One Page Schedule

August 26, 2020

Topic: Definitions

Do for class:

So with that quote in mind, here is what you need to do for class on Wednesday.

1) Definitional

–use your best google or research skills

–do some searching about what the terms “composition” and “theory” mean

–settle on what you think these terms mean separately as each term relates to your academic career (so a definition of composition and one of theory)

–write your own extended definition (look this up if you don’t know what it means) of “composition theory” (here you are expected to craft a definition of the compound term as an entity)

2) Reflective

briefly describe your process of how you went about searching and deciding on your separate definitions of the terms

3) Critical

In less than 100 words, answer this question: “why do you think I had you do this definitional exercise?”

So when I say to do a task, I really mean you need to do them so that we have some material to work with in our discussions. But as Moten says the way we do things should be different. So I honestly do not care how long they are (and like #3 where I gave a limit of some sort there is a reason that we will likely discuss). I do not care if you write in bullets, on your computer, on the back of napkin, in morse code, in a language other than standard English, in visuals or flow charts. You are also grown people and you can choose not to write at all. But I sure as hell expect that you will be prepared to discuss these three tasks in a meaningful way in class cause otherwise you’re not “really getting together with people” are you?!

In class:

  • Discussions of definitions
  • Link to chat

September 2

Topic: foundational definitions

Do for class:

  • Find one of the CCCCs statements on something that seemed to resonate with you. See here: https://cccc.ncte.org/cccc/resources/positions It would also be a good idea to invoke your google skills to see if you can locate previous versions to do a quick glance at what may have changed. A number of have been updated in the last few years.
  • The other thing I want y’all to do is use your resources (broadly defined and individually interpreted) to locate a timeline or linear breakdown about the movements within the academic discipline of composition. So for example, there have been some major shifts and changes in how we teach writing. There have been a number of these that have posted publicly using literal timeline apps or they are more verbal/descriptive. Post a link to the timeline thing you find: https://docs.google.com/document/d/1Kmhnx-3ok5LLa6xAn-JKhuN8Mn5loLmWRu1T5spbYdI/edit?usp=sharing

In class:

  • discussion of your found timelines and statements
    •  what composition studies as an academic field has valued and/or is concerned with.
    • if we agree with the foundational definitions and more importantly, what’s left out.

September 9

Topic: more foundational via your own timelines

Do for class: 

In class: 

  • discussion of your assignments and what they mean for your understanding of “composition theory”

September 16

Topic: Making Knowledge

Read/skim for class: 

  • Massey, L., & Gebhardt, R. C. (Eds.). (2011). The changing of knowledge in composition: Contemporary perspectives. Logan, UT: Utah State University Press.
    • go to the library website
    • go to databases: project muse (select ebooks)
    • search on the title

In this book, you will need to read (remember our discussion of reading versus skimming)

    • The introduction
    • North’s notes (pp.11-14)
    • North’s chapter 11
    • Pick one other of your choice to skim/scan (be prepared to give a short summary of the chapter you choose; half of you will do this)

Do for class: 

  • Finding a counter history to knowledge in composition that give a different view of the “changing of knowledge in composition.” Skim only so that you can start to see how these can and do provide a different view. Your job is to skim these and then find one of your own. That is, to seek out a piece of scholarship that challenges or presents a different way of viewing knowledge (which is simply a part of “composition theory.”)
    • Ruiz, Iris D., & Baca, Damian. (2017). Decolonial options and writing studies. Composition Studies, 45(2), 226-229. 
    • Craig, Collin Lamont, & Perryman-Clark, Staci Maree. (2011). Troubling the boundaries: (De)constructing WPA identities at the intersections of race and gender. WPA: Writing Program Administration, 34(2), 37-58. 
    • Martinez, Aja Y. (2019). Core-Coursing Counterstory: On Master Narrative Histories of Rhetorical Studies Curricula. Rhetoric Review, 38(4), 402-416.

In class: 

  • Be prepared to share what you chose as your counter history and why it unsettles or provides a different view.
  • Discussion of your chosen chapters
  • Begin to Figure out what making knowledge means to you and us collectively

**Remember that it’s all about conversations and engaging with each other and the material. It’s about learning and growing and there should be little that’s stressful about that.

September 23, 2020

Topic: disciplinarity

Read for class: 

  • Adler-Kassner, L., & Wardle, E. (Eds.). (2015). Naming what we know: Threshold concepts of writing studies. Logan, UT: Utah State University Press. (Ebook through the library: )
    • Preface (read)
    • Intro (read)
    • -Concept 3 (skim only)
  • Adler-Kassner, L., & Wardle, E. (Eds.). (2020). (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy: Utah State University Press/University Press of Colorado. (Ebook through the library)
    • Ch. 5 (read)
    • Ch. 11 (skim)
    • Ch. 15 (skim)

Do for class: 

If last week we were looking at how knowledge is made, then this week can think of how a discipline is made (from a particular view).  After you read through these pieces, you need to venture out into the your area, who you are or think you are as a teacher ana scholar. Find a piece of scholarship within the last few years that speaks to your area’s disciplinarity or status.

