DWRL Lesson Plans - Pre-writing

Before coming to class, students read a chapter on stasis theory (I assigned a chapter from Ancient Rhetorics for Contemporary Students, but any textbook chapter on stasis theory will be adequate). To open class, students discussed the reading, and we reviewed four points of stasis (conjecture, definition, quality, policy) and the common questions that characterize those stasis points.

Next, I had students assemble in small groups (3-4 students per group). Each group created a Mind Map using FreeMind software. I asked each group to create a map with four arms—one for each point of stasis.

Each group then reviewed four articles I provided. I asked each group to record the arguments made by each author, and to map those arguments onto the appropriate stasis, using FreeMind. Two examples of the students' Mind Maps are displayed below:

GARCIA_Mindmap.png

Huerta_MindMap.png

Students then uploaded their Mind Maps to our course workspace (on pbworks.com). As a class, we viewed and compared each group's map. We discussed the similarities and differences between maps, and speculated on how and why these differences can exist.

Before the next lesson, I imported each group's Mind Map, and I combined their Maps into one comprehensive Map:

306_GroupMindMap_Gentrification.jpg

During the next class meeting, we viewed the comprehensive Map as a group. We noted that all authors responded to questions of conjecture (per our example: "Does gentrification exist?") similarly. Referring back to stasis theory, we agreed that no substantive debate was taking place at the conjecture stasis.

We also noted, however, that authors tended to respond to questions of definition ("What is gentrification?") quite differently. The Map above demonstrates this point visually; the definition stasis (mapped in the top left corner) shows that authors tend to make more arguments at this stasis than at others. In the same vein, authors tend to respond to questions of quality (mapped in the bottom right corner) in various ways, depending on what definition they adopt.

Finally, we noted that discussion at the policy stasis (bottom left corner) is sparse, and we hypothesized (drawing on stasis theory) that authors cannot yet speculate on policy because they have not agreed on definition and value questions.

After discussing the comprehensive map, I asked students to use the remainder of class time to create their own Mind Maps for their chosen controversies. This assignment gave students the opportunity to conduct more research in class, and it helped students begin to visualize the field of their controversies. At the end of class, we discussed the relationship of their Mind Maps to their first major essay. I recommended that students use their Mind Maps to think about the landscape of the debate, and to help them draw connections between various viewpoints.

This assignment can be condensed into one class period, if the instructor does not wish to do the preliminary group exercise.

This assignment can also be adapted to traditional classrooms if the instructor provides materials to create physical (pen and paper) Maps.

Suggestions for Instructor Preparation:

Instructors wishing to implement the preliminary group exercise should select 3-4 viewpoint articles on the same topic, and make those articles available to students. Additionally, instructors should familiarize themselves with the FreeMind software. Instructors should also determine how (and where) students should save completed Mind Maps, since most campuse computers will not support FreeMind.

Instructions For Students:

DAY ONE:

1. Assemble in groups of 3-4 students, and create a Mind Map with the topic in the center (gentrification, in our example), and four arms protruding from the center. Each arm should represent one point of stasis.

2. As a group, review the articles provided. As you read, record the various arguments (both thesis and claims) each author makes.

3. Record the arguments in the Mind Map, linking individual arguments with the appropriate stasis. For example, an author who argues that gentrification is a problem in which race is central is making a definitional argument. This argument woud need to be recorded on the "Definition" arm.

DAY TWO:

1. Examine the comprehensive map created by the instructor. Reflect on (and/or discuss) how the map represents the field of the controversy. Based on the Map, how would you describe the controversy?

2. Using the research you have conducted on your own controversy, create a new map that records the various positions in your chosen debate.

Evaluation Suggestions:

Students completed this assignment as part of the Learning Record, but instructors may have their own strategies for evaluation. While the maps do not lend themselves to a quantitative grade, instructors may ask students to compose written reflections on group Maps and individual Maps. These written reflections may be more easily evaluated based on the students understanding of stasis theory.

Notes on Reception, Execution, etc.:

This exercise is successful as a pre-writing exercise in Unit 1. Students are often confused when asked to describe the "field" or the "big picture" of a controversy in Essay 1, but this assignment helps them by representing this "field" or "big picture" visually.

At the end of Unit 1, some students remarked that, in writing Essay 1, they needed only to describe linguistically what they could observe visually on their individual Mind Maps.

This exercise was also successful in introducing stasis theory.

Course Type:

Introductory Writing Course

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Writing Images as a Means to Writing with Images

Bohmann — Mon, 08 Apr 2013 16:08:08 +0000

Author:

Axel Bohmann

Image Credit:

M.C. Escher, Drawing Hands

Brief Assignment Overview:

Students work in the visual medium to explore dimensions of associative image logic they can use in their persuasive written compositions. Ideally, the outcome will be a guiding image which helps arrange and focus their composition.

