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Writing Workshop Day 1
Writing Processes We’ll begin today by reflecting on our individual writing processes. Think about how you approach a writing task. Do you take a bunch of notes first and then organize your thoughts? Do you have to craft a “perfect” introduction with a one-sentence thesis before you can move on? Do you reread each sentence you write before you can move on to the next? Are you an outliner? A mapper? An all-nighter-writer? Take a few minutes to write about the kind of writer you are. When you finish writing, take a look at this short excerpt where Anne Lamott’s defines her idea of writing “Shitty First Drafts.” Decisions, decisions…
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9/19: Working With Artifacts & Genres
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. 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…
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9/17: Discourse & Conflict
Review Project 1 We will review your Discourse Community Analysis project, and I’ll address questions or concerns you have. What does conflict look like? So far we’ve talked about discourse communities in ways that are relatively neutral; however, power, struggle, and conflict can also be a part of existing in and moving between communities. As people move between discourse communities where they practice new ways of engaging with people, texts, and languages, values and beliefs can sometimes be in tension. For example, Johns presents examples of people feeling alienated from their families as they become more literate or fluent in academic discourse communities; alternately, Johns offers another case of a…