–Write a summary of the reading AND THEN make a critical analysis move to how your found piece speaks to, speaks with, speaks against the readings for this week. Pay particular attention the viewpoint of all the readings and what that says about “composition theory.” This summary and analysis should be no longer than a single page of text single spaced. 2/3 of however much you write should be analysis.

Post your work here:

https://docs.google.com/document/d/1ZeCQIOjEglSJWhzYl7QIexFxZfZbx9IA0fJAJ7C48Uo/edit?usp=sharing

In class:

  • discussion of readings

September 30

Topic: assessment and outcomes

Read/Skim for class: 

  • Poe, Mya, Inoue, Asao B., & Elliot, Norbert (Eds.). (2018). Writing Assessment, Social Justice, and the Advancement of Opportunity: WAC Clearinghouse; University Press of Colorado.
    • intro
    • braid of assessment with the assertions
  • Inoue, Asao B. (2015). Antiracist writing assessment ecologies: Teaching and assessing writing for a socially just future. Fort Collins, CO & Anderson, SC: the WAC Clearinghouse and Parlor Press. https://wac.colostate.edu/books/perspectives/inoue/
    • Chapter 2
  • Inoue, Asao B. (2019). Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. : The WAC Clearinghouse; University Press of Colorado. https://wac.colostate.edu/books/perspectives/labor/  The intro only
  • Outcomes statement http://wpacouncil.org/aws/CWPA/pt/sd/news_article/243055/_PARENT/layout_details/false
  • Clegg, G., Lauer, J., Phelps, J., & Melonçon, L. (2020). Programmatic Outcomes in Undergraduate Technical and Professional Communication Programs. Technical Communication Quarterly, 1-15. doi:10.1080/10572252.2020.1774662
  • Behm, Nicholas, Glau, Gregory R., Holdstein, Deborah H., Roen, Duane, & White, Edward (Eds.). (2012). The WPA Outcomes Statement-A Decade Later. Anderson, SC: Parlor Press.
    • intro

Do for class: 

  • Find your own text related to how you see assessment and outcomes. Remember you are finding this text as it relates to who you are as a teacher/scholar and/or how you are defining “composition theory.”
  • Plan on answering the following questions as they relate to the readings I gave you and your own:
    • –what do you see as the key terms of the require explication and understanding in Inoue and the Poe et al text? How would you define these terms?
    • –what role do these terms play in relation your understanding of assessment and feedback?
    • –what assertion were drawn to and why?
    • –if you had to make a 100 word or less statement about your vision/positionality of feedback and assessment (in whatever context you position yourself in such as writing center or workplace or grading creative writing or doing/learning admin work of FYC or PTC), what would that statement be (particularly in light of the readings—mine and yours—for the week)?

In class:

  • discussion of readings
    • what you feel is the difference between assessment and outcomes (chat text)
  • quick overview of the upcoming assignments

October 7

Topic: Process/ Post Process v. Product

Read/skim for class:

  • https://en.wikipedia.org/wiki/Process_theory_of_composition
  • Breuch, Lee-Ann Kastman. (2002). Post-Process “Pedagogy”: A Philosophical Exercise. jac: A journal of rhetoric, culture, & politics, 22(1), 119-150.
  • Dubinsky, James M. “(2015). Products and Processes: Transition from “Product Documentation to … Integrated Technical Content. Technical Communication, 62(2), 118-134.
  • Pimentel, Octavio, Pimentel, Charise, and Dean, John. (2016). The myth of the colorblind classroom: White instructors confront white privilege in their classrooms. In Frankie Condon and Vershawn Ashanti Young, (Eds), Performing antiracist pedagogy in rhetoric, writing, and communication (109-122). The WAC Clearinghouse; University Press of Colorado. https://wac.colostate.edu/docs/books/antiracist/pimentel.pdf (counter story in some way that isn’t specific about process or product but it really is)
  • Kalan, Amir. (2014). A practice-oriented definition of post-process second language writing theory. TESL Canada Journal, 32 (1), 1-18, https://pdfs.semanticscholar.org/a21e/d1b674980e26f444749ef7dd2166b6e52bf5.pdf

Do for class:

  • Find a reading in your area that talks about the process or product of how you approach composition. Post the citation only here:

https://docs.google.com/document/d/1m_t8bbw-bFasqP-CUYWf94EfpiyP9_Rwg1p-1gskOR0/edit?usp=sharing

