As you’re working with your group to complete a draft of your Observation/Analysis paper, you might find it helpful to check out these two samples. One of them is written by a group of students in a previous class; the other is an individually-written paper. Neither is perfect, but both offer ideas about organization, focus, how to include analysis, and how to include both insider and outsider views/language. Take these as models, not templates. That is, do not feel like you need to write something that looks exactly like these look.
Sample One [pdf]
Sample Two [pdf]
As you work to improve your blog responses to course assignments, read and follow the suggestions in “Writing Response Essays,” posted for you under the “Readings” tab. The reading isn’t long, but it give you a breakdown of steps to take when responding critically and offers two student examples. Of course, you don’t have to write complete essays for most of the shorter writing assignments and blog posts, but the suggestions hold true for the shorter, pointed writing you do in your blog during the term.
See here for Deutscher’s 2010 New York Times Magazine article in which he summarizes the major claims of Through The Language Glass.
The revision strategies of student writers and experienced writers [pdf]
After reading your professor’s and peer’s comments, do the following so you can determine how to move from comment to revision:
- Identify and state the main task and any smaller tasks the comment is asking you to do.
- Determine what part or parts of your essay that comment is asking you to work on. For instance, will addressing the main task and smaller tasks in that comment affect just that one part of your essay, or will you need to also change other parts of your essay?
- Name specific strategies you will use to address the main task and any smaller tasks you’re being asked to do (e.g., “I will develop an additional paragraph about x” or “I will use freewriting to develop y” or “I will visit the writing center to discuss z”).
- Determine if you have any questions or points of concern/confusion in response to the professor’s or peer’s comment. This may indicate something you need to spend more time thinking about, or it may indicate you should set up an appointment with your professor or talk with your peer and/or a consultant at the writing center.
- Prioritize which comments/suggestions are most important.
Deutscher mentions but does not spend much time discussing language loss and endangered languages. For more information, you can view the UNESCO Atlas of the World’s Languages in Danger. Specifically, you can view this map that uses pins of various colors to show how many languages have been lost or are in danger of being lost in different areas of the world.
By now, you are well on the way to developing your critical literacy narrative. You’ve been asking strong questions about the assignment in class. Keep it up! We’ll continue to talk about the assignment tomorrow (Friday) by looking at models on the DALN website. Also, take time to check out the reflection leads handout posted for you now under the “Essay Assignments/Essay #1” tab. The suggestions will help you take the next steps in your work with the narrative.
Hey, everyone! Welcome to FYS 1002: First Year Seminar, Expository Writing. The poet Theordore Roethke once wrote that we “learn by going where to go.” This semester, we are going both global and local, abroad and home, reading work by writers from the United States and around the world. We’ll turn our critical eyes on ourselves to examine who we are as learners and as users and producers of texts. We’ll work and write in groups and conduct primary research to examine questions about culture, such as How do our previous cultural experiences shape our understandings of literacy and texts? How do rituals and customs transform and sustain cultures? How are cultural values expressed, and how do we question them? What counts/is valued as work? How are gender, race, class, and other social markers involved in identity and language?
This website will serve as shared space this semester for students in all FYS 1002 courses (taught by Dr. Hauman or Mr. Wright). This is where you will find the syllabus, the daily schedule, assignment sheets, occasional updates, links to each other’s blogs (eventually), and more. Sometimes the blog posts on this main page will be co-authored by Dr. Hauman and Mr. