{"id":70,"date":"2019-08-25T17:33:59","date_gmt":"2019-08-25T17:33:59","guid":{"rendered":"http:\/\/writeprofessionally.org\/rhet-knowledge\/?page_id=52"},"modified":"2020-10-09T23:33:22","modified_gmt":"2020-10-09T23:33:22","slug":"one-page-schedule","status":"publish","type":"page","link":"https:\/\/writeprofessionally.org\/comp-theory\/schedule\/one-page-schedule\/","title":{"rendered":"One Page Schedule"},"content":{"rendered":"<div class=\"pdfprnt-buttons pdfprnt-buttons-page pdfprnt-top-right\"><a href=\"https:\/\/writeprofessionally.org\/comp-theory\/wp-json\/wp\/v2\/pages\/70?print=pdf\" class=\"pdfprnt-button pdfprnt-button-pdf\" target=\"_blank\" ><img decoding=\"async\" src=\"http:\/\/writeprofessionally.org\/comp-theory\/wp-content\/plugins\/pdf-print\/images\/pdf.png\" alt=\"image_pdf\" title=\"View PDF\" \/><\/a><a href=\"https:\/\/writeprofessionally.org\/comp-theory\/wp-json\/wp\/v2\/pages\/70?print=print\" class=\"pdfprnt-button pdfprnt-button-print\" target=\"_blank\" ><img decoding=\"async\" src=\"http:\/\/writeprofessionally.org\/comp-theory\/wp-content\/plugins\/pdf-print\/images\/print.png\" alt=\"image_print\" title=\"Print Content\" \/><\/a><\/div><h2><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-52 size-full\" src=\"https:\/\/writeprofessionally.org\/comp-theory\/files\/2020\/07\/Screen-Shot-2020-06-25-at-4.30.04-PM.png\" alt=\"\" width=\"608\" height=\"232\" srcset=\"https:\/\/writeprofessionally.org\/comp-theory\/files\/2020\/07\/Screen-Shot-2020-06-25-at-4.30.04-PM.png 608w, https:\/\/writeprofessionally.org\/comp-theory\/files\/2020\/07\/Screen-Shot-2020-06-25-at-4.30.04-PM-300x114.png 300w\" sizes=\"auto, (max-width: 608px) 100vw, 608px\" \/><\/h2>\n<h2><\/h2>\n<h1>August 26, 2020<\/h1>\n<h3><strong>Topic: Definitions<\/strong><\/h3>\n<p><strong>Do for class:<\/strong><\/p>\n<p>So with that quote in mind, here is what you need to do for class on Wednesday.<\/p>\n<p>1) Definitional<\/p>\n<p>&#8211;use your best google or research skills<\/p>\n<p>&#8211;do some searching about what the terms \u201ccomposition\u201d and \u201ctheory\u201d mean<\/p>\n<p>&#8211;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)<\/p>\n<p>&#8211;write your own extended definition (look this up if you don\u2019t know what it means) of \u201ccomposition theory\u201d (here you are expected to craft a definition of the compound term as an entity)<\/p>\n<p>2) Reflective<\/p>\n<p>briefly describe your process of how you went about searching and deciding on your separate definitions of the terms<\/p>\n<p>3) Critical<\/p>\n<p>In less than 100 words, answer this question: \u201cwhy do you think I had you do this definitional exercise?\u201d<\/p>\n<p>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 <a href=\"https:\/\/writeprofessionally.org\/comp-theory\/course-policies\/\">Moten says<\/a>\u00a0the 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\u2019re not \u201creally getting together with people\u201d are you?!<\/p>\n<p><strong>In class:<\/strong><\/p>\n<ul>\n<li>Discussions of definitions<\/li>\n<li>Link to chat<\/li>\n<\/ul>\n<h1>September 2<\/h1>\n<h3><strong>Topic: foundational definitions<\/strong><\/h3>\n<p><strong>Do for class:<\/strong><\/p>\n<ul>\n<li>Find one of the CCCCs statements on something that seemed to resonate with you. See here:\u00a0<a href=\"https:\/\/cccc.ncte.org\/cccc\/resources\/positions\">https:\/\/cccc.ncte.org\/cccc\/resources\/positions<\/a>\u00a0It 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.