ENG 1020 Project 1Literacy Self Analysis  F 2012

Writing strategy questions to guide us:

  • What is analysis?
  • What is Literacy?
  • How can we analyze ourselves as literacy participants?
  • What are discourse communities and how do they connect to us?
  • What is reflection, and how can we do it effectively?
  • What are genres and how can we analyze them?
  • What is a rhetorical situation and how can we recognize it?
  • How can we develop strong, clear thesis sentences/main point sentences?
  • How can we use specific evidence from reading/research to support points we make?

Readings:

“Complexity of Identity: Who Am I” –Beverly Daniel Tatum(on Blackboard)

“The Concept of a Discourse Community”—John Swales (excerpt on Blackboard)

PEOPs by Fly (

“Shitty First Drafts” –Anne Lamott

Pilot episode of “Alias” (in class)

Overview:

As we launch into this semester of reading, research and writing, we need to begin with some basics. Who are you? What do you bring to this class? What do you already know about literacy (reading and writing)? What kind of reader are you? What kind of writer are you? What does it mean to reflect? What does it mean to analyze?

In this Project, we’ll explore ways to read various genres (types of texts) analytically, looking at an author’s claim(s), the evidence he or she uses, and other aspects of rhetorical analysis. We’ll practice rhetorical analysis on various types of texts.

Along with these reading skills and strategies, we’ll explore the idea of discourse communities, and reflect on the discourse communities we’re a part of, making connections between our experiences and our reading and writing. We will select a text from our personal experience that is influential, impactful, or powerful in some way, and use that as an additional piece of evidence to support our identity as readers/writers.

The discourse communities we’re a part of, the experiences we’ve had that connect to literacy, texts that are meaningful to us and our experiences in this class will help us analyze ourselves as literacy participants and eventually form a reflective argument for the kinds of readers/writers we are.

Writing Exploration 1: Observation and Analysis of “Alias” Pilot—Due Mon 9/10

For this WE, we will exercise observation and note taking strategies, practice our rhetorical analysis skills, as well as further develop our understanding of discourse communities and identities. You will be responsible for the observation notes you take in class, and your Observation Response paragraphs. See Handout for full description of assignment.

Writing Exploration 2: Creating Your Own PEOPs—Due Wed 9/12

This WE should be devoted to exploring your own identity as it relates to the discourse communities you are a part of. Together, we will consider the various discourse communities we identify with, as well as how our experiences relate to the readings, “The Complexity of Identity: Who Am I?” and the Swales piece. You will choose the two discourse communities that are most interesting and important to you, and will create 2 separate PEOPS, one for each dis. comm. You can choose two complimentary communities/identities, or two contrasting ones. You will use these PEOPs to explore, or research your own identity as defined by these two discourse communities. Through this WE, push yourself to reflect on each chosen piece of your own identity—it will help inform your Analysis Essay later on. Your PEOPs should contain an equivalent to 2 full pages of writing, and should follow the conventions of the examples we looked at in class.

Project 1: Literacy Self-Analysis Essay—Due Monday 9/17

For the Self-Analysis Essay Assignment, you’ll be analyzing yourself and your experiences, and then making a claim about who you are as a reader/writer. Think about your experiences in this class so far, your experiences with your influential text, and your discourse communities. Think very specifically about what you’ve learned about yourself through your self-analysis this unit. What kind of writer/reader are you? How do you know? You must use your own experiences, your work with the readings, as well as your influential text, to help support your argument. You must properly incorporate evidence from these sources, correctly cite (quote or paraphrase, giving appropriate credit) them in order to support your thinking. Questions to consider as you write:

How do you think of yourself as a reader/writer? Why? (so we’re setting up a claim + evidence)

How do your PEOP discourse communities that you chose contribute to your identity as a reader/writer? In what ways? (be very specific!)

How does your reading of ALIAS inform (if at all for you) your understanding about your own identity?

How does your identity as a reader/writer connect (if at all for you) to the Tatum reading?

How does your experience with your influential text inform the kind of reader/writer you are?

Putting it all Together~ The Submission Packet:

  • Alias Reflection Paragraphs
  • 2 PEOPs
  • RR Draft and Packet
  • 4-5 pg. Analysis Essay
  • 1 pg. Reflection Letter

Date / Reading Due / Writing Due / In-Class Activities
W-8/29 / ~Welcome~
6-word memoirs; Go over syllabus, set up Ning; eportfolio site; Project 1
F-8/31 / Complexity of Identity: Who AM I? by Tatum; / Set-up Ning profile; “Complexity” response blog; / What is Analysis? What is Literacy?; “Complexity” group analysis
M-9/3 / LABOR DAY!!! No Class!!! / LABOR DAY!!! No Class!!! / LABOR DAY!!! No Class
W-9/5 / “The Concept of a Dis. Comm.” by Swales; explore PEOPs page / Swales response blog / Discourse Community mini-lesson; Deconstructing PEOPs/genre analysis
F-9/7 / Double Entry notes intro; Influential Text / Summary of I.T. / Read“ALIAS” and take Observation Notes
M-9/10 / “Shitty First Drafts” / ALIAS Paragraphs Due; “Drafts” response blog / Maintenance Talk; discuss Lamott reading; read/write (Foresman 157-162)
W-9/12 / PEOPs Due; Shitty Draft / Shitty Draft workshop; Recursive Writing mini-lesson
F-9/14 / RR Draft / Reader Review Day; L.O. reflection
M-9/17 / Project 1 Due / Project 2 assigned