assignments ENGL226 Writing About Writing: WRITING STUDIES (composition & rhetoric)
|
Need to be in touch with me?
LEE TORDA 310 Tillinghast Hall Bridgewater State University 508.531.2436 ltorda@bridgew.edu www.leetorda.com |
FALL 2013 Office Hours
Monday & Wednesday: 3:30 to 4:30 Tuesday: 2:00 to 3:00 and by appointment. |
ANNOTATION GUIDELINES. Your annotation will sound differently than mine--this is my job, remember, to know who these theorists are and to understand significance differently, but it gives you my version of the basics of doing an annotation. Again, here are the four basic elements and the order they should appear in in an annotation:
1) A sentence or two that articulates the main argument of the article/chapter/web site (See below the sentences in red in the sample).
2) A sentence or two that articulates HOW the author makes her argument. So sentences about methodology: the author experimented, did a literature review, posed a counter argument, conducted case studies, interviewed--or some combination of all of these things (see below the sentences in purple in the sample).
3) A sentence about the SIGNIFICANCE of the article--this is GLOBAL: so why is this article important in general in terms of this sort of research (see below the sentences in lime green in the sample).
4) A sentence about APPLICATION. This is about YOU as the reader/researcher. How does this article make you think about being a teacher or a student in a classroom? Does it help you? Warn you? Validate you? Suggest something new (see below the sentences in bright pink in the sample)?
Incidentally, the citation information in the sample that follows below is in APA format. You don't have to use APA. You can use MLA or Chicago. Just be consistent, whatever you use. That kind of information is available online (in many places) including BSU library website and the Maxguide page for our class that Cynthia, our great librarian, showed you last week. You can also check out this site: http://www.calvin.edu/library/knightcite/.
Knight Cite is pretty accurate. You might have to check some things, capitalize some words and not cap others--so check out the rules, but, still, it's super easy and reliable and fast. Insert here the story about how I had to walk back and forth to school, ten miles, up hill, both ways, even on the weekends, and how much easier you all have it now.
SAMPLE ANNOTATION
Nagin, Carl and the National Writing Project (2006). “Improving Student Writing: Challenges and Expectations” in Because Writing Matters: Improving Student Writing in Our Schools (2006).San Fancisco, CA: Jossey-Bass Publishers.
In this the first chapter of Nagin’s text, he argues that writing is a complex task requiring careful, complex instruction in order to reach any sort of standard set for student writers. To make his point, Nagin considers writing, the skill, and writing instruction through a variety of lenses: 1) how educators see the challenges of writing; 2) how educators need to be trained to and supported in the teaching of writing; and 3) how the public values writing (very highly). Nagin brings in diverse research from leading scholars in the field of Rhetoric and Composition as well as Education to support the essential idea that good writing requires students have the opportunity to write in diverse genre, with individualized attention to skill level, evaluated in authentic ways; and that teachers need training in the above areas in order to teach them. This article brings together key theories and theorists (no surprise since the book is co-authored by the National Writing Project) and offers a cogent and realistic view of just how hard it is to teach writing skills—as well as how hard it is to help teachers be ready to do it. If find this article useful because it validates my own thinking on writing and helps me to understand the level of training I want to be a part of in order to be the best teacher I can be.
1) A sentence or two that articulates the main argument of the article/chapter/web site (See below the sentences in red in the sample).
2) A sentence or two that articulates HOW the author makes her argument. So sentences about methodology: the author experimented, did a literature review, posed a counter argument, conducted case studies, interviewed--or some combination of all of these things (see below the sentences in purple in the sample).
3) A sentence about the SIGNIFICANCE of the article--this is GLOBAL: so why is this article important in general in terms of this sort of research (see below the sentences in lime green in the sample).
4) A sentence about APPLICATION. This is about YOU as the reader/researcher. How does this article make you think about being a teacher or a student in a classroom? Does it help you? Warn you? Validate you? Suggest something new (see below the sentences in bright pink in the sample)?
Incidentally, the citation information in the sample that follows below is in APA format. You don't have to use APA. You can use MLA or Chicago. Just be consistent, whatever you use. That kind of information is available online (in many places) including BSU library website and the Maxguide page for our class that Cynthia, our great librarian, showed you last week. You can also check out this site: http://www.calvin.edu/library/knightcite/.
Knight Cite is pretty accurate. You might have to check some things, capitalize some words and not cap others--so check out the rules, but, still, it's super easy and reliable and fast. Insert here the story about how I had to walk back and forth to school, ten miles, up hill, both ways, even on the weekends, and how much easier you all have it now.
SAMPLE ANNOTATION
Nagin, Carl and the National Writing Project (2006). “Improving Student Writing: Challenges and Expectations” in Because Writing Matters: Improving Student Writing in Our Schools (2006).San Fancisco, CA: Jossey-Bass Publishers.
In this the first chapter of Nagin’s text, he argues that writing is a complex task requiring careful, complex instruction in order to reach any sort of standard set for student writers. To make his point, Nagin considers writing, the skill, and writing instruction through a variety of lenses: 1) how educators see the challenges of writing; 2) how educators need to be trained to and supported in the teaching of writing; and 3) how the public values writing (very highly). Nagin brings in diverse research from leading scholars in the field of Rhetoric and Composition as well as Education to support the essential idea that good writing requires students have the opportunity to write in diverse genre, with individualized attention to skill level, evaluated in authentic ways; and that teachers need training in the above areas in order to teach them. This article brings together key theories and theorists (no surprise since the book is co-authored by the National Writing Project) and offers a cogent and realistic view of just how hard it is to teach writing skills—as well as how hard it is to help teachers be ready to do it. If find this article useful because it validates my own thinking on writing and helps me to understand the level of training I want to be a part of in order to be the best teacher I can be.