Type of Assignment:

In-class Exercise

Assignment Length:

Single Class Period

Pedagogical Goals - Rhetoric:

Invention

Visual Rhetoric

Pedagogical Goals - Writing:

Invention

Pre-Writing

Pedagogical Goals - Digital Literacy:

Multimodal

Remediation

Visualization

Additional Pedagogical Goals:

This assignment is geared towards getting students to think about metaphor, imagery and associative logic in crafting their persuasive compositions. Ideally, the outcome will be a guiding image which helps arrange and focus their composition.

Media Requirements:

Technology-Based Classroom (computers for each student)

Required Materials:

Every student should have access to a computer with Photoshop installed. Ideally, access should extend beyond the alotted classroom time (i.e. there should be an open computer lab available to students), but this is not strictly necessary.

Timeline for Optimal Use:

Late in the Semester

Full Assignment Description:

In my 306 class, one option for the final short writing assignment of the semester is for students to briefly describe a guiding image they can use to make their case in the last major written assignment, a persuasive text arguing a position on a chosen controversy to an audience of their choosing. Ideally, this or a similar written assignment should be completed before conducting the exercise described here. At least, students should come to class with an image in mind that they can explore. Also, especially in a 50-minute class, it will be helpful if students have already had an introduction to Photoshop. Since the product of the assignment is not meant to be presented or published, copyright issues need not absolutely be discussed, but the assignment can definitely be turned into an occasion to discuss copyright, fair use and creative commons.

In the first part of the assignment, students spend time searching the web for digital pictures in line with the image they have selected to use for their writing. For instance, one of my student described the Internet as a nightclub and identified Google as the bouncer. This student would likely enter "bouncer" as a search term. Of course, very different images (actual photos, cartoons, memes with text, different color choices, etc.) will come up. This fact is not a problem but should be seen as a first steps in helping students refine their use of images: it exposes them to different connections and contexts in which their image can be used and may open up new ways of thinking about that image. The amount of choices can be a drawback, as students may feel overwhelmed and unsure about making a decision. Therefore you should give them some time to play around during the search process and also emphasize that this is a process-oriented exercise. It doesn't matter what the final product looks like as long as the exercise opens up new perspectives on image logic for them.

Next, have students import their picture into Photoshop and manipulate it to support the claim they want to make. Again, low-end, trashy-looking experiments are encouraged. Taking the example above, it may start with stuff as simple as imposing the Google logo onto the bouncer's jacket or re-naming the nightclub "www," etc. As students continue image-editing, you should encourage them to explore new dimensions of the image. In addition to the bouncer, students could include a line of people queueing to get in. What do these people look like? Do they look at the bouncer, and he at them? Do they talk to each other? etc.

As students progress, they are likely to run into a dead end where they don't know how to continue, and they will also have technical difficulties with Photoshop. You should definitely make yourself available for questions and also get those students who know Photoshop better than others to help their peers. Towards the end of the class period, or at the beginning of your next class, you can make some room for students to present their images. I would suggest making this voluntary. My experience is that students are quite eager to show their media products.

The exercise should conclude with a written reflection homework in which students describe where they were going with their image before and how working in Photoshop has changed and elaborated their image logic, and how they plan to use their chosen image in their persuasive paper. Alternatively, if you want to put more emphasis on multimedia writing, you can ask students to continue working on their Photoshop project outside of class and turn the product into a graded assignment. Just make sure every student has appropriate access to a computer with Photoshop outside of class.

Suggestions for Instructor Preparation:

You should familiarize yourself with Photoshop enough to answer basic student questions. I don't think it's necessary that you are an expert by any standard, but if you have never worked with the program the exercise might turn into chaos. Also, don't be afraid to ask students to help their classmates (and you) with any questions that might come up.

Depending on the focus of the class, the extent of previous exposure sutdents have had to Photoshop and the time you want to dedicate to the assignment, students' images may comprise a product (and graded assignment) of their own. In that case, you should plan for 2-3 class days dedicated to the project.

Instructions For Students:

Finding Images:

Search the web for picture files of the image(s) you have chosen to work with
Take time to browse through the different search results and notice the different kind of images that come up

How are they different?
What aspects of your chosen image do they highlight?
Do they bring any new aspects to light you might work with?

