OMG…

OMG… No!No!

I knew it !!!

I knew it !!!

But do we fear the CWPA outcomes statement for FYC because it represents limits on our creativity and freedom…. Or because it calls for more creativity and freedom than we’re prepared to give?

That’s a rhetoric

al questio

n!

That’s a rhetoric

al questio

n!Well, I haven’t actually seen

the statement...

Well, I haven’t actually seen

the statement...

I am a very creative person!

I am a very creative person!

The OS aims to “describe the common knowledge, skills, and attitudes sought by first-year

composition programs in American postsecondary education.”Told

you!Told you!

It’s like 1984 !!!

What does the OS really ask from faculty?

What does the OS really ask from faculty?

The OS asks that FYC be designed so that students“write in multiple genres…use a variety of technologies to reach a range of audiences… use electronic environments for reviewing and sharing texts… locate research material in informal

electronic environments....”

The digital composing plank of the OS is

being updated and revised. A new draft will be released in July 2013 at

the CWPA Institute in Savannah.That’s

in Georgia

!

That’s in

Georgia!

They’re getting closer!

Digital composing is by far the newest

plank in the OS and already the most

outdated!!!

Digital composing is by far the newest

plank in the OS and already the most

outdated!!!The Common Core outcomes are more recent and specific, asking K-12 students to use “the Internet to produce, publish and update individual or shared writing products [and] make strategic use of digital media in presentations to enhance

understanding of findings.”

wpacouncil.org

corestandards.org

Today,we’ll brainstorm creative assignment design in relation to the

existing CWPA OS and beyond….

Can I ask a serious question? I didn’t see

anything about multilingual writers in

the OS or CC… Yeah, 30

percent of my

students are

multilingual.

Yeah, 30 percent of

my students

are multilingua

l.

Yep, the OS is imperfect and incomplete. Can YOU design

assignments to feature the unique abilities of multilingual learners?

Yep, the OS is imperfect and incomplete. Can YOU design

assignments to feature the unique abilities of multilingual learners?

There are many demands on our creativity.

There are many demands on our creativity.

Calling encounters with primary evidence “the central tenet of intellectual life at Emory,” the campus QEP proposal challenges faculty across the curriculum, including in the first year, to frame “first-hand encounters with primary evidence” through such means as “performance, experiment, interview, or the examination of original texts, manuscripts, art works, historical

documents, or fossils.”

What about civic engagement? Who are the multiple audiences the OS refers to? Will

your students’ writing circulate to readers beyond the class? How?

“Citizen Science” has become

synonymous with the

crowdsourcing of unpaid labor for big data, as at

scistarter.com But is there a real citizen science out there? Can

your class scaffold

legitimate, modest, yet

original contributions to

academic discourse?

“Citizen Science” has become

synonymous with the

crowdsourcing of unpaid labor for big data, as at

scistarter.com But is there a real citizen science out there? Can

your class scaffold

legitimate, modest, yet

original contributions to

academic discourse?

5 minutes. In your small group, choose a team name and scribe. Comprehensively list diverse

ways actual scholars outside of literary study make original contributions to scholarly knowledge. Use

the Twitter feed to make comments and ask questions across groups and rooms. Hint: many

real scholarly aims are modest. Much useful scholarship doesn’t depend on accepting the

author’s analysis. 2 minutes. By yourself, brainstorm how you

might scaffold one or two of these ways of making a legitimate modest contribution to a scholarly discourse into a 101 FYC assignment sequence. How will students know they are not duplicating

someone else’s work? 5 minutes. Present your ideas to your small group in less than 30 seconds. Record the group’s favorite ideas in your section of the Google doc.

Brief notations for future expansion are ok.

1 minute. Pick 1 person from your group to present 1 idea to the room. That person will have 60 seconds to choose an image and

compose a five-word presentation, eg with a pic of a person in business wear on a bike: “Emory. Unmotorized Commute. Incentives.

Survey.”

3 minutes. In small groups, create a list of the not-so-obviously “literary” texts that active

literature and cultural studies scholars might work with (in, for instance, Custerology, or disability

studies). 2 minutes. In small groups, list ways other than close or theorized reading that LCS scholars

contribute to scholarship.

2 minutes. On your own, brainstorm at least one assignment sequence for 181/110 that scaffolds an

authentic scholarly contribution to LCS.

5 minutes. Present your ideas to your small group in less than 30 seconds. Record the

group’s favorite ideas.

When using “literature” as a theme for FYC you might want to watch out for: Relying on just one or two LCS evidentiary modes, particularly close

reading; devoting too much class time to discussion of readings; overly familiar and

repetitive assignments; framing the objects of analysis more narrowly than working LCS

professionals; failing to provide students the opportunity to produce usable scholarship. Class time recovered from discussion of readings and devoted to studio research & writing can make

everyone happier about the class, including you!

5 minutes. In your small group, list some ways digital publication can be integrated into FYC,

using separate lists for 101 and 110/181. Feel free to use a search engine, linking back to your

sources.

10 minutes. Share your ideas. Brainstorm how these assignments can be revised to more effectively feature the unique abilities of multilingual students to make authentic

contributions to scholarly discourse. Briefly record the group’s favorites for later expansion.

Link to sources, where available. Select 1 person to make a 60-second presentation on a

sequence for 101 and another to present an idea for 110/181.

10 minutes. Share your ideas. Brainstorm how these assignments can be revised to more effectively feature the unique abilities of multilingual students to make authentic

contributions to scholarly discourse. Briefly record the group’s favorites for later expansion.

Link to sources, where available. Select 1 person to make a 60-second presentation on a

sequence for 101 and another to present an idea for 110/181.

3 minutes. Brainstorm two assignment sequences, one for 101 and another for 110 or 181. Both should combine digital publication with an opportunity for

students to make an authentic scholarly contribution.

We’ll hear the presentations at

DINNER!

We’ll hear the presentations at

DINNER!

If publishing is sharing, with whom exactly

will your students be

sharing?

If publishing is sharing, with whom exactly

will your students be

sharing?

theme adapted from “Boom” pop-art template kindly shared by presentationmagazine.com