that you have engaged sufficiently with the task, I will leave a comment telling you that I cannot give you credit. THAT IS NOT FINAL. You should be a self-advocate in communicating with me if you did in fact do the best you could. Writing is difficul.
The PowerPoint presentation that accompanies Elizabeth Birr Moje's keynote speech at the 2010 National Reading Initiative Conference, hosted by the National Writing Project.
Related websites:
http://www-personal.umich.edu/~moje
http://www.nwp.org
English as a Global LanguageAround the world, the English languaeleanorabarrington
English as a Global Language
Around the world, the English language is being used for communication among people who come from various language backgrounds—in fact, a majority of English users today grew up speaking other languages. As a result of these language contacts, the English language itself is changing its shape. While some people resist change, there is not much any individual—or a group of people—can do to reverse the trend. In fact, no one owns the language. Yet, people have various views about what English is or should be.
One way to understand different perspectives on an issue is to conduct a rhetorical analysis of texts--spoken or written.
Rhetorical analysis
is a way of analyzing what the text can tell us not only about the subject and argument strategies but also about the interrelationship among the writer, the audience, the genre and arguments as well as the cultural values of the writer and of the knowledge community.
For this writing project, write a rhetorical analysis essay (a kind of critical analysis essay) that examines an argument about English as a global language. Start by identifying a text that presents an argument about global English. The text can be of any genre—including newspaper editorial, opinion sections of newspapers or magazines, blogs, websites, advertisements, signs, posters, and so on. (Keep in mind that analyzing short texts could require more effort in interpreting and explaining the text and its context.)
Once you have identified the text for analysis, explore the text and its context by considering the following questions: What is the writer’s purpose in writing the text? What kind of situation is the text responding to? Who is the writer? How does the writer establish his or her credibility? What is the writer’s attitude toward the subject? How do you know? Who is the primary audience? Who is the secondary audience? What is the major argument and how is it being built? What are some of the supporting arguments? What other arguments or perspectives are represented? What is the genre and what are some of the characteristic features that are expected? What are the characteristics that are actually found in the text? Is the text effective in communicating the main point to the audience? What can you say about the values and assumptions that are shared by members of the knowledge community?
In addition to analyzing the text itself, you may also find it useful to find out about the medium in which the text was presented. Explore these and other related questions thoroughly to generate ideas for your writing.
Learning Objectives
In this project, you will learn to
Analyze persuasive texts by examining the rhetorical context, argument strategies and textual features
Understand how to analyze the rhetorical features of various types of texts and images
Understand various perspectives on the global spread of the English language
Examine how arguments can be developed and presented to a ...
Informal WritingInformal or low stakes” writing covers all the .docxdirkrplav
Informal Writing
Informal or “low stakes” writing covers all the writing that falls under the minor commitments on the grading contract. These texts are informal because we won’t be revising them as major projects, and, while we may use them as examples of successful writing techniques, they will not be assessed for the effectiveness of the writing. Instead, I want the focus of these pieces to be reflection, inquiry, and free thought. In other words, when you are writing these, don’t worry about how well you are crafting your sentences; worry about whether you are engaging thoughtfully with the tasks. I want to know what you are thinking, and I want you to focus on what you’re thinking and why. Don’t worry if you jump from one thought to another without transition or if you get sidetracked by an unexpected thought. In short, write freely.
Informal writing might include but is not limited to
· Responses to readings
· In-class writing
· Group work reports
· Quizzes
Not all informal writing will be turned in; often, we write to learn, to discover what we think and know, and it isn’t always necessary for me to read everything. I will read all reading responses and quizzes, but I may not always comment unless I want to ask some thought provoking questions, make some suggestions for how to exceed my expectations, or I want to let you know that you have exceeded my expectations.
Reading Responses
We will have some activity required in response to course readings. Most often, this will be a 1 to 2 page written response that should follow the pattern below. Sometimes, the response will be to use the ideas from the reading to complete some part of a major project.
For most responses, I will ask you to
· Summarize what you believe to be the main point of the reading (it will be helpful for you to think about why I’ve assigned the reading as you try to focus on the author’s primary purpose).
· Explain key terms/concepts about writing emphasized or employed in the reading; I will post these terms in a separate document the week before we discuss the assigned reading.
· Reflect on and respond to the main ideas of the reading. This should be the most substantial part of your response, in which I want you to reflect thoughtfully on what the reading is saying about writing, how that relates to your own experiences, and what you think or feel about those ideas. With the key terms, I will include guiding questions to help you respond, but you should feel free to follow the train of your own thoughts
To get credit for these responses, you need to convince me that you engaged with them thoughtfully. All informal writing is graded on a credit/no credit basis. If I do not feel you have completed the assignment, or that you have engaged sufficiently with the task, I will leave a comment telling you that I cannot give you credit. THAT IS NOT FINAL. You should be a self-advocate in communicating with me if you did in fact do the best you could. Writing is difficul.
