Transcript Working with The Wayne Writer (via Thomas Trimble)

TEACHING WITH THE WAYNE WRITER
Derek Risse, Clay Walker, Nicole Wilson, Thomas
Trimble
Fall 2013 Orientation
OVERVIEW
Derek-Overview of WSU Composition portal and
course teaching guides
 Clay-working with The Wayne Writer and ENG
1010
 Nicole-ENG 1010 and 3010
 Thomas-ENG 1020, new Blackboard tools

DEREK!
CLAY-WHY FOCUS ON READING?

Our field does not do enough to address reading
in the classroom
(Adler-Kassner and Estrem; Bunn; Jolliffe; Salvatori and
Donahue)

ENG1010 emphasizes the genres of summary
and response.
Critical academic reading lies at the heart of each of
these genres.
 By strengthening students’ reading practices, we give
our students a more solid foundation for
summarizing and responding to texts

CONNECTING READING & WRITING
Performative practice of meaning-making rooted
in socio-cultural contexts
 Related, yet distinct, ways of interacting with
genres
 Practice-bound processes that are shaped by
specific purposes

READING PURPOSES
Articulating reading purposes enable us to
develop more productive learning activities in the
composition classroom
 Adler-Kassner and Estrem outline four purposes:

Content-based reading
 Process-based reading
 Structure-based reading
 Practice-based reading

Adler-Kassner, Linda and Estrem, Heidi. “Reading
Practices in the Writing Classroom.” WPA 31.1-2 (2007):
35-47.
CONTENT-BASED READING STRATEGIES
Content-based reading strategies ask students to
summarize, interpret, and respond to texts, and to
use reading as a mode of constructing knowledge.
CONTENT-BASED READING STRATEGIES
ENG1010: Summary and response
 Wayne Writer



Chapter 4 “Critical Reading Process”
Learning activities in the classroom:
Reading questions
 Dialectical notes
 Summaries
 Response essays

PROCESS-BASED READING:
RHETORICAL SITUATIONS
Process-based reading strategies ask students to read
the text as an artifact of a socio-culturally situated
writing process and to glean insight into the writer’s
rhetorical and compositional decisions.
PROCESS-BASED READING
ENG1010: Rhetorical Situations
 Wayne Writer



Chapter 1 “Defining Scene, Situation, Genre” (c.f.
“Analyzing the Situations of Three Editorials” pp 1421)
Learning activities in the classroom

Classroom Commonplace Reading Blog
STRUCTURE-BASED READING
Structure-based reading strategies ask students to
attend to the specific textual conventions that
shape the text, and urges students to fold this
genre awareness into their composing processes
and decision making.
STRUCTURE-BASED READING
ENG1010: Genre and Discourse Communities
 Wayne Writer



Chapter 2 “Using Genres to Read Scenes of Writing”
Learning Activities in the Classroom:
Classroom Commonplace Reading Blog
 Literacy Auto-biography Analysis Essay

PRACTICE-BASED READING
Practice-based reading strategies ask students to
reflect on how literacy practices are sponsored by
various actors in order to develop an understanding
of how textual practices are bound by specific social
communities.
PRACTICE-BASED READING
ENG1010: Reflection and Discourse
Communities
 Wayne Writer



Chapter 1 “Understanding Scenes of Writing”
Learning Activities in the Classroom
Reflective writing journals
 Literacy Auto-biography
 Reflective essay

NICOLE-HAVING YOUR SAY

The text includes two chapters from the textbook
Having Your Say

Mapping a Conversation
Organization
 Synthesis


Critical Reading Process
Reading Strategies
 Using Readings for research

SPAN AND STASIS
The two terms used continually in HYS are Span
and Stasis
 Span

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
Issue/Problem/Solution
Stasis

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


Existence
Definition
Value
Cause
Action
SPAN
STASIS
THOMAS-GENRE ANALYSIS IN 1020
Scenes of Writing, chapter 2
 Genre Analysis as a method of analysis and
invention

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


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Content
Rhetorical appeals (argument)
Structure (stases)
Format
Tone (register)
GENRE ANALYSIS IN 1020

Assignment sequence
Movie Review
 Long form editorial/rhetorical analysis essay
 Web-based advocacy/academic analysis essay

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In-class workshops

Content-building a lexis activity
NEW TOOLS TO BLACKBOARD
EchoCapture
 Online commenting
