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WRA 150: Evolution of American thought

WRA 150: Evolution of American thought. TUESDAY, SEPT. 3, 2013. AGENDA. Housekeeping Debrief on “What writing means to you” assignment Activity 1 Intro to project 1 What is a memoir? Mother Tongue Activity 2 What’s next. ACTIVITY 1.

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WRA 150: Evolution of American thought

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  1. WRA 150: Evolution of American thought TUESDAY, SEPT. 3, 2013

  2. AGENDA • Housekeeping • Debrief on “What writing means to you” assignment • Activity 1 • Intro to project 1 • What is a memoir? • Mother Tongue • Activity 2 • What’s next

  3. ACTIVITY 1 • Get a scrap piece of paper and draw a monster (or alien, or creature, whatever) in whatever style you want • Artistic skills will not be assessed! • On a separate sheet of paper, write a description of what you drew. • Then, get into groups and exchange your piece of writing (keep your drawing to yourself) • Using the written description, try to recreate your partner’s drawing.

  4. HOW DID IT GO? • What was particularly successful? • What went dreadfully wrong? What were some frustrations you felt while doing this? • What did you learn? • What did this activity this show us?

  5. MY GOALS • To show that everyone has their own unique approach to writing, and that although varied, all (presumably) attended to the needs of the assignment • To get everyone geared up for…

  6. PROJECT 1 THE LEARNING MEMOIR

  7. WHAT IS LEARNING? • How can we define this? http://www.ted.com/talks/karen_thompson_walker_what_fear_can_teach_us.html

  8. WHAT IS LITERACY? • How can we define this? • How similar/different is this from our definition of learning?

  9. OUTCOMES • To teach your audience something about who you are as a learner by constructing a story (or stories) about past events and experiences. • To show that your experiences and learned skills are valid sources of knowledge building and making.

  10. MEMOIR? • What is a memoir? • How is it different than traditional/formal/academic writing?

  11. MOTHER TONGUE • What did you think? • What were some of the general characteristics of this writing? • Did you like it? Why or why not?

  12. MY TAKE AWAYS • Great example of what a narrative can look like • Shows how discovery and awareness of importance happens through the act of writing not in the memory itself. • Helps us conceptualize RAIDS/MAPS

  13. WHAT?? RAIDS MAPS • Revision • Arrangement • Invention • Delivery • Style • Mode • Audience • Purpose • Situation

  14. ACTIVITY 2 • Think about any memory in your life—don’t censor yourself (within reason of course) • Write down, in as much detail as you can, why this memory is so important—why that day, why that time, why those people, etc. WHY?

  15. SO? • How did the writing process help change your perception of your own memory? • We want to work toward reflection, not just recording life events, we want to start seeing the rhetorical purpose of the stories we carry with us.

  16. FOR NEXT CLASS • Write up a project proposal for the learning narrative • Try and nail down the experience you want to write about and describe how this showcases a learning moment • Start to reflect, interpret and analyze this moment and begin to answer the WHY. • Think of it as a pre-first draft

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