Hi everyone! Sorry it took me so long to post this– I’ve been sidetracked by some life events.
I will be on Zoom (if you have questions or feel like chatting) at 3 pm today– Thursday, April 2. Totally optional. The link will be at the bottom of this post!
So, to post your literacy (or education or language) narrative assignments, just go to the dashboard, add “new post” and put your assignment in the body of the post. You will need to add a category. Choose “1101: Unit One” and click “Publish” and your post.
ZOOM MEETING INFO 4/6/2020 — PLEASE NOTE YOU NEED A PASSWORD (041306)
Topic: Carrie Hall’s Zoom Meeting
Time: Apr 6, 2020 03:00 PM Eastern Time (US and Canada)
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Meeting ID: 108 890 799
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Hey everyone– remember to sign up for this site– invites forthcoming. You’ll all need to do this so you can post here, which we’ll need to do going forward. What follows is a list of dates for most of the rest of the semester. This isn’t detailed, just designed to give you some ideas of what’s to come and when things will be due.
Thursday, March 26, a Zoom meeting with Thursday Group. 3 pm. Details to follow.
After this point, we will all be one group. For right now, I was thinking all Zoom meetings would be about 45 minutes, at 3 pm (Mondays and Thursdays, come to whichever works for you) — they’re drop-in meetings, and optional, so you don’t have to stay the whole time or even come at all. Let me know if 3 pm isn’t a good time for you anymore. Also I’ll be holding these meetings even when we don’t have PD just if you need extra support.
Monday, March 30: Optional Zoom meeting. Everybody welcome.
By Thursday, April 2, EVERYONE post drafts of Lit narrative assignments. I will be posting assignments and more examples ASAP but I have to get to work and get on that computer first). Optional Zoom meeting.
Mon Monday April 20:
By Thurs April 23:
Mon April 27:
Thurs April 30: Optional Zoom meeting.
By Monday May 4:
More details to follow about our last meeting, but likely something will be “deliverable” by May 18.
Hi everyone– for our first meetings (Group 1 will meet Mon Feb 10, Group 2 will meet Thurs Feb 13,) we’ll be checking in to see how you’re doing. Both meetings are from 2:30-3:45. Locations are TBD. We’ll also be discussing reading: How do we teach it? How do we make reading visible?
This is a good place to start because it gives us some good concrete low-stakes assignments and activities to use. So, to prepare for this class, just think about how you teach reading and how you struggle with teaching reading. Also read (and annotate!*) the following two articles:
*I’m not really going to check your annotations, but every. last. time. I assign a reading to students, I also assign annotation– which I do check and discuss.
Hey you guys, here is an assignment I’ve used for Unit 2 in 1121. There are things I might change here to deepen the research, but it might give you some ideas. This could also easily be split into units 2 and 3– that is, in Unit 2, people do more in-depth research than I’ve outlined here. They develop reports (with infographics, proposals for action, etc.) In Unit 3, they could then enact some part of that report– write a speech to the city council, a website, a grant proposal, etc…
We have spent some time in this course identifying problems in contemporary America—especially in New York City. In this unit, you will be working in groups of four or five to:
It’s up to you to decide if you want to do a big final group project, or if you want to do smaller individual final projects. You should make this decision based on, not only your own needs, but also the problem and audience you’ve chosen. In other words– who do you need to reach and how can you best reach them?
I say “begin making change” because the problems we have identified are not simple to solve. If they were, they would’ve been solved by now. Too often, student papers are oversimplified: “Racism would end if people just saw each other for who they are” or something like that. What I want you to look for here are CONCRETE steps that ACTUAL individuals can take, even if they are only steps in the right direction. For example, if we are looking at racial profiling among the police in the Bronx, we might want to address a community group to insist on specific practices for hiring a more diverse police force, or a police force that lives in a borough they serve. We might also want to address the police commissioner to ask for police cameras or training for the police.
Whatever the case, your first step is to research the problem. You might think you know off the top of your head what the solution to your problem is, but you will need to back this up with evidence.
Step 1: Have a group meeting. Brainstorm together what you KNOW about this problem and what you WANT to know about this problem. Go ahead and do some quick Internet research on your phones. What did you LEARN from this research? What do you STILL need to know?
We’re going to go to the library after this meeting, so you’ll need to be prepared with some questions. What do you need to get a full scope of this problem? How are you going to delegate the research? There are four of you, so you should each have your own separate task. This is important– you don’t want everyone looking up the same thing. That way, you can come together and share the info. You may also want to interview some people in the community! You’re going to have a few days to do this research.
After the library research, everyone should write up a memo for the group. What have you found?
Step 2: In your next meeting, look at your research. Do you need to find out more? Also, WHO do you think you need to reach in order to start working toward a solution to this problem? What do you think will be the best genre to reach them?
Step 3: It’s time to define your own project. That is, what are the documents (or what is the document) that you guys are going to make in order to reach this audience or audiences? What I’m looking for here is a document that is enough work for all four of you—so if you are, for example, making a 20 page informational brochure to present to the City Council, that is certainly enough for all of you. However if you are doing a poster, that’s probably a 1-2 person job. In this case, some of you might do a poster, and some others of you may do, for example, a video essay to accompany that poster.
Your finished project should: explain the problem to your audience in a genre appropriate to that audience, using diction appropriate to that audience. It should look like a finished document (a decent-looking brochure, a well thought-out video essay.) I know you’re not all graphic designers, but you do need to present this document, and every document you write (for all your classes) with care. Also– even if everyone is doing separate parts of the final project, they should all fit together!
Hi everyone, here is the day 2 slide show (scaffolding and research):
I will try to get Jackie’s from her ASAP.
Hey everyone– thanks for such a great first session. I realize this was pretty theory-heavy, but don’t worry, tomorrow we get into the nuts and bolts of the matter, like how to TEACH the stuff!
For tomorrow, please write an assignment sheet– as you would give it to students– for the culminating paper for Unit 1 of 1121. I understand that this is a draft that you’re writing overnight– so it’s gonna be ROUGH, but do your best to clarify what the question is you want your students to answer in their final paper, or what the task is you want them to perform.
PLEASE NOTE: I CAN PRINT THESE UNITS OUT FOR YOU IF YOU EMAIL THEM TO ME BY 9:15 AM TOMORROW!! (email@example.com)
We’ll be working on scaffolding and assignment design tomorrow. Robert, Jackie and I will be coming around to groups and helping you (if you want) with homework and in-class activities.
Here are links to the slide shows. Use them if you like!:
In your questionnaires, many of you asked for readings you could give to students. Many of the sample assignments have some. I will say that I find both Swales and Gee a little heady for students, so I usually assign them excerpts from Gee and show them slides like the ones I showed you. A great reading about a particular Discourse Community (The University) is “Inventing the University” by Dave Bartholomae, which you can find HERE.
There are also a number of readings about stages of the writing process posted on this website, both under “Umbrella Readings” and “Unit Readings.”
Hi everyone, and welcome to the Winter Institute! We’re really excited to meet you and get started on Monday!
A few updates:
Hi everyone! So here are some links to info about James Paul Gee’s work on Discourse Communities:
“Literacy, Discourse and Linguistics” an article in which he describes primary and secondary discourse communities. I personally find it fairly accessible and really interesting!
HERE is a slideshow that accentuates many of the main points from that same article. Many typos.
HERE is a website that bullet points Gee’s general theory of Discourse communities
For Nov 20, please write a draft of 1121 Unit 2 PLEASE BRING IN THREE COPIES. (the unit description is attached below– I’ve changed it slightly. Changes are highlighted. I will attach more sample assignments shortly. Please remember to keep Unit 3 in mind as you write this unit– that is, you may want to write Unit 2 as research that leads into Unit 3.
Please also read Cheryl Ball’s “Genre and Transfer in a Multimodal Class” (if you can open the file. I’m working on it) at the bottom of this page. So far, it prints in legit gibberish!
Unit 2. Inquiry-Based Research
The purpose of this inquiry-based research is to spark and deepen student curiosity. In this unit, students will further their research skills, using evidence to make an argument or explore a topic, question, or issue. With this in mind, students should begin research with a question or a hypothesis, but should NOT begin with a thesis! Students will be expected to use the library’s resources and will also have the possibility of conducting interviews or other observation based research. Research will require that students use best attribution practices including gathering, and evaluating of multiple sources, both primary and secondary sources. Students will be asked to synthesize a variety of ideas and sources while they pursue their research goals and questions. The scope and focus of research projects can vary, and can emerge from discourse community projects, genre exploration projects, or other topics that students wish to investigate. Students should be given some choice of genre in this assignment– that is: what genre is best to deliver the research they have accumulated to the audience they wish to reach?
Research assignments can be individual projects or group projects.
(Remember that Unit 3 is a multimodal assignment that asks students to repurpose writing they have done earlier in the semester to a digital genre. Unit 3 should have an element of persuasion. The description of this is posted in the previous blog post)
Hi Everyone! We will reconvene on Wednesday, Oct 23 to talk about grading/ commenting on student essays. In preparation, there will be two readings: the classic (if you’re a Comp geek like me) “Responding to Student Writing” by Nancy Sommers and the very thought-provoking “Beyond Translingual Writing” by Jerry Won Lee.
We’ll be visited by Lubie Alatriste, the head of our ELL department, who will be talking with us about various linguistic and language issues. And we’ll talk about “minimal marking” strategies and other strategies that have worked for us when commenting on student papers. I’ll also be asking you about your commenting persona, if that makes sense: who are you trying to be in your comments? A coach, a buddy, a judge, etc… So think about that a little bit throughout the week.
We’ll be back in the President’s Conference Room, where we met last time– because we’re fancy. 4 pm as always.