I’ll be using the words artifacts and genres interchangeably today as we move through an exercise in preparation for Project 1, the Discourse Community Analysis.

1. Access the artifact/genre you brought to class today that represents the discourse community you’ll analyse for Project 1.
2. Turn to page 56 in Johns text and read the first paragraph at the top of the page; start where you see this sentence: “First, many people have chosen to be members of one or a variety of communities” (Johns 56).
3. According to Johns, genres enable communication within a discourse community and represent the “values, needs, and practices of the community that produces them” (56). What is the genre or artifact that represents your discourse community? Who is the author? For whom, specifically, is your genre composed? How does it represent the “values, needs, and practices” of your discourse?Take notes! This is a draft of Blog Post 2.
4. Share with your group and then we’ll share out with the larger class.

HOMEWORK

Your in-class writing in response to your artifact/genre is a draft of BP2. As a reminder, here is the prompt:

According to Johns, genres enable communication within a discourse community and represent the “values, needs, and practices of the community that produces them” (56). What is the genre or artifact that represents your discourse community? Who is the author? For whom, specifically, is your genre composed? How does it represent the “values, needs, and practices” of your discourse?

Finish composing BP2 in a post of about 300 words. Try to insert an image of your artifact. Quote and cite Johns text in your post. This is due before next class on 9/24.

Next week, you will begin putting together your relevant writing as a draft towards Project 1, the Discourse Community Analysis. You will spend in-class time participating in writing workshops towards finishing this project.

Works Cited

Johns, Ann M. Text, Role, & Context: Developing Academic Literacies. Cambridge, 1997.