<\/li>\n<li>The other thing I want y\u2019all 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:\u00a0<a href=\"https:\/\/docs.google.com\/document\/d\/1Kmhnx-3ok5LLa6xAn-JKhuN8Mn5loLmWRu1T5spbYdI\/edit?usp=sharing\">https:\/\/docs.google.com\/document\/d\/1Kmhnx-3ok5LLa6xAn-JKhuN8Mn5loLmWRu1T5spbYdI\/edit?usp=sharing<\/a><\/li>\n<\/ul>\n<p><strong>In class:<\/strong><\/p>\n<ul>\n<li>discussion of your found timelines and statements\n<ul>\n<li>\u00a0what composition studies as an academic field has valued and\/or is concerned with.<\/li>\n<li>if we agree with the foundational definitions and more importantly, what\u2019s left out.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h1>September 9<\/h1>\n<p>Topic: more foundational via your own timelines<\/p>\n<p><strong>Do for class:\u00a0<\/strong><\/p>\n<ul>\n<li>Due your <a href=\"https:\/\/writeprofessionally.org\/comp-theory\/assignments\/explain\/\"><span style=\"color: #ff0000;\">Explain assignment<\/span><\/a><\/li>\n<\/ul>\n<p><strong>In class:\u00a0<\/strong><\/p>\n<ul>\n<li>discussion of your assignments and what they mean for your understanding of &#8220;composition theory&#8221;<\/li>\n<\/ul>\n<h1>September 16<\/h1>\n<h3><strong>Topic: Making Knowledge<\/strong><\/h3>\n<p><strong>Read\/skim for class:\u00a0<\/strong><\/p>\n<ul>\n<li>Massey, L., &amp; Gebhardt, R. C. (Eds.). (2011).\u00a0<em>The changing of knowledge in composition: Contemporary perspectives<\/em>. Logan, UT: Utah State University Press.\n<ul>\n<li>go to the library website<\/li>\n<li>go to databases: project muse (select ebooks)<\/li>\n<li>search on the title<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>In this book, you will need to read (remember our discussion of reading versus skimming)<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>The introduction<\/li>\n<li>North\u2019s notes (pp.11-14)<\/li>\n<li>North\u2019s chapter 11<\/li>\n<li>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)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Do for class:\u00a0<\/strong><\/p>\n<ul>\n<li>Finding a counter history to knowledge in composition that give a different view of the \u201cchanging of knowledge in composition.\u201d 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 \u201ccomposition theory.\u201d)\n<ul>\n<li>Ruiz, Iris D., &amp; Baca, Damian. (2017). Decolonial options and writing studies. <i>Composition Studies, 45<\/i>(2), 226-229.<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n<li>Craig, Collin Lamont, &amp; Perryman-Clark, Staci Maree. (2011). Troubling the boundaries: (De)constructing WPA identities at the intersections of race and gender. <i>WPA: Writing Program Administration, 34<\/i>(2), 37-58.<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n<li>Martinez, Aja Y. (2019). Core-Coursing Counterstory: On Master Narrative Histories of Rhetorical Studies Curricula. <i>Rhetoric Review, 38<\/i>(4), 402-416.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>In class:\u00a0<\/strong><\/p>\n<ul>\n<li>Be prepared to share what you chose as your counter history and why it unsettles or provides a different view.<\/li>\n<li>Discussion of your chosen chapters<\/li>\n<li>Begin to Figure out what making knowledge means to you and us collectively<\/li>\n<\/ul>\n<p>**Remember that it\u2019s all about conversations and engaging with each other and the material. It\u2019s about learning and growing and there should be little that\u2019s stressful about that.