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The Writer as Detective

The Writer as Detective. CASP Annual Conference November 5-7, 2008 Corpus Christi Dr. Karen Armitano Virginia Norquest South Texas College. Prior Developmental Curriculum: Smelly, Dead Body Found in Beginning-Level Writing Classroom. Focused on THEA topics Non-relevant topics

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The Writer as Detective

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  1. The Writer as Detective CASP Annual Conference November 5-7, 2008 Corpus Christi Dr. Karen Armitano Virginia Norquest South Texas College

  2. Prior Developmental Curriculum: Smelly, Dead Body Found in Beginning-Level Writing Classroom • Focused on THEA topics • Non-relevant topics • Formulaic essays • Static curriculum

  3. Theoretical Basis:Lessons from Science • Steps to discovery • planning, • observing, • analyzing evidence (making conclusions) • evaluating evidence • Effects of enriched environment: Brain study of rats

  4. Theoretical Basis:Active Learning Johnson & Johnson– Active Learning: Cooperation in the College Classroom • “…students actively construct their own knowledge…something a learner does, not something that is done to a learner.” • “…learning is the social enterprise in which students need to interact with the instructor and classmates.”

  5. The Search for Clues • Writing to discover • Identity : • “It is difficult to write analytically from the middle of confusion, and youth is a confusion in which the self and its desires have not yet sorted themselves out.” Philip Lopate in The Art of the Personal Essay • Community: • “To help poor writers, then, we need to explain that their writing takes place within a community, and to explain what the community’s conventions are.” Patricia Bizzell in Cross Talk in Composition Theory.

  6. Investigative Cases: The Paper Work • Who am I? • How to Interview • The Value of a College Education • A Commencement Speech • A Letter to College President

  7. Curriculum Revival: The Student as Active Investigator • Leave desks to conduct field work • Relate to new college community-- • Interview classmates, family members, faculty, and staff • Investigate college environment • Bring outside world into classroom community via YouTube and internet

  8. Tools for Investigation of Community • Summarize short stories via Summary Response journals • Conduct interviews • Address diverse audiences • Research topics: EBSCO, library, internet, APA • Correct grammatical errors through partner work/instructor feedback

  9. Who Am I?: A Mystery to Be Solved (Identity Paragraph) • Respond to community of readings with summary/response journal • “Change of Attitude,” “Notes of a Translator’s Son,” and “Papa,” • Sullivan Ballou on YouTube • Brainstorm ideas for “Who Am I?” paragraph • Focus on paragraph structure: topic sentence, details, description, length & format • Do peer evaluation—audience awareness • Sample paragraphs

  10. How to Interview: First Steps to Discovery (Process) • Guided lesson plan for essay • Practice interviewing • Considerations for process essay • Outline of essay form • Focus: Body paragraph, topic sentence, logical sequence • Peer evaluation • Sample essay

  11. The Value of a College Education:Discovering Evidence (Illustration) • Conduct Interviews (primary research) • Take notes during interviews • Identify main ideas on note cards • Use main ideas to create a clear thesis • Use lead-ins, interview details, & quotes • Do peer evaluation • Sample essay

  12. Commencement Speech: Discovering Community(Persuasion) • Watch, read, and react to Steve Jobs’ Commencement speech at Stanford (YouTube) • Build a thesis • Brainstorm barriers to a college education • Write a persuasive speech—types of persuasive appeal • Do peer evaluation & speech presentation • Sample speech

  13. Letter to College President: Discovering Purpose(Persuasion) • Investigate campus conditions • Choose a topic: food, fitness, or smoking • Form groups and strategize approach • Research in library, on college websites, and on campus • Write letter to college president • Do peer evaluation • Publish letters & deliver to college president (authentic audience • Sample letter

  14. Mystery Solved: A Live Curriculum Students discover writing through: • Active participation in class • Awareness of importance of support • Awareness of diverse audiences • Active community engagement • Active ownership of community

  15. SO WHAT? • Students enjoy the discovery process • Students learn how to write • Students aware of who they are in an academic community • Instructors enjoy teaching the curriculum

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