Task Your task is to follow a conversation in society right now .docxjosies1
Task:
Your task is to follow a conversation in society right now
to which social movements and influential organizations are responding
. "Following a conversation" means examining how different writers define and respond to similar issues, and listening/reading closely for moments where different writers connect, where they overlap, and where they conflict. It also means that you examine
how
different writers enter the conversation (which will require rhetorical analysis) and how those differences impact what they are trying to say.
In order to make sure that your exploration considers differing points of view, we are going to ground your exploration in this unit by focusing on a social movement or an influential organization and an issue that is central to their cause. For example, you could look into conversations related to
social movements
like #MeToo, #BlackLivesMatter, March for Our Lives, or #MMIW. You could look at conversations in the news that involve
influential organizations
, like Planned Parenthood, the Red Cross, the ACLU, and RAICES. The project will ask you to read several sources about a topic that that group cares very much about, think about how different writers take different approaches to the topic, and then look at how the major organization or social movement you chose is responding to that same topic.
The project will ask you to do four things:
Summarize
the specifics of the conversations that you are following, including the main topics/ideas being discussed, the modes being used throughout the conversation, and the context in which the conversation is taking place.
Discuss
the ethos/credibility and varying levels of expertise of groups/people taking part in the conversation,
Analyze
the ways in which your chosen social movement or organization uses writing and rhetoric to facilitate change
Reflect
on what you learned, including how this activity informs your understanding of research in a digital society.
Importantly, this assignment is not a paper: you will complete this project as a series of 4 posts, culminating in a final project reflection. All
5
of these assignments will be collected into one project grade.
Note: while each of these assignments might seem "small" on their own, and will appear separately in the modules, together they make up a paper/project grade and will significantly impact your grade. Therefore it is important that for each post you work to find the best sources you can find, and that you answer the questions on each assignment thoroughly. Also, please edit and revise your posts to the best of your ability, as the quality of your writing will also be graded.
Each post will ask you to look for a different kind of text, each one centered around a social movement, and then the post instructions will give you specific questions to answer. All of the posts ask you to make specific references to the text you are analyzing. Please do not talk in broad terms abou.
Respond to the two prompts below. For each prompt write a 3-4 pamickietanger
Respond to the two prompts below. For each prompt write a 3-4 page essay. Be sure to refer to the readings and when appropriate cite personal experiences. Use APA formatting when citing sources. Due on June 17th at 12 noon!
3-4 Page Essay
1. Discuss the role of class and culture in the social reproduction of society. How do these structures contribute, interact or perhaps interfere with the preservation of the social order? How do our conceptions of class and culture shape our views concerning opportunities for individuals to achieve social mobility?
3-4 Page Essay
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...
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2. Agenda
Reminders about blog posts
Discussion of Powers article and graphic organizers
Return to the 4 Resources Model (and briefly look at 3D Model)
Questions for next week?
3. Powers Article Discussion
Curriculum theorizing for multiliteracies: A rebel with a cause
1) Identify Powers’ purpose.
2) How does she define “multiliteracies”?
3) How do her lesson examples illustrate
her concept of multiliteracies?
4) From a critical literacy lens, did it raise
any questions or concerns for you?
photo credit: Oblong
5) Was the graphic organizer useful? Have
you used others that you think might
work?
6. Code Breaker
How do I crack this text?
How does it work?
Is there more than one semiotic
system operating here?
If so, how do they relate?
What are its (their) codes and
conventions?
How do the parts relate singly and in
combination?
7. Code Breaker
Read this passage and answer the questions. At your table, have
several people to read it aloud; see if they pronounce the words
in similar ways.
The tok gorded the bick and then rambushed the smole because
the smole was a ringlebeck.
8. Code Breaker
1) Why were several people able to read this aloud with fairly
similar pronunciation? Think about your knowledge of letter and
sound combinations (graphophonic cueing system).
2) Were you able to answer the questions successfully? What was
it that helped you with this? Think about your knowledge of the
order of words in a sentence (syntactic cueing system).
3) Do you have any idea what this text isabout? That is, do you
know what a ‘tok’ is, or a ‘bick’ or ‘smole’? What does
‘rambushed’ mean? (Semantic cueing system.)
9. Code Breaker
The code-breaking practices applicable to the alphabetic
characters of the printed word are necessary—but not sufficient
for reading the texts of today and the future.
Reflection: What other types of code-breaking practices do
today’s and tomorrow’s students need?
10. Meaning Maker
How are the ideas in this text sequenced—do they
connect with one another?
Is the text linear or nonlinear; interactive or non-
interactive?