<\/p>\n<h1>September 23, 2020<\/h1>\n<h3><strong>Topic: disciplinarity<\/strong><\/h3>\n<p><strong>Read for class:\u00a0<\/strong><\/p>\n<ul>\n<li>Adler-Kassner, L., &amp;\u00a0Wardle, E. (Eds.). (2015).\u00a0<em>Naming what we know: Threshold concepts of writing studies<\/em>. Logan, UT: Utah State University Press. (Ebook through the library: )\n<ul>\n<li>Preface (read)<\/li>\n<li>Intro (read)<\/li>\n<li>-Concept 3 (skim only)<\/li>\n<\/ul>\n<\/li>\n<li>Adler-Kassner, L., &amp;\u00a0Wardle, E. (Eds.). (2020).\u00a0<em>(Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy<\/em>: Utah State University Press\/University Press of Colorado. (Ebook through the library)\n<ul>\n<li>Ch. 5 (read)<\/li>\n<li>Ch. 11 (skim)<\/li>\n<li>Ch. 15 (skim)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>Mueller, D. N. (2017).\u00a0<em>Network Sense: Methods for visualizing a discipline<\/em>. Fort Collins, CO; Louisiville, CO: WAC Clearinghouse\/University Press of Colorado.\u00a0<a href=\"https:\/\/wac.colostate.edu\/books\/writing\/network\/\">https:\/\/wac.colostate.edu\/books\/writing\/network\/<\/a>\n<ul>\n<li>ch. 5 (skim)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Do for class:\u00a0<\/strong><\/p>\n<p>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). \u00a0After 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\u2019s disciplinarity or status.<\/p>\n<p>&#8211;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 \u201ccomposition theory.\u201d 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.<\/p>\n<p>Post your work here:<\/p>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1ZeCQIOjEglSJWhzYl7QIexFxZfZbx9IA0fJAJ7C48Uo\/edit?usp=sharing\">https:\/\/docs.google.com\/document\/d\/1ZeCQIOjEglSJWhzYl7QIexFxZfZbx9IA0fJAJ7C48Uo\/edit?usp=sharing<\/a><\/p>\n<p><strong>In class:<\/strong><\/p>\n<ul>\n<li>discussion of readings<\/li>\n<\/ul>\n<h1>September 30<\/h1>\n<h3><strong>Topic: assessment and outcomes<\/strong><\/h3>\n<p><strong>Read\/Skim for class:\u00a0<\/strong><\/p>\n<ul>\n<li>Poe, Mya, Inoue, Asao B., &amp; Elliot, Norbert (Eds.). (2018). <i>Writing Assessment, Social Justice, and the Advancement of Opportunity<\/i>: WAC Clearinghouse; University Press of Colorado.\n<ul>\n<li>intro<\/li>\n<li>braid of assessment with the assertions<\/li>\n<\/ul>\n<\/li>\n<li>Inoue, Asao B. (2015). <i>Antiracist writing assessment ecologies: Teaching and assessing writing for a socially just future<\/i>. Fort Collins, CO &amp; Anderson, SC: the WAC Clearinghouse and Parlor Press. <a href=\"https:\/\/wac.colostate.edu\/books\/perspectives\/inoue\/\">https:\/\/wac.colostate.edu\/books\/perspectives\/inoue\/<\/a>\n<ul>\n<li>Chapter 2<\/li>\n<\/ul>\n<\/li>\n<li>Inoue, Asao B. (2019).<i> Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. <\/i>: The WAC Clearinghouse; University Press of Colorado. https:\/\/wac.colostate.edu\/books\/perspectives\/labor\/ \u00a0The intro only<\/li>\n<li>Outcomes statement <a href=\"http:\/\/wpacouncil.org\/aws\/CWPA\/pt\/sd\/news_article\/243055\/_PARENT\/layout_details\/false\">http:\/\/wpacouncil.org\/aws\/CWPA\/pt\/sd\/news_article\/243055\/_PARENT\/layout_details\/false<\/a><\/li>\n<\/ul>\n<ul>\n<li>Clegg, G., Lauer, J., Phelps, J., &amp; Melon\u00e7on, L. (2020). Programmatic Outcomes in Undergraduate Technical and Professional Communication Programs. <em>Technical Communication Quarterly<\/em>, 1-15. doi:10.1080\/10572252.2020.1774662<\/li>\n<li>Behm, Nicholas, Glau, Gregory R., Holdstein, Deborah H., Roen, Duane, &amp; White, Edward (Eds.). (2012). <i>The WPA Outcomes Statement-A Decade Later<\/i>. Anderson, SC: Parlor Press.\n<ul>\n<li>intro<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Do for class:\u00a0<\/strong><\/p>\n<ul>\n<li>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 \u201ccomposition theory.\u201d<\/li>\n<li>Plan on answering the following questions as they relate to the readings I gave you and your own:\n<ul>\n<li>&#8211;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?<\/li>\n<li>&#8211;what role do these terms play in relation your understanding of assessment and feedback?<\/li>\n<li>&#8211;what assertion were drawn to and why?<\/li>\n<li>&#8211;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\u2014mine and yours\u2014for the week)?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>In class:<\/strong><\/p>\n<ul>\n<li>discussion of readings\n<ul>\n<li>what you feel is the difference between assessment and outcomes (chat text)<\/li>\n<\/ul>\n<\/li>\n<li>quick overview of the upcoming assignments<\/li>\n<\/ul>\n<h1>October 7<\/h1>\n<h3><strong>Topic: Process\/ Post Process v. Product<\/strong><\/h3>\n<p><strong>Read\/skim for class:<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/en.wikipedia.org\/wiki\/Process_theory_of_composition\">https:\/\/en.wikipedia.org\/wiki\/Process_theory_of_composition<\/a><\/li>\n<li>Breuch, Lee-Ann Kastman. (2002). Post-Process \u201cPedagogy\u201d: A Philosophical Exercise. <em>jac: A journal of rhetoric, culture, &amp; politics<\/em>, 22(1), 119-150.<\/li>\n<li>Dubinsky, James M. &#8220;(2015). Products and Processes: Transition from \u201cProduct Documentation to \u2026 Integrated Technical Content. <em>Technical Communication<\/em>, 62(2), 118-134.<\/li>\n<li>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. <a href=\"https:\/\/wac.colostate.edu\/docs\/books\/antiracist\/pimentel.pdf\">https:\/\/wac.colostate.edu\/docs\/books\/antiracist\/pimentel.pdf<\/a> (counter story in some way that isn\u2019t specific about process or product but it really is)<\/li>\n<li>Kalan, Amir. (2014). A practice-oriented definition of post-process second language writing theory. TESL Canada Journal, 32 (1), 1-18, <a href=\"https:\/\/pdfs.semanticscholar.org\/a21e\/d1b674980e26f444749ef7dd2166b6e52bf5.pdf\">https:\/\/pdfs.semanticscholar.org\/a21e\/d1b674980e26f444749ef7dd2166b6e52bf5.pdf<\/a><\/li>\n<\/ul>\n<p><strong>Do for class:<\/strong><\/p>\n<ul>\n<li>Find a reading in your area that talks about the process or product of how you approach composition. Post the <strong>citation only<\/strong> here:<\/li>\n<\/ul>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1m_t8bbw-bFasqP-CUYWf94EfpiyP9_Rwg1p-1gskOR0\/edit?usp=sharing\">https:\/\/docs.google.com\/document\/d\/1m_t8bbw-bFasqP-CUYWf94EfpiyP9_Rwg1p-1gskOR0\/edit?usp=sharing<\/a><\/p>\n<ul>\n<li>At the half-way point, let\u2019s 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\u2019s say less than 300 words). Post them here before class:<\/li>\n<\/ul>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1RSJ4J3U2whPYxNgmPFl_IgOaEh96nk6HcXQ4vnEYJqc\/edit?usp=sharing\">https:\/\/docs.google.com\/document\/d\/1RSJ4J3U2whPYxNgmPFl_IgOaEh96nk6HcXQ4vnEYJqc\/edit?usp=sharing<\/a><\/p>\n<ul>\n<li><a href=\"https:\/\/writeprofessionally.org\/comp-theory\/assignments\/illustrate\/\"><span style=\"color: #ff0000;\">Due Illustrate assignment<\/span><\/a>: In addition to sending your assignment to me via email, please upload your illustration to the following google folder.<a href=\"https:\/\/drive.google.com\/drive\/folders\/1luWwqihadwM2fGClAwQWUoxXpkwi3Ui7?usp=sharing\">https:\/\/drive.google.com\/drive\/folders\/1luWwqihadwM2fGClAwQWUoxXpkwi3Ui7?usp=sharing<\/a><\/li>\n<\/ul>\n<p><strong>In class:<\/strong><\/p>\n<ul>\n<li>Discuss readings\n<ul>\n<li>what your big takeaway was about particularly in light of your own selected reading<\/li>\n<li>Be prepared to share your reading and how it relates to the others (or some other things that you know)<\/li>\n<li>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?<\/li>\n<\/ul>\n<\/li>\n<li>Illustrate assignment debrief and review of illustrations\n<ul>\n<li>Be prepared to share why you took the illustrate approach you did and the one thing that reading historically showed you about \u201ccomposition theory\u201d and your chosen approach<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h1>October 14<\/h1>\n<h3><strong>Topic: Community<\/strong><\/h3>\n<p><strong>Read for class:<\/strong><\/p>\n<ul>\n<li>Shah, Rachael W. (2020). <em>Rewriting partnerships: Community perspectives on community-based learning<\/em>. Logan, UT: Utah State University. (read the intro and pick a chapter; available full text online through the library database)<\/li>\n<li><em>Community literacy journal<\/em>\n<ul>\n<li>An article from the the last two years that uses \u201ccommunity\u201d in the title and one from 2006-2010<\/li>\n<\/ul>\n<\/li>\n<li>Scott, J. Blake. (2004). Rearticulating Civic Engagement Through Cultural Studies and Service-Learning. <em>Technical Communication Quarterly, 13<\/em>(3), 289-306.<\/li>\n<\/ul>\n<p><strong>Do for class:<\/strong><\/p>\n<ul>\n<li>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<\/li>\n<li>Think through your own definition\/stance what community means to \u201ccomposition theory\u201d and what role community plays as it interacts with some of the other topics we\u2019ve covered (e.g., assesment, knowledge making, disciplinarity)<\/li>\n<\/ul>\n<p><strong>In class:<\/strong><\/p>\n<ul>\n<li>discussion of readings\n<ul>\n<li>your own view of what community means<\/li>\n<\/ul>\n<\/li>\n<li>PD: questions about grad school and processes; positionality; anything else on your mind<\/li>\n<\/ul>\n<h1>October 21<\/h1>\n<h3><strong>Topic: Presentations and such<\/strong><\/h3>\n<p><strong>Read for Class:<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/medium.com\/@benlidgey\/what-is-a-lightning-talk-6344fe239e3e\">Understanding lightning talks<\/a><\/li>\n<li><a href=\"https:\/\/www.presentationzen.com\/\">About presentations in general\u00a0<\/a><\/li>\n<li><a href=\"https:\/\/writeprofessionally.org\/comp-theory\/files\/2020\/09\/Ed7_RAWWr_Ch5.pdf\">Basics of document design<\/a>\u00a0(skim)<\/li>\n<\/ul>\n<p><strong>Do for class:<\/strong><\/p>\n<ul>\n<li>Apply the readings for this week to create your lightning talk in a visually appealing manner<\/li>\n<li><span style=\"color: #ff0000;\"><a style=\"color: #ff0000;\" href=\"https:\/\/writeprofessionally.org\/comp-theory\/assignments\/construct\/\">Due Construct Assignment<\/a><\/span>\n<ul>\n<li><a href=\"https:\/\/drive.google.com\/drive\/folders\/1_TG3FjS1J5JOEI6_qZeb0i7i08NRh4K2?usp=sharing\">upload your presentation to the shared folder<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>In class:<\/strong><\/p>\n<ul>\n<li>lightning talks on your construct a counter history assignment<\/li>\n<li>PD: discussion of presentations (and conferences and such)<\/li>\n<\/ul>\n<h1>October 28, 2020<\/h1>\n<h3><strong>Topic: Digital, multimodal, visual<\/strong><\/h3>\n<ul>\n<li>Eyman, Douglas. (2015). <em>Digital rhetoric: Theory, method, practice<\/em>. Ann Arbor, MI: University of Michigan Press. (chapter 1-2 skim)<\/li>\n<li>Ball, Arola, Shepperd <a href=\"https:\/\/writeprofessionally.org\/comp-theory\/files\/2020\/10\/writer-designer-chapter-2.pdf\">Writer\/designer chapter 2<\/a>(*pdf ; compare the application emphasis here to Eyman)<\/li>\n<li>Sturken, M, &amp; Cartwright, L. (2009).<em>Practices of looking: An introduction to visual culture<\/em>. New York: Oxford University Press. 2<sup>nd<\/sup> edition (*pdf <a href=\"https:\/\/writeprofessionally.org\/comp-theory\/files\/2020\/10\/viewers_make_meaning.pdf\">viewers_make_meaning<\/a>)<\/li>\n<\/ul>\n<p>Do for class:<\/p>\n<ul>\n<li>Post citation for your selected reading : <a href=\"https:\/\/docs.google.com\/document\/d\/1Igoyo8m70X6Mu_MnTXWJoNKwxqcQ6J4ACnbGF5WTGa8\/edit?usp=sharing\">https:\/\/docs.google.com\/document\/d\/1Igoyo8m70X6Mu_MnTXWJoNKwxqcQ6J4ACnbGF5WTGa8\/edit?usp=sharing<\/a><\/li>\n<\/ul>\n<ul>\n<li>The next couple of weeks all the readings will be chosen by y&#8217;all. So post your student chosen reading for Administration to the google doc <strong>by Friday October 30.<\/strong><\/li>\n<\/ul>\n<p><strong>In class<\/strong><\/p>\n<ul>\n<li>discussion of the readings\n<ul>\n<li>what do you see as the importance of digital, visual for composition theory<\/li>\n<li>why did you choose the readings that you chose<\/li>\n<\/ul>\n<\/li>\n<li>overview of the next few weeks<\/li>\n<\/ul>\n<h1>November 4, 2020<\/h1>\n<h3><strong>Topic: administration<\/strong><\/h3>\n<p><strong>Read for Class:<\/strong><\/p>\n<ul>\n<li>TBD: <a href=\"https:\/\/docs.google.com\/document\/d\/1jPbte7B8HMdnz_cE0aU0VBzY6SpctITQjLZgT_6VSHI\/edit?usp=sharing\">student readings on administration<\/a>: https:\/\/docs.google.com\/document\/d\/1jPbte7B8HMdnz_cE0aU0VBzY6SpctITQjLZgT_6VSHI\/edit?usp=sharing<\/li>\n<li>Choose at least 3-4 or two skim through and be prepared to make connections between them<\/li>\n<\/ul>\n<p><strong>Do for class:<\/strong><\/p>\n<ul>\n<li>consider how the issue of &#8220;administration&#8221; 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&#8217;re most comfortable in. (This is a concision exercise!)<\/li>\n<li>Post your student reading for who you are as a scholar\/teacher to the google doc (11-11 Student chosen reading) by <strong>Nov. 6th<\/strong><\/li>\n<\/ul>\n<p><strong>In class:<\/strong><\/p>\n<ul>\n<li>discussion of admin readings\n<ul>\n<li>placing admin into larger institutional contexts; answering questions about how things work<\/li>\n<\/ul>\n<\/li>\n<li>topics of this course rewrite (what would you do if you taught this course)<\/li>\n<\/ul>\n<h1><strong>\u00a0<\/strong>November 11, 2020<\/h1>\n<h3><strong>Topic: Who you are as a scholar teacher<\/strong><\/h3>\n<p><strong>Read for class:\u00a0<\/strong><\/p>\n<ul>\n<li>TBA: <a href=\"https:\/\/docs.google.com\/document\/d\/1jPbte7B8HMdnz_cE0aU0VBzY6SpctITQjLZgT_6VSHI\/edit?usp=sharing\">student selected readings<\/a> (who you are as a scholar\/teacher)\n<ul>\n<li>skim through all of them so you can see what other folx are thinking about and reading<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Do for class:<\/strong><\/p>\n<ul>\n<li>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.