TEACHING WITH THE WAYNE WRITER

Derek Risse, Clay Walker, Nicole Wilson, Thomas TrimbleFall 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 STRATEGIESContent-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 SITUATIONSProcess-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 14-21)

Learning activities in the classroom Classroom Commonplace Reading Blog

STRUCTURE-BASED READINGStructure-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 READINGPractice-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

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

NICOLE-HAVING YOUR SAY

The two terms used continually in HYS are Span and Stasis

Span Issue/Problem/Solution

Stasis Existence Definition Value Cause Action

SPAN AND STASIS

SPAN

STASIS

THOMAS-GENRE ANALYSIS IN 1020 Scenes of Writing, chapter 2 Genre Analysis as a method of analysis and

invention 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

In-class workshops Content-building a lexis activity

NEW TOOLS TO BLACKBOARD EchoCapture Online commenting