From Last Time/Desde La Última Vez:

  • Read Yancey, Robertson, and Taczak, found in Blackboard
  • Write Your abstract reflection, over "HOow? Writing Reflects Belief Systems, Writers Always Have More to Learn, and Writing is About Learning), submitted in Blackboard.
  • Review Proftfolio Two Assignment (see Number 6)
  • Email Dr. E the web address to your web folio. You will answer roll on Tue by briefly showing your Web folio to the whole class.

“Who wants to become a writer? And why? Because it’s the answer to everything. … It’s the streaming reason for living. To note, to pin down, to build up, to create, to be astonished at nothing, to cherish the oddities, to let nothing go down the drain, to make something, to make a great flower out of life, even if it’s a cactus.” —Enid Bagnold

Today's Daily Agenda

1. Attendance by showing your web portfolio to the class

2. Read the following:

  • Some say the world will end in fire,
    Some say in ice.
    From what I’ve tasted of desire
    I hold with those who favor fire.
    But if it had to perish twice,
    I think I know enough of hate
    To say that for destruction ice
    Is also great
    And would suffice.
  • IT WAS ABOUT ELEVEN O’CLOCK in the morning, mid October, with the sun not shining and a look of hard wet rain in the clearness of the foothills. I was wearing my powder-blue suit, with dark blue shirt, tie and display handkerchief, black brogues, black wool socks with dark blue clocks on them. I was neat, clean, shaved and sober, and I didn’t care who knew it. I was everything the well-dressed private detective ought to be. I was calling on four million dollars.
  • In the last several years, compositionists have become increasingly interested in how writing knowledge or writing skills transfer from one context to another. It seems that these compositionists are answering Gerald Nelms and Ronda Leathers Dively’s call for making the “facilita[tion] of the transfer of composition knowledge a priority of our discipline” (2007: 230). This article contributes to that goal but perhaps not in the way these scholars anticipated since its focus is on reading (not writing), and the transfer of reading knowledge specifically, wherein reading is defined as an act of composition in and of itself. The primary question it pursues is, how can we attend to reading in first-year composition in order to facilitate transfer and thereby effectively prepare students to read in other courses and contexts?
  • Writing prompt: What was different about the ways in which you read each of these four selections?

3. Reading:

  • A lot of stuff we are doing should fit together as a result of this reading
  • Transfer (2)--This is what we're trying to do

Key elements:

  • Portfolios
  • What we teach/process (we discussed this extensively last week)
  • Theory--it is enough to be able to do it, or should we know what we are able to do and describe it.
  • What we come to college with
  • Rhetorical Stance
  • Writing outside of schools

&*The value of reflection

4. Portfolio Two:

5. Studio time:

  • Begin to identify some topics you might be interested in that you could view in different genres. Remember, the assignment is about genre itself, not about the specific topic.
  • Explore/draft some notes out.

6. Nest time:

  • Read the readingson Transfer, available in Blackboard
  • Workshop/Studio Rama time to really get your web folio in shape
  • Write Begin roughing out ideas for your genre anlaysis
  • Readings on Transfer, found