<\/li>\n<li><strong>create two Venn diagrams<\/strong> (with at least three overlapping circles and also include labels for all the overlaps. See <a href=\"http:\/\/tek-ritr.com\/publications\/patient-experience-design\/\">this example.<\/a>)\n<ul>\n<li>should show your relationship of the component parts of how you interpret composition and theory. <a href=\"https:\/\/drive.google.com\/drive\/folders\/1GR4HgF1L7trQ0bAvgFY82ie0AGpKOdHF?usp=sharing\">Upload this one to the google drive.<\/a><\/li>\n<li>should show your teacher\/scholar component parts<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>In class:<\/strong><\/p>\n<ul>\n<li>discussion of your chosen reading and why you picked it<\/li>\n<li>discussion of your Venn diagrams (be prepared to share one of them with the class)\n<ul>\n<li>comparison\/contrast of the component parts of composition theory<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h1>November 18, 2020<\/h1>\n<h3><strong>Topic: AMA<\/strong><\/h3>\n<p><strong>Read for Class:<\/strong><\/p>\n<ul>\n<li>ZIPPO \ud83d\ude09<\/li>\n<\/ul>\n<p><strong>In class:<\/strong><\/p>\n<ul>\n<li>Ask Me Anything in the spirit of Reddit<\/li>\n<\/ul>\n<h1>November 25, 2020<\/h1>\n<p>Happy Thanksgiving<\/p>\n<p>You will be working on your\u00a0<a href=\"https:\/\/writeprofessionally.org\/comp-theory\/assignments\/design-create\/\">Design &amp; Create Assignment<\/a><\/p>\n<h1>December 2, 2020<\/h1>\n<h3><strong>Topic: Wrapping things up<\/strong><\/h3>\n<p><strong>Do for class:<\/strong><\/p>\n<ul>\n<li>evaluations<\/li>\n<\/ul>\n<p><strong>In class<\/strong><\/p>\n<ul>\n<li>overview of some of the big themes<\/li>\n<li>what you may be taking with you<\/li>\n<li><span style=\"color: #ff0000;\">Due <a style=\"color: #ff0000;\" href=\"https:\/\/writeprofessionally.org\/comp-theory\/assignments\/design-create\/\">Design &amp; Create Project<\/a> <\/span>by 12-6<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>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 &#8211;use your best google or research skills &#8211;do some searching about what the terms \u201ccomposition\u201d and \u201ctheory\u201d mean &#8211;settle on what you think these terms mean separately as [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":60,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-70","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/writeprofessionally.org\/comp-theory\/wp-json\/wp\/v2\/pages\/70","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/writeprofessionally.org\/comp-theory\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/writeprofessionally.org\/comp-theory\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/writeprofessionally.org\/comp-theory\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/writeprofessionally.org\/comp-theory\/wp-json\/wp\/v2\/comments?post=70"}],"version-history":[{"count":13,"href":"https:\/\/writeprofessionally.org\/comp-theory\/wp-json\/wp\/v2\/pages\/70\/revisions"}],"predecessor-version":[{"id":430,"href":"https:\/\/writeprofessionally.org\/comp-theory\/wp-json\/wp\/v2\/pages\/70\/revisions\/430"}],"up":[{"embeddable":true,"href":"https:\/\/writeprofessionally.org\/comp-theory\/wp-json\/wp\/v2\/pages\/60"}],"wp:attachment":[{"href":"https:\/\/writeprofessionally.org\/comp-theory\/wp-json\/wp\/v2\/media?parent=70"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}