Comp. II
Norton: Parts 1 and 2 Take Note: At home, please review pages 3-7 as a refresher on what is expected of you in this class.
Part I: WPA Go to page 8. What is the WPA? What do they do? Why?
Summary of WPA Expectations Scan pages 8 and 9. Which expectations do you already have experience in? Be prepared to share aloud one of the expectations with which you have experience and explain how you have this experience.
The Rhetorical Situation Key Concept: What is the “rhetorical situation”? It is the position of your writing in relation to various elements that affect the content and comprehension of your words--the identity of the writer, the purpose, the audience, the topic, and the context for writing. Each of these factors plays an important role in the writing process, and it is important to think about these in the planning stages of any writing project. Rationale: While students may be aware of each of these factors, it is important to consider the relationship of these factors in the production of a written document. The following slides will serve as a guide to discussing each of these important factors and their relationship to each other.
Applying the WPA’s Expectations to the Literacy Narrative Create a personal rhetorical situation web for the your first assignment, the literacy narrative. To the side of the web, make a list of the WPA expectations that will be used when writing the literacy narrative. Your neighbors can help you, and you can help them.
Part II: Reading in Academic Context Do you or should you read differently at different times, based on what you are reading? Why?
When reading for academics . . . Try to think of yourself as downloading information. Think of turning on the “put it in my brain now” switch.
When reading for academics . . . Read with an eye for what it is you are trying to learn from the text. Examples: What has your teacher asked that you be able to discuss in the next class meeting? What has your boss asked that you be able to do based on your reading of the text? What is it the text can offer you for your research paper or essay?
When reading for academics . . . Adjust your speed for different texts. Think of how much information you need to learn from the text. Assess the difficulty of the text. Read quickly for easier text: turn on hyper-speed reading. For more difficult texts, break it down (see next slides).
Difficult Texts Yes, you are a genius, but even so there may one day be a text that presents itself to you that is giving your brain fits. Or, you are simply having trouble focusing because of, you know, drama. If a text is too difficult, slow down and break it down. Sometimes, you may have to break it down at the sentence level: Who or what is this sentence about? What are they doing? Why? How? What is the importance of this?
Difficult Texts Continued Once you have the sentence level mastered, bring it to the page level. Can you: Summarize that page into one sentence in mostly your own words? Explain the purpose of the information on that page to someone else? Then, bring it out to the chapter level, and then book level, asking the same questions as above.
Always: Monitor your understanding. Take a break every so often to make sure you are on the right track. Do some additional research or re-reading (if necessary) to make sure your logic is correct. Often, though, this is as simple as giving yourself a moment to review all that you just read before going further.
On Annotating Do this if it is required. Do this if it helps you. Do not do this in our classroom books because if you do, you will have to pay for them. Do this on sticky notes. It can help you: Remember important points you want to bring out later. Process information. Remember questions you have about the text that you want to do further research on.
Chapter 10: Writing a Literacy Narrative Read Chapter 10. Thinking of the slides we just reviewed, make an outline of this chapter. Include all important aspects. Include the examples of the narratives. Give a sentence or two that explain the approach the author took (chronological, compare/ contrast, focused on one main event, or a snapshot of several main events). Also give, in your own words, a one or two sentence main idea of each example. This can be in the same sentence as the structure. Work on this outline now because it can help you with your literacy narrative. You need to finish this outline before class ends and turn it in on turnitin.com. I will show you how to turn it in at the end of class. Right now, just start reading and typing. I don’t care how long the outline is so long as it covers the important parts of Chapter 10, including the examples. I will only grade your literacy narrative if you have turned in this outline today. The outline is due today by the end of class. While you work on the outline, I will be calling on you individually to discuss with me what you have so far on the literacy narrative as well as what questions you may have. Bring your laptop with you when we meet.
Example of an Example for the Outline Marjorie Agosin explains why she writes in Spanish by contrasting her seemingly negative experiences with the English-speaking world to her fond memories of Chile and her preference how the Spanish language sounds and feels.
For the rest of the outline . . . Much of this chapter may seem like it is already somewhat outlined. Just hit the high points of each section. Think: If someone just asked me what this section was about, how could I answer them in one sentence or less?