Unit Choice for 709

I think I will plan out either the first unit or the fourth unit.

With Unit 1, I would flesh out the narrative essay and the connections I would try to draw to the work we would do later in the course. If I planned Unit 1, I could work on creating the tone/orientation of the course.

However, I think I may want to do the fourth unit, perhaps even the final unit, since I could incorporate more developed ideas into it... I'm leaning towards one of these later units now that I am thinking about it. Let's see how I feel tomorrow... I'm glad I don't have to make any decisions yet!

Course Description

From last week, the rough course description I wrote:

In this course, we will examine many genres and formats of text media. From newspapers to YouTube videos, academic journals to opinion pieces, novels to short stories, even advertisements to petitions, we will read and analyze text to uncover the similarities, differences, and underlying ideologies within each. With each reading, you will be expected to complete some form of writing, from free-writes to brainstorms to formal compositions. Expect to engage critically with the readings. Come prepared to discuss ideas in class. Be willing to rethink your position and be ready to argue your case using textual evidence. This class is aimed at preparing you to take on the rigors of college-level coursework: you are expected to regularly attend class, come prepared, and maintain academic honesty in your compositions.

I think that when I re-write this, I want to strive for a less serious tone. I enjoyed Laura's course description from last week because it was very approachable. I still like this initial draft for outlining the standards/expectations I would have for students. I do not know if I will include graphics, perhaps if they are relevant... I will definitely take care when formatting the syllabus--I think that clear layout and organization can allow students to feel comfortable with a course by setting a positive and transparent tone. A well-organized syllabus avoids confusion.

Course Overview: Agency

Unit 1: Narrative Essay

• A descriptive, narrative essay about a choice you made or a choice that was made for you, and how this positively or negatively affected you.

Unit 2: Socio-cultural, Personal Observation Study

• Picking a context to observe the various communications people use within it--the context should contain at least two modes of communication. (Examples: In a doctors office there is both doctor-to-doctor and doctor-to-patient communication. In a school setting, how students communicate outside of the classroom before/after class compared to the language used within the class.) Note if certain types of language use provide the speaker with authority. 

Unit 3: Persuasive Essay

•  Persuading students to use a certain type of language in a context of choice. Include reasons why the readers would want to use the specialized language or specific dialect (for example, to become members or communicate clearly). 

Unit 4: Expository Essay

• Student chosen topic, guided by the teacher. Should connect to the course theme of agency. 

Unit 5: Research Paper

• With the option to use the same topic from their persuasive essays or to pick a new one, students will be asked to perform independent research outside of class to incorporate into their papers. 

Prioritizing SFSU Learning objectives

I prioritize active reading and bumped up the third learning objective of "reflection" to the second spot. As we read and then write on texts, I believe reflecting on how we understand them allows SFSU's second goal of competence in using the writing process and collaboration with peers. Reflection fosters awareness in one's own writing and allows us to contribute a critical and thoughtful eye to our peers' papers. The more mechanical, syntactical goals, while important, are listed towards the bottom of my list. While I believe in their importance, I think that using generative grammar instruction aligns with my prioritizing of active reading/critical thinking. 

Here are the SFSU goals listed with their original numbers, but in the order I would prioritize them (I changed this a bit from my previous blog):

1. Read actively and effectively and use information acquired from readings, research and other sources critically in their own writing.

3. Reflect on their reading and writing processes as an avenue to achieving greater control of these processes and increased effectiveness as readers and writers.

2. Use writing processes and strategies for generating, revising, editing, and proofreading their work; collaborate with others during the writing process, developing ways to offer constructive criticism and accept the criticism of others.

8. Grain and use knowledge of the academic community to support their development as learners, readers and writers.

6. Use evidence and analysis to successfully support the central purpose of their writing; demonstrate ethical conduct in their writing and the appropriate use and citation of the works of others;

4. Demonstrate a basic familiarity with rhetorical conventions, composing effective expository prose with regard to purpose, audience and genre.

5. Create and apply a research plan to locate, use and evaluate information from a variety of sources, including library resources.

7. Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics; control such surface features as syntax, grammar, punctuation, and spelling;

Fleshed out teaching philosophy

Social-Metacognitivism

My teaching philosophy is a blend of all three major pedagogical approaches: cognitivism, expressivism, and socio-culturalism. I lean more towards a blending of sociocultural discursive activities within socially constructed schematic practices. I would incorporate expressivist activities within pre-writing and pre-reading activities, encouraging personal thinking and activation of schemata. Students’ initial, individual responses would fuel classroom discussions that draw on student’s prior knowledge and cultural capital. Reading of various formats and genres will be central to classroom culture, integral to classroom activities, and vital for personal development.

In my class, I would like to foster a community that socially and culturally examines ideologies as the means for critical thinking: critical thinking that leads to metacognitivist composition processes. After expressivist pre-reading and writing activities and socio-cultural class discussions, students would begin composing through a varied, meta-cognitivist writing process.  Using multiple methods for brainstorming, organizing, writing, and revising, students are encouraged to examine their reading and writing techniques. Ideally, by building awareness of their thinking and writing processes, students would gain greater confidence in their compositions, build up their sense of academic authority, and feel comfortable as they join their chosen academic discourse communities.

As a teacher, my goal is to create a community of students who actively engage in reading traditional texts and their worlds, socially construct knowledge through participating in class discussions, and clearly communicate critical analysis of content using varied, individualized writing processes.

Writing Prompt

An Exploration of the Expository Essay

By now, we have examined various text genres and the influences that both shape the text and transmit messages through these mediums. You will select your own text and topic, composing an expository essay using three secondary sources.

Part One: Pre-writing. 

Pick an article, advertisement, short story, opinion piece, blog post or another approved medium. Begin by spending time actively, critically reading your chosen piece, taking notes, posing questions, and evaluating the author's purpose and intended audience. Then, do a timed, ten minute free-write, brainstorm, or outline.

Due______________.

Part Two: Collaboration, Critique and Composition

Bring your pre-writing assignment to class. We will discuss in small groups and I will conference individually. Be prepared to explain what drew you to the text, the major concerns you will consider including in your composition, and what (or where) your sources will be. The goal of this activity is to provide a sounding board for your classmates. Remember, the better you listen and discuss, the more insightful and helpful the activity may be when it is time for you to write.

Due______________.

Part Three: Research and Writing

After our class visit to the library, finish gathering your sources and write your draft. Bring a completed first draft in MLA format to class. We will collaborate as partners and in small groups to workshop your drafts.

Due______________.

Part Four: Revision and Reflection

Finish revising your draft based on peer and teacher feedback. Once you feel that your essay has been revised, make sure to edit the sentence-level issues (grammar and spelling). Write a reflective response to the writing process, discussing any struggles, concerns, insights you may have come across during the composition process.

The Final Draft, including all parts of this prompt, are due on______________.

Course Description

In this course, we will examine many genres and formats of text media. From newspapers to YouTube videos, academic journals to opinion pieces, novels to short stories, even advertisements to petitions, we will read and analyze text to uncover the similarities, differences, and underlying ideologies within each. With each reading, you will be expected to complete some form of writing, from free-writes to brainstorms to formal compositions. Expect to engage critically with the readings. Come prepared to discuss ideas in class. Be willing to rethink your position and be ready to argue your case using textual evidence. This class is aimed at preparing you to take on the rigors of college-level coursework: you are expected to regularly attend class, come prepared, and maintain academic honesty in your compositions.