How does this affect the way I make meaning?
What prior knowledge and experiences might help
me make meaning of this text?
How will my purpose for reading, and the context
in which I am reading, influence my meaning
making?
Are there other possible meanings and readings of
this text
11. Meaning Maker
Consider these two beginnings to a text:
1 Once upon a time there was a king called Richard whose
lands extended from one great ocean to another …
2 In the late 14th century, King Richard had charge of the lands
from the English Channel to the Irish Sea…
Write down your predictions about these two texts. What is their
purpose, the context in which they might be
used and the genre? How do you predict each text will unfold?
What content do you expect?
12. Meaning Maker
What social, cultural and reading knowledge and experience did
you draw upon to make these predictions?
Could your students’ prior reading experiences make it difficult
for them to read these texts?
13. Text User
What is the purpose of this text, and what is my purpose in using
it?
How have the uses of this text shaped its composition?
What should I do with this text in this context?
What will others do with this text?
What are my options or alternatives after reading?
14. Text User
List and compare the reading tasks associated with shopping
online and over the counter.
Consider the reading tasks in each setting in terms of the code-
breaker and meaning-maker resources used.
Now consider the text-user resources used. How do the
structures of the texts encountered in these two settings reflect
their respective purposes and uses?
How did your social behaviour and the use of other modes vary
between the online and face-to-face shopping experiences?
15. Text Analyst
What kind of person, with what interests and values, produced this text?
What are the origins of this text?
What is the text trying to make me believe and do?
What beliefs and positions are dominant in the text?
What beliefs and positions are silenced or absent?
What do I think about the way this text presents these ideas, and what
alternatives are there?
Having critically examined this text, what action am I going to take?
17. Text Analyst
What beliefs and positions are dominant in the text?
What beliefs and positions are silenced or absent?
What do you think about the values and ideologies conveyed in
this text?
19. 3 D Model
Similar to 4 Resources but
describes three “dimensions” of
literacy, whereas the 4 Resouces
model looks at the types of
resources of skill sets that readers
must have.
20. Questions
What’s left? What do you want to know? If I don’t have the
answer I’ll try to bring in someone who does.
21. For next week:
Please read:
Jenkins, H., with Clinton, K., Purushotma, R., Robison, A.J.
& Weigel, M. (2006) What should we teach? Rethinking
literacy. In Confronting the challenges of participatory
culture: Media education for the 21st Century. p. 19-56
(whitepaper)
Editor's Notes
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A competent reader approaches reading as a selfmonitoring, problem-solving activity where the\ncontext and purpose of the task are analysed, a plan of action decided and appropriate\nresources are identified and accessed. These aren’t skills that necessarily come naturally to all readers, especially struggling readers and need to be considered in a balanced literacy approach. The implications for teaching are that teachers need a way of identifying the different reading purposes that might be encountered, and the resources that a reader might need for each purpose. Teachers also need to\nidentify pedagogies that teach students to analyse tasks, problem solve, identify resources and self monitor in real life contexts. Reading pedagogy must be socially situated. Last week I posted a chart for you to have a look at that is a suggested method for analyzing texts. That chart is based on the 4 Resources model which is an framework used to help create a balanced approach to teaching reading. I’m going to just introduce you to this model now and we will return to it throughout the course.\n
One of the jobs that competent readers do is break the codes of semiotic systems used in texts. They have to draw on resources that help makes sense of text, but don’t think of texts exclusive as words on the page, they can also include illustration, video, and sound. These are some of the questions that a reader might ask when engaged in code-breaking. (Model this with Rodd’s blog doing a thinkaloud.)\n
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When we’re making meaning of texts, we’re making meaning at both the literal and inferential levels. Readers have to use their code-breaking resources and draw on all their previous social cultural and reading experiences in order to make connections and form conclusions. Model this for blog doing a think aloud. It’s important to understand that different social and cultural backgrounds will change how a reader makes meaning. eg/ literacy test example.\n
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Most reading, even reading for pleasure is pragmatic. There is a purpose for it. The purpose for reading affects the way that we interact with a text. For example, if you’ve been assigned a text book reading for a course, there are certain pieces of information you’re going to focus on more than others while, if you’re reading for pleasure, you might focus on the way in which a character is developed or the beauty of the language.\n
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Texts are social products. They are not neutral. These questions are the kinds of questions we have students ask when we want them to engage in what’s commonly called critical literacy. 19th century students were expected to accept at face value the ideas presented to them in texts, but consider for example Film and video similarly promote particular values and ideologies\nabout the world through characterisation and setting; by associating particular behaviours and attitudes with certain classes, races or countries; or by adopting unexpected twists of the plot, such as the ‘bad’ character ultimately ‘winning’.\n