So lovely to see everyone today! As promised, here’s the in-class “Reflective Manifesto” of my 1121 class’s literacy narrative reflections and standards for our classroom’s discourse community. It was a fun (and hopefully helpful) cap on the Literacy Narrative assignment and transition into the genre awareness/discourse community assignment. The below are responses from students in my class (after group discussions), in primarily their own words.
I’m also attaching (at the end of this post) my handouts on Rhetorical Analysis and Mentor Texts (which were tremendously inspired by/stolen from/adapted from Carrie’s explanations and handouts/info for students). Sorry to conflate the two topics, but this is everything swirling around my head this week, and god only knows what will be happening there tomorrow or next week.
Literacy Narrative Reflections From ENG 1121, Writing Across Situations:
1. What best practices do we have to offer other writers coming into college?
- Making sure you don’t repeat a claim – in an argument-based essay
- Make an outline! (before writing)
- Proofreading – read it over to make sure you have no mistakes
- Brainstorm by just writing whatever comes into your mind, if you think too hard you might stop yourself, just let them flow!
- To make sure that you don’t have any run-on sentences and fragments, add commas or break it up into two sentences
- Ask for suggestions from your partners – fellow readers – get feedback on what others think
2. What understanding of literacy and our own writing process can we offer to this discourse community of our classroom?
- Use of technology as a form of literacy – necessary in the 21st century for communicating and work
- Our pieces of writing come together better when we are interested in the topic, we write more freely – power of choice – when you choose your topic, you pick something that you’re interested in. It should come out more easily more freely
- Being able to explain what you’re writing about is important – not just writing it, but understanding the concept of what you’re trying to say. Can get a different perspective
3. What literacy goals do we have for the rest of the semester and the rest of college?
- Challenging myself to write more, personal writing, and writing in general – to work on making my writing more engaging
- Refining my writing skills with group review – helpful to have others point out mistakes or things you don’t think of
- Completing the essay by explaining the idea of the essay to answer the question, communicate clearly, and really address the issue at hand
- Manage your time to spend the right amount of time/emphasis on each paragraph, make sure the ideas flow
- Improve our diction – choice of words, appropriateness of words
- Improve to our voice and personas as writers
4. What are our standards for our discourse community and the genre conventions in our classroom?
- Writing essays for this audience
- Communicating – posting in the blog, talking in groups in class, being respectful
- Peer Review! A whole genre in this class
- Giving each other critiques – analyzing writing and our own writing with the same process
- Showing up to Pearl 504B between 11:30-12:45 on Tuesdays and Thursdays
- Adhering to the Assignment Guidelines – page count, appropriateness of subject
- Typed printed out double-spaced work
- Turning in assignments on time!
- Shared classroom language: literacy, rhetoric, metacognition, ethos, pathos, and logos – way of thinking – rhetorical appeals, discourse community – people way to have a language in common, code switching, multiple literacies
mentor text handout