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Pedagogical Possibilities for Literacies across the Curriculum. May 17, 2016 James P. Purdy Duquesne University. Goals. View students as producers (not only consumers). Give students opportunities to compose in multiple media/modes.
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Pedagogical Possibilities for Literacies across the Curriculum May 17, 2016 James P. Purdy Duquesne University
Goals • View students as producers (not only consumers). • Give students opportunities to compose in multiple media/modes. • Ask students to build on rather than leave behind their extracurricular experiences.
Goals • Promote collaboration • Integrate rather than compartmentalize. • Promote metacognition. • Don’t treat literacy as a cure all.
Shared Characteristics • Use writing to learn • Take limited class time • Do not require formal grading • Require minimal preparation • Engage students • May be expanded into longer, formal writing assignments
The Activities • Question and Answer • Summary and Response • Writing Project Status Update • Source Conversation • Lists and Associations • Cumulative Project
1. Question and Answer Ask students to identify something important they learned and a question they have.
Question & Answer: Variations • Do at the end of the class and then review the questions and answers at the beginning of the next class. • Do at the beginning of class to set up discussion. • Collect and redistribute in class and have students read responses and answer questions. • Do after students receive a writing assignment.
Question & Answer: Variations • What is the most important thing you learned today? • What questions do you have based on today’s class? OR • What is the most important thing you learned for today? • What questions do you have based on the reading/activity/experiment for today?
Question & Answer: Variations • Do at the end of the class and then review the questions and answers at the beginning of the next class. • Do at the beginning of class to set up discussion. • Collect and redistribute in class and have students read responses and answer questions. • Do after students receive a writing assignment.
2. Summary and Response Ask students to summarize the texts they read (or watched or heard) for class and explain how these texts will help them with their next writing project or exam.
Summary & Response: Variations • Have students read their summaries in class as an alternative to you lecturing. • Have students share their summaries with a partner, compare and contrast them, and write about what the similarities and differences reveal. • Have students keep a “T-table” for their readings.
Summary & Response: Variations • Ask students to freewrite in response to their own responses. • Have students write an Amazon.com page for a text they read.
3. Writing Project Status Update Ask students to provide a progress report on a writing project: Indicate what they have done, what they plan to do next, and what they still need to do.
Writing Project Status Update: Variations • Ask students to write their update as a tweet or Facebook wall post. • Have students share these updates in class. • Assign a research-writing process log.
Tweet Examples • Found two sources, need two more • My draft is rough but done, though I still need to revise the introduction and conclusion • Scheduled appointment at writing center next week to ask questions about thesis development
Writing Project Status Update: Variations • Ask students to write their update as a tweet or Facebook wall post. • Have students share these updates in class. • Assign a research-writing process log.
Writing Project Status Update: Variations 6 March 2012 Although I usually start researching through the Gumberg Library’s site and resort to Google as a back-up, I must admit that I’m guilty of starting with the popular search tool. Because Facebook and social networking sites are so prominent in our society, I assumed that countless articles would have been published on the Web. 1. I went to www.google.com 2. I typed “writing on facebook” in the search bar and began to skim the excerpts under the hits, paying attention to dates for recent information and key words. 3. I clicked on the first hit, an article published in USA Today by Maria Puente titled “There’s an art to writing on Facebook or Twitter – really” 4. Link: <http://www.usatoday.com/life/lifestyle/2009-06-09- status-writing-online_N.htm> -Puente’s article discusses mundane Facebook statuses and Twitter updates, but goes on to suggest that blog writing can be good writing if users take the time and initiative to focus on creative messages. She also claims that “personality” makes a good status update, thus suggesting that it is indeed true that our personalities and character is reflected in the content that we choose to display online. 5. I then clicked “back” to continue searching through the results list of my original query.
4. Source Conversation Ask students to use quotes and paraphrases to create a conversation among texts they read for class.
Source Conversation: Variations - Have students add themselves to the dialogue. - Ask students to complete this activity in groups and present their dialogue to the class.
5. Lists and Associations Ask students to respond to course texts, concepts, discussions, or ideas by establishing associative or ranking lists.
Lists and Associations: Variations • Have students do Notice and Focus: list the most interesting, strange, or revealing elements of text. Rank them. Then explain the ranking. • Have students create a top ten list.
Lists and Associations: Variations • Top Ten Scenes in Frankenstein • Top Ten Villains in Renaissance Literature • Top Ten Terms to Explain Postmodernism • Top Ten Movies about Education • Top Ten Responses to Einstein’s Discoveries
Lists and Associations: Variations • Ask students to construct a mock Facebook page. • Ask students to plan an iPod playlist or mix tape.
Lists and Associations: Variations • Ask students to construct a mock Facebook page. • Ask students to plan an iPod playlist or mix tape.
Lists and Associations: Variations • What would Foucault listen to on his iPod? • What songs would be on Othello’s mix tape?
6. Cumulative Project Ask students to write for real audiences in forms that make sense for those audiences and your discipline.
Cumulative Project: Variations • Assign a “diverse discourses” project. • Have students revise/remediate project for different audiences. • Ask students to write a “heads-up” statement (Shipka, 2005). • Build in publication opportunities.
Question & Answer Practice • What is the most important thing you learned today? • What questions do you have based on today’s workshop?
