Summer Institute Homework

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4 thoughts on “Summer Institute Homework”

  1. Colleen Birchett, Ph.D.

    Literacy Narrative Assignment Description
    Colleen Birchett, Ph.D.
    INSTRUCTIONS: The video that we just watched explored the transferability of cognitive skills between speaking, reading and writing. Today’s activities provide the opportunity for you to make this discussion more personal. It is a two part activity, in which you do the following:

    PART ONE
    Compose a journal entry in which you:
    • describe an instance in which you verbally persuaded a person or a group.
    • describe the audience, situation and purpose;
    • describe the outcome;
    • briefly explain why you believe the outcome was positive;
    • identify elements of this speech act that influenced the positive outcome.

    PART TWO
    Compose a journal entry in which you:

    • describe an instance in which you wrote something designed to persuade a person or group.
    • describe the audience, situation and purpose;
    • describe the outcome;
    • briefly explain why you believe the outcome was what it was;
    • identify elements of this written communication that might have contributed most to the outcome.
    • be sure to explain the differences and similarities between this outcome and the previous
    verbal one.
    On Wednesday, we will divide into small groups where you can share your experiences.

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  2. Colleen Birchett, Ph.D.

    Colleen Birchett
    INTRODUCTION
    I have been teaching within CUNY since 2004, and specifically within NYCCT since the Fall of 2011. This is my fourth Faculty Development experience at NYCCT. I look forward to them because they have enabled me to produce three Open Educational Resources that are now posted in the Open Lab. I am looking forward to this one Summer Institute, in which I will try to discover a way to incorporate the new curriculum objectives into my Engish 1101 and English 1121 courses. these materials. I have already incorporated some more reflective writing in my courses and students have responded positively to the changes.

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  3. Colleen Birchett, Ph.D.

    Colleen Birchett
    INTRODUCTION
    I have been teaching within CUNY since 2004, and specifically within NYCCT since the Fall of 2011. This is my fourth Faculty Development experience at NYCCT. I look forward to them because they have enabled me to produce three Open Educational Resources that are now posted in the Open Lab. I am looking forward to this one Summer Institute, in which I will try to discover a way to incorporate the new curriculum objectives into my Engish 1101 and English 1121 courses. these materials. I have already incorporated some more reflective writing in my courses and students have responded positively to the changes.

    ↓
  4. Colleen Birchett, Ph.D.

    REFLECTIONS ON SUMMER INSTITUTE READINGS
    Colleen Birchett, Ph.D.

    Anza Loua, Gloria, “How to Tame a Wild Tongue”
    The content of this article provided me with support for how I have approached incorporating more reflective activities into the courses I teach. Because so many students at NYCCT speak English as a second language, or speak English with a dialect that represents particular ethnic groups. For so many, both speaking and writing in the American English classroom ad in other settings that are dominated by people of Westen European heritage, is a center of pain that can be traced all of the way back to childhood. That is why I believe that it is essential that they begin the reflection on literacy with a focus on successful speech acts within their families and communities – centers where their having a different language pattern is likely not to be stigmatized. By reinforcing positive speech acts within the classroom, in small groups, etc., their sucdesses can be transferred into the writing as translating between media, not a center where they are forced to change their identities.

    Swales, “Reflecting on the Concept of Discourse Communities”
    This was a great article. It connected with my previous studies of scholarship that has evolved from Marshall McLuhan’s, earlier work, The Medium is the Message. It was interesting to overview how new research and practice has been creating a wealth of scholarship that helps us clarify the rhetorical situation purpose for various genres of communication, transmitted through the hardware of television, radio, computer technology and print. Students must be prepared to communicate across media, purposes, situations and audiences.

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