  • At the half-way point, let’s put process and product into action: what threads have emerged as important for you through the first half of the course. Can be a bulleted list or a short paragraph (let’s say less than 300 words). Post them here before class:

https://docs.google.com/document/d/1RSJ4J3U2whPYxNgmPFl_IgOaEh96nk6HcXQ4vnEYJqc/edit?usp=sharing

In class:

  • Discuss readings
    • what your big takeaway was about particularly in light of your own selected reading
    • Be prepared to share your reading and how it relates to the others (or some other things that you know)
    • Consider why, or not, process theory has been a consistent theme in composition theory and how it could be problematic (or not) considering counter stories?
  • Illustrate assignment debrief and review of illustrations
    • Be prepared to share why you took the illustrate approach you did and the one thing that reading historically showed you about “composition theory” and your chosen approach

October 14

Topic: Community

Read for class:

  • Shah, Rachael W. (2020). Rewriting partnerships: Community perspectives on community-based learning. Logan, UT: Utah State University. (read the intro and pick a chapter; available full text online through the library database)
  • Community literacy journal
    • An article from the the last two years that uses “community” in the title and one from 2006-2010
  • Scott, J. Blake. (2004). Rearticulating Civic Engagement Through Cultural Studies and Service-Learning. Technical Communication Quarterly, 13(3), 289-306.

Do for class:

  • Find a reading in your area that directly engages (not just a citation drop or a single paragraph) with the (your) idea of what community means
  • Think through your own definition/stance what community means to “composition theory” and what role community plays as it interacts with some of the other topics we’ve covered (e.g., assesment, knowledge making, disciplinarity)

In class:

  • discussion of readings
    • your own view of what community means
  • PD: questions about grad school and processes; positionality; anything else on your mind

October 21

Topic: Presentations and such

Read for Class:

Do for class:

In class:

  • lightning talks on your construct a counter history assignment
  • PD: discussion of presentations (and conferences and such)

October 28, 2020

Topic: Digital, multimodal, visual

  • Eyman, Douglas. (2015). Digital rhetoric: Theory, method, practice. Ann Arbor, MI: University of Michigan Press. (chapter 1-2 skim)
  • Ball, Arola, Shepperd Writer/designer chapter 2(*pdf ; compare the application emphasis here to Eyman)
  • Sturken, M, & Cartwright, L. (2009).Practices of looking: An introduction to visual culture. New York: Oxford University Press. 2nd edition (*pdf viewers_make_meaning)

Do for class:

  • The next couple of weeks all the readings will be chosen by y’all. So post your student chosen reading for Administration to the google doc by Friday October 30.

In class

  • discussion of the readings
    • what do you see as the importance of digital, visual for composition theory
    • why did you choose the readings that you chose
  • overview of the next few weeks

November 4, 2020

Topic: administration

Read for Class:

  • TBD: student readings on administration: https://docs.google.com/document/d/1jPbte7B8HMdnz_cE0aU0VBzY6SpctITQjLZgT_6VSHI/edit?usp=sharing
  • Choose at least 3-4 or two skim through and be prepared to make connections between them

Do for class:

  • consider how the issue of “administration” works in your piece; works in relation to what you know about administration in higher education; and works in how you see yourself as a teacher and scholar. Think through the other readings (skim) and incorporate at least one other work into your short writing. This should be posted to the google doc before class. Shoot for no more than 300 words, but those words can be in any dialect you’re most comfortable in. (This is a concision exercise!)
  • Post your student reading for who you are as a scholar/teacher to the google doc (11-11 Student chosen reading) by Nov. 6th

In class:

  • discussion of admin readings
    • placing admin into larger institutional contexts; answering questions about how things work
  • topics of this course rewrite (what would you do if you taught this course)

 November 11, 2020

Topic: Who you are as a scholar teacher

Read for class: 

  • TBA: student selected readings (who you are as a scholar/teacher)
    • skim through all of them so you can see what other folx are thinking about and reading

Do for class:

  • you should be thinking and writing this week for your drafts/outlines of your synthesis projects. I would like to see something in regard to this.
  • create two Venn diagrams (with at least three overlapping circles and also include labels for all the overlaps. See this example.)
    • should show your relationship of the component parts of how you interpret composition and theory. Upload this one to the google drive.
    • should show your teacher/scholar component parts

In class:

  • discussion of your chosen reading and why you picked it
  • discussion of your Venn diagrams (be prepared to share one of them with the class)
    • comparison/contrast of the component parts of composition theory

November 18, 2020

Topic: AMA

Read for Class:

  • ZIPPO 😉

In class:

  • Ask Me Anything in the spirit of Reddit

November 25, 2020

Happy Thanksgiving

You will be working on your Design & Create Assignment

December 2, 2020

Topic: Wrapping things up

Do for class:

  • evaluations

In class

 

 

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