After about 10 minutes, you should choose one image with which you will work for the rest of the class period

Manipulating Images:

Import you image into Photoshop
Get excited, manipulate:

superimpose/blend in other images
rotate, distort dimensions, duplicate
change colors
Photoshop does allow you to include text, but try to work without it as much as you can

Reflection:

Write a brief (maximum 1 page, double-spaced) reflection essay answering the following questions:

What were the dimensions of your image you highlighted before the Photoshop exercise?
Did working in Photoshop change any of these, or bring them into a different focus? Did you discover new aspects of the image you can utilize for essay 3?
How do you plan to use your image in essay 3? Will it guide your entire discussion, work as an example of one specific aspect of the discussion? Will it work best to appeal to reason, logic, or emotion?

Evaluation Suggestions:

If you do this exercise the way it is outlined above, I would strongly suggest keeping the stakes low and not giving a grade on the Photoshop project itself. You may decide to grade the written reflection, if homework assignments make up part of your class's grades. I think the exercise can work great if you are using the learning record, as it emphasizes process and reflection.

Course Type:

Introductory Writing Course

Course Description:

RHE 306 Rhetoric and Writing: This is an introductory writing class with a mostly freshman student population. The assignment can easily be tweaked to fit any class with a persuasive, inventive writing assignment.

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Pre-Writing: Surveying Expectations on the First Day of Class

RMazique — Sun, 14 Oct 2012 00:18:32 +0000

Author:

Rachel Mazique

Image Credit:

Gallaudet University Tutorial & Instructional Programs: http://www.gallaudet.edu/tip/english_works/writing/pre-writing_writing_a...

Brief Assignment Overview:

On the first day of class, students think about the course topic and document their personal definitions of and understandings of the topic. In our case, students had to think and write about "Disability in Pop Culture." This type of writing serves multiple functions; it allows the instructor to glimpse the students' thinking and writing processes. It allows students to express or face any anxieties they have about writing/the course topic. It serves as an ice-breaker, and it serves as evidence of student development as this piece of writing can be referred to after students have developed a critical framework for understanding the course topic.

Type of Assignment:

Assignment Length:

Semester-long Project

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Writing:

Invention

Pre-Writing

Additional Pedagogical Goals:

1. To have students examine their personal conceptions of "disability" and think about examples of "disability" in pop culture.

2. To have students demonstrate their writing skills in a low-stakes, in-class writing exercise, in which they must write in complete sentences.

3. To document a "starting point," which can serve as evidence of the development of critical thinking after students have read about and discussed the critical frameworks for the class. (In our case: rhetoric and disability theory.)

4. To have students become familiar with our class wiki and develop their digital literacy skills from the first day of class.

5. To expose students to the ways in which one activity may apply to multiple course strands and dimensions of learning under The Learning Record assessment system.

Media Requirements:

No Classroom Technology Required

Adaptable For Use Without Classroom Technology

Technology-Based Classroom (computers for each student)

Required Materials:

I planned this exercise for a classroom with computers as well as a media console and projector as our class work is primarily documented and stored in a PBworks wiki. However, it could be adapted for a classroom without computers as students may write on paper rather than on a computer or in a classroom wiki.

Timeline for Optimal Use:

First Day/Week

Early in the Semester

Full Assignment Description:

I designed this as an in-class writing exercise so I could address student concerns or challenges with writing in an online environment (as most students had not yet joined the class wiki that I invited them to prior to our first meeting). After introducing the class and reading through the course description, I invited students to free-write on the topic of the course. I indicated that there was no right or wrong answer, as I wanted this to be a low-stakes writing exercise. I gave students about fifteen minutes to set up their wiki page and write their thoughts before hitting "save." I also explained that this would serve as evidence of their thinking and writing processes from the first day of class and that we would refer back to their thoughts during class discussions as well as in a Unit Two short reflection paper--when they would revisit these concepts--after having developed a critical framework for thinking about and through rhetoric and about disability theory. Because the "firstness" of this exercise--first time using the wiki, first time writing for the class, "first day" evidence of thoughts about the course topic--was very important to the pedagogical goals, I assigned this as homework to those who did not complete writing their thoughts out to their satisfaction. I also assigned this as homework to students who added the class later and asked that they write their thoughts before they delved into the course readings on disability theory and disability studies. I also indicated the exercise's relevance to our course goals and the dimensions of learning by emphasizing the goals in bold and underlining the dimensions, so students would realize how each activity was relevant to mutiple course goals and relied upon several dimensions of learning as their progress is measured not by traditional methods of grading, but by The Learning Record.

Suggestions for Instructor Preparation:

Prepare your list of questions to prompt student thinking about the course topic.

If having students post their work online, create the webpage or wiki page with the writing prompt.

Or, make copies of the writing prompt for students to write on (for classes without technology).

