wac institute for community college faculty
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WAC Institute for Community College Faculty. Writing Across the Curriculum Program Appalachian State University Georgia Rhoades Sherry Alusow Hart Dennis Bohr C.C . Hendricks www.wac.appstate.edu. Topics to Include in an Introduction to WAC class - PowerPoint PPT PresentationTRANSCRIPT
WAC Institute for Community College Faculty
Writing Across the Curriculum ProgramAppalachian State
UniversityGeorgia Rhoades
Sherry Alusow HartDennis Bohr
C.C. Hendricks
www.wac.appstate.edu
Topics to Include in an Introduction to WAC class
Rhetorical Analysis of texts in different disciplinesWriting in different formats for different purposes
EssaySciences report formatAbstractDigital Media/ Alternative MediaAnnotated Bibliography
MLA and APA documentation with general information about other styles
Intro to WAC AssignmentsLiteracy Narrative
Sciences Report (Primary & Secondary Research)
Rhetorical Analysis
Digital Media/ Alternative Media
Ethnography(with Annotated Bibliography)
Reflective Letter/ Essay
Primary Research interviews observations surveys
Secondary Research
Report Format Headings Introduction Methods Results Interpretations/ Conclusions APA Documentation
Sciences Report Format
Who Writes What:Assignments by Disciplines
Rhetorical Analysis“An examination of how well the components of an argument work
together to persuade or move an audience” (Lunsford and Ruszkiewicz, Everything’s an Argument, 1045).
Speaker/Writer Credibility, Authority, Correctness, Appearance
Message/Subject Information, Argument, Reasons, Evidence, Data, Structure
Audience Beliefs, Values, Knowledge, ExperienceExigence: an issue, problem, or situation that causes or prompts someone to write or speak; the occasion or demand for writing
Logos—Rational Appeal-How does the text appeal to
the reader’s or viewer’s reasoning?
-i.e. statistics, facts, figures, case studies, analogies,
anecdotes, stories, specific examples, etc. Ethos—Appeal to Trust/Credibility
-How competent/noteworthy/authoritativ
e is the text, author, or artist?-i.e. trustworthiness, fairness,
reliability of sources, etc.
Pathos—Emotional Appeal-How does the text or writer appeal to the reader’s or viewer’s emotions
or passions?-i.e. emotions, feelings, beliefs, love,
sadness, etc.
The Three Rhetorical Appeals
Discourse Community: “The term discourse community identifies a grouping of people who share common language norms, characteristics, patterns, or practices as a consequence of their ongoing communications and identification with each other. With respect to writing, the term has been used to point out that different academic collectives write in characteristic registers and genres” (NCTE).
http://www.kcsb.org/category/public-affairs/page/3/
Ethnography Study of the Major
Guiding students to finding their own bliss
Preparation: DiscoveryStep 1: Design a research strategy
Set up interviews with a professor, a senior or graduate student in the major, and a professional working in the field
Select initial print or online sources of information for a background of the field
Collect names, events, and discoveries of ground-breaking people and work in the field
Develop questions to ask or find out in your research
Step 2: Conduct research Read references for general background information
Identify what training and certification (if any) are required
Find out the professional organizations, journals, and conferences in the field
Note the names of current presidents and other officers of the organizations
Summarize the goals and statements of ethics of the chief organization (if any)
Explore communication genres
Examine current journal articles and book-length studies published in the field
Note stylistic characteristics, such as documentation, voice, verb tense, and other specifics
Identify differing formats for different purposes
Recognize leaders in the field
Identify achievements each one has made
Find the report, article, invention, or accomplishments from each
Read or investigate each to determine which represent the most influential landmarks in the field
Step 3: Creating the Report—Part 1
Select ten landmark texts in the field (“Texts” may mean paintings, musical scores, plays, mathematical proofs, scientific discoveries, inventions, and so on)
Summarize each, including a brief biography of the author or discoverer, the significance to the field, and why this one was included
Document each text with a full bibliographic entry in the style of the field
Arrange the texts alphabetically, with each summary or annotation following each bibliographic entry
Step 3: Creating the Report—Part 2Gather information about the culture of the
field, based on the interviews, background research, and landmark texts
Identify and describe three forms of writing particular to the field, with examples to illustrate
Explain why the field beckons and how you would fit into this field
Creating a rubric Key Points for Each Assignment: Start with the learning outcomes for the assignment (Criteria-based).
(For example, "Uses MLA documentation correctly: parenthetical citation format, works cited format, punctuation, accuracy, integration.") Keep the number of outcomes addressed to three or four.
Create a rubric or scoring guide to outline your expectations (Value-based). (This may be numerical—1-10—or descriptive—excellent, good, fair, poor.) Keep the number of levels to three or four.
Provide students with a check sheet for each stage of the writing process based on the rubric, using samples to show what the rubric highlights and to have students use the rubric on each others' drafts.
Evaluate drafts with the same rubric, on a score sheet that includes a place for comments.
Keep the scores for each draft of an assignment by each student on a spreadsheet or form to see progress and help to determine final grades. Give your students the same score sheet for them to keep track as well.
Scoring Guide Basics
Criteria-basedValue-basedCustomized for each assignment Sampled with students Used to evaluate drafts