SGarza.DiscussingEngaging History

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*When was the article published?
*What is the source/context/conversation of the article?
*What does the list of sources cited in the article tell me about the conversation?
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*For the month of March, you should post responses based on the reading you are doing for your White Paper. Post a brief summary of one of the sources you are using for your White Paper, as well as any connections you find to our other readings, and questions that are raised from reading the source.
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*Once we finish the Tate text, you should post one of your responses based on the reading you are doing for your White Paper. Post a brief summary (including citation info) of one of the sources you are using for your White Paper, as well as any connections you find to our other readings, and questions that are raised from reading the source.
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Think of questions that came to mind as you read. For each week as a group we will post up to four questions. Anyone can post a question, and then when you respond, you have the choice of responding to at least two questions. You may choose which questions to respond to, but you must respond to at least one question from the readings in the Miller text, and at least one question from the Tate text. You do not have to respond to every question, but you can respond to more than one question. For the month of March, you should post responses based on the reading you are doing for your White Paper. Post a brief summary of one of the sources you are using for your White Paper, as well as any connections you find to our other readings, and questions that are raised from reading the source. It's hard to say exactly how long each response should be. I'm looking for responses that show that you have read and engaged with the ideas in the readings. This activity relates to the following Student Learning Outcomes:
*Examine critically and reflectively the various works we read.
*Examine critically and reflectively the ways that theory and practice shape and are shaped by one another.
*Construct thoughtful, reflective responses to the current questions being examined within the study of "Composition Theory and Pedagogy."
Your responses should illustrate that you have done these two things.

'''After discussing:''' This will be posted as a group posting in the CTPMappingTheFieldSp11 area. What would you say about the readings now? Can you summarize the main points as they relate to the overall field of Rhetoric and Composition? Use the questions from before and after you read, as well as our discussions in class to help formulate your responses. This activity relates to the following Student Learning Outcomes:
*Describe the (recent) historical development of contemporary rhetoric/composition as an academic field of study
.
*Describe a variety of theoretical approaches that have informed and continue to inform contemporary composition pedagogy.
*Identify the myriad ongoing professional conversations that constitute the field and participate in one or more of the conversations.
*Apply "ways of reading" and ways of talking about/writing about a variety of scholarly
and professional writing.
Your responses should illustrate that you are engaging with the material in these ways.



[[http://critical
.tamucc.edu/wiki/SMurphy/MappingTheField | Mapping the Field]] from Sp09
to:
*Think of questions that came to mind as you read. For each week as a group we will post up to four questions. Anyone can post a question, and then when you respond, you have the choice of responding to at least two questions.
*
You may choose which questions to respond to, but you must respond to at least one question from the readings in the Miller text, and at least one question from the Tate text. You do not have to respond to every question, but you can respond to more than one question.
*
For the month of March, you should post responses based on the reading you are doing for your White Paper. Post a brief summary of one of the sources you are using for your White Paper, as well as any connections you find to our other readings, and questions that are raised from reading the source.
*
It's hard to say exactly how long each response should be. I'm looking for responses that show that you have read and engaged with the ideas in the readings.
*
This activity relates to the following Student Learning Outcomes:
**Examine critically and reflectively the various works we read.
**Examine critically and reflectively the ways that theory and practice shape and are shaped by one another.
**Construct thoughtful, reflective responses to the current questions being examined within the study of "Composition Theory and Pedagogy."
*Your responses should illustrate that you have done these three things.

'''After discussing:'''
*
This will be done in-class and will be posted as a group response in the CTPMappingTheFieldSp11 area. *What would you say about the readings now that you have read and responded to them, and we have discussed them further in class? Can you summarize the main points as they relate to the overall field of Rhetoric and Composition? Also use the questions from before and after you read, as well as our discussions in class to help formulate your responses.
*This activity relates to the following Student Learning Outcomes:
**Describe the (recent) historical development of contemporary rhetoric/composition as an academic field of study.
**Describe a variety of theoretical approaches that have informed and continue to inform contemporary composition pedagogy.
**Identify the myriad ongoing professional conversations that constitute the field
and participate in one or more of the conversations.
**Apply "ways of reading" and ways of talking about/writing about a variety of scholarly and professional writing.
*Your responses should illustrate that you are engaging with the material in these ways.
*Here's what my last class did for this activity, just to give you an idea:
[[http://critical.tamucc.edu/wiki/SMurphy/MappingTheField | Mapping the Field]] from Sp09
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Think of questions that came to mind as you read. For each week as a group we will post up to four questions. Anyone can post a question, and then when you respond, you have the choice of responding to at least one question of your choice. You do not have to respond to every question, but you can respond to more than one question. It's hard to say exactly how long each response should be. I'm looking for responses that show that you have read and engaged with the ideas in the readings. This activity relates to the following Student Learning Outcomes:
to:
Think of questions that came to mind as you read. For each week as a group we will post up to four questions. Anyone can post a question, and then when you respond, you have the choice of responding to at least two questions. You may choose which questions to respond to, but you must respond to at least one question from the readings in the Miller text, and at least one question from the Tate text. You do not have to respond to every question, but you can respond to more than one question. For the month of March, you should post responses based on the reading you are doing for your White Paper. Post a brief summary of one of the sources you are using for your White Paper, as well as any connections you find to our other readings, and questions that are raised from reading the source. It's hard to say exactly how long each response should be. I'm looking for responses that show that you have read and engaged with the ideas in the readings. This activity relates to the following Student Learning Outcomes:
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For the readings we do each week, we will post responses in the CTPDiscussion CTPDiscussionSp11 area on Wiki. You will need to think about some questions before you read, and then after you read and before class, you will respond in the CTPDiscussionSp11 area.
to:
For the readings we do each week, we will post responses in the CTPDiscussionSp11 area on Wiki. You will need to think about some questions before you read, and then after you read and before class, you will respond in the CTPDiscussionSp11 area.
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Think of questions that came to mind as you read. For each week as a group we will post up to four questions. Anyone can post a question, and then when you respond, you have the choice of responding to at least one question of your choice. You do not have to respond to every question, but you can respond to more than one question.

'''After discussing:''' This will be posted as a group posting in the [[http://critical.tamucc.edu/wiki/SMurphy/MappingTheField | Mapping the Field]] area. What would you say about the readings now? Can you summarize the main points as they relate to the overall field of Rhetoric and Composition? Feel free to revisit questions from the Before and After Reading lists to formulate your responses.

We will certainly add to these lists as we continue to get more into the discussions.

(It's hard to say how long each of
these should be, but I am guessing before you read and after discussing responses would be about 1/2 - 1 page single spaced, and after you read responses would be 1-2 pages single spaced.)
to:
Think of questions that came to mind as you read. For each week as a group we will post up to four questions. Anyone can post a question, and then when you respond, you have the choice of responding to at least one question of your choice. You do not have to respond to every question, but you can respond to more than one question. It's hard to say exactly how long each response should be. I'm looking for responses that show that you have read and engaged with the ideas in the readings. This activity relates to the following Student Learning Outcomes:
*Examine critically and reflectively the various works we read.
*Examine critically and reflectively the ways that theory
and practice shape and are shaped by one another.
*Construct thoughtful, reflective responses to the current questions being examined within the study of "Composition Theory and Pedagogy."
Your responses should illustrate that you have done
these two things.

'''After discussing:''' This will be posted as a group posting in the CTPMappingTheFieldSp11 area.
What would you say about the readings now? Can you summarize the main points as they relate to the overall field of Rhetoric and Composition? Use the questions from before and after you read, as well as our discussions in class to help formulate your responses. This activity relates to the following Student Learning Outcomes:
*Describe the (recent
) historical development of contemporary rhetoric/composition as an academic field of study.
*Describe a variety of theoretical approaches that have informed and continue to inform contemporary composition pedagogy.
*Identify the myriad ongoing professional conversations that constitute the field and participate in one or more of the conversations.
*Apply "ways of reading" and ways of talking about/writing about a variety of scholarly and professional writing.
Your responses should illustrate that you are engaging with the material in these ways.



[[http://critical.tamucc.edu/wiki/SMurphy/MappingTheField | Mapping the Field]] from Sp09
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For the readings we do each week, we will post responses in the CTPDiscussion CTPDiscussionSp11 area on Wiki. You will need to think about some questions before you read, and then after you read and before class, you will respond on the CTPDiscussionSp11 area.
to:
For the readings we do each week, we will post responses in the CTPDiscussion CTPDiscussionSp11 area on Wiki. You will need to think about some questions before you read, and then after you read and before class, you will respond in the CTPDiscussionSp11 area.
Changed lines 1-2 from:
For the readings we do each week, we will post responses in the CTPDiscussion CTPDiscussionSp11 area on Wiki. You will need to submit a response before you read, after you read and before class, and after class discussion.
to:
For the readings we do each week, we will post responses in the CTPDiscussion CTPDiscussionSp11 area on Wiki. You will need to think about some questions before you read, and then after you read and before class, you will respond on the CTPDiscussionSp11 area.
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'''After you read:''' Here are some questions to help you respond after reading and before class meets:
*How do the readings address some of these issues?
**Growth as a writer
**Voice
**Process
**Error
**Service Learning
**Literacy
**Ecocomposition
**Technology
**Multimedia/Visual Rhetoric
**"Good Writing"
**How we learn to write (how we learn)
**What we should do in writing classes
**Goals
of a writing course
**Role of teachers
*What theories is the author building the discussion on?
*How does this text/discussion connect
to other readings we have engaged with?
*Where does your understanding of the text begin to break down/become confusing?
*Can we/should we set limits on our students' writing?
*Who owns writing?
*Who is responsible for writing?
*How do/should we teach writing?
*Why can't we tell each other what we really think when we are talking about our writing?
*What does writing feel like?
*Why is it the words we write for ourselves are so much beter than the words we write for others?
*How long does it take to write well? To learn to write well?
*Which of Berlin's theories of composition makes the most sense to you and why?
*What do you make of Berlin's focus on reality?
*Where would you place Murray in Berlin's scheme?
*Should we go postprocess?
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'''After you read:'''
Think of
questions that came to mind as you read. For each week as a group we will post up to four questions. Anyone can post a question, and then when you respond, you have the choice of responding to at least one question of your choice. You do not have to respond to every question, but you can respond to more than one question.
Changed lines 1-2 from:
For the readings we do each week, we will post responses in the CTPDiscussion area on Wiki. You will need to submit a response before you read, after you read and before class, and after class discussion.
to:
For the readings we do each week, we will post responses in the CTPDiscussion CTPDiscussionSp11 area on Wiki. You will need to submit a response before you read, after you read and before class, and after class discussion.