Instructions For Students:

In your student folder, create a page titled "1st Day Pre-Writing Exercise" (with your preferred name, major & year in school in the top right-hand corner of the page). [Digital Literacy & confidence and independence or prior and emerging experience]
Free-write, or write a brief, one paragraph reflection (full sentences) on how you think pop culture has influenced your perception of (dis)ability & what (dis)ability means to you. [Presentation & prior and emerging experience]

Here are some writing prompts to get you thinking (answer as much as you can/feel free to add to this anything you think is relevant to the discussion) [Writing Process & creativity, originality, and imagination]

What does "disability" mean to you? What does "ability" mean to you?
How might pop culture have influenced your perception or understanding of these terms?
What kinds of images come to mind when you think of (dis)ability?
What kinds of pop culture have you seen or heard--relating to (dis)ability?
How do these images or sounds persuade you to think a certain way about (dis)ability?

Evaluation Suggestions:

In a class with traditional grading systems, this piece of writing may only receive "completion" points as it is designed to be a low-stakes writing assignment. However, in courses that use The Learning Record assessment method, this piece of writing becomes an essential piece of evidence that documents the thinking and writing skills of students on the very first day of class. It allows students to better analyze their development when they have a concrete example of the ways in which the course may or may not have transformed their writing and thinking skills when they can contrast writing from the first day of class with writing and thinking at the midterm as well as at the end of the course.

Notes on Reception, Execution, etc.:

Students were anxious when I mentioned they would have a writing exercise to do in class and that they would create a page on the wiki to do so. Some students mentioned after class that they do not write well within time constraints and were concerned about whether they would be allowed to finish their writing at home. I assured them that they could as the point was not to test their speed. And, for those students who were anxious about writing and using the wiki, writing on the first day allows students to face their inhibitions about their writing and it allows me to glimpse their writing skills as well as their prior experiences on the course topic. With The Learning Record system of assessment, challenges, frustrations, fears, and problems (as well as successes) writing in digital environments are documented in weekly (or daily) observations that students make about their learning processes. So, encouraging students to experience these dilemmas and to strategize ways to confront their concerns gives them an opportunity to develop their skills as well as their confidence and indepenence (two dimensions of learning). Students who wrote observations about this "First Day Pre-Writing Exercise," noted that their initial anxieities faded away once they were actual in the digitial environment and saw that they were not alone in their concerns--as their peers around them were also encountering similar experiences. Students are also able to build a rapport with one another as students ask a peer for help on creating a wiki page or with navigating the wiki.

With regards to content, some students had very sophisticated thoughts on "disability" and extensive experience with or examples of "disability" in pop culture. Most had common, stereotypical answers to give when defining "disability." These answers were touched on during class discussions on readings by "disabled" writers or during discussions of disability theory. Students will also refer to their thoughts from the first day when we begin Unit Two and they write a reflection on "disability" in pop culture given their new knowledge and critical analyses of (dis)ability in pop culture.

Additional Resources:

1. The Learning Record

2. To access my syllabus with more information on how I use The Learning Record, click "View" under the column, "Syllabus."

3. PBWorks

Course Type:

Advanced Writing Course

Intermediate Writing Course

Introductory Writing Course

Literary Studies Course

Course Description:

This course is an intermediate writing course, but the activity could apply to any course with a specific topic that instructors want their students to interrogate. Here's my course description:

RHE 309K – Disability in Pop Culture is a rhetoric and writing course in argumentation that situates rhetoric as an art of civic discourse. It is designed to enhance your ability to analyze the various positions held in any public debate and to advocate your own position effectively. Your work in this course will help you advance the critical writing and reading skills you will need to succeed in courses for your major and university degree.

In this course, you will focus on analyzing the relationship between pop culture and rhetoric. Your analyses will examine public disagreements about various issues such as: How do popular (mis)representations of “the supercrip” convince us to make political decisions regarding accessibility, advocacy, education, and/or social policy? How can we evaluate arguments that not only depict (dis)abled people as “heroic” but also those that portray the converse: the “grotesque unfortunate” deserving of “pity” and “help”? How do these arguments address questions of basic human rights, needs, drives and “eugenics rhetoric”? Will children (and adults) make political decisions based on recurrent thematic representations of “disability” in pop culture, and, is that a good or bad influence?

Beginning with a selection of readings that introduce disability theory, you will conduct research to explore a controversy of your choice on (dis)ability in pop culture. Throughout, you will engage with your controversy, analyzing editorials, print and video advertisements, and other contemporary portrayals of “the supercrip” in pop culture to analyze rhetorical appeals. The last unit will focus on multimodal arguments; you will create a multimodal composition that takes a position on the representations of bodies and abilities.

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