From Last Time/Desde La Última Vez: 
  • Read Readings on Transfer in Blackboard
  • Be drafting your literacy autobiography
  • 'member, this is due the 17th, and COMPLETE draft is due the 12th

“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

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--We just covered it

  • Transfer is the key to success in all writing courses
  • Metacognition (reflection) is the key to learning transfer
  • Mindfulness is a way to learn metacognition
  • Reading mindfully is important to learning transfer in your writing

4. Portfolios:

5. Over the weekend, explore which of these platforms you want to use to create your portfolio. Think about why.

To start, you will need to create the following pages: a home page, biography, projects page, and contact information. You'll have lots of time to play around with this over the semester, so feel free to do so. Design and redesign, customize and recustomize. Email me a link to your portfolio site with the subject line "3303 Web Portfolio." This will count as the first check for your portfolio. (Remember they can be public, private, or unlisted)

At a minimum for next week, you need a section that has your reflection (we'll talk about this more on Tue and the final draft of your portfolio). It could be text based, or it could be formatted in a different manner).

IF you are using wordpress:

Don't worry about doing it wrong. It's a learning experience. Play around.

6. Studio time on your Learning Autobiography

7. Next Time/La Próxima Vez: Write Your weekly refleciton on the readings we did on transfer

  • Be drafting your literacy autobiography
  • Do Number 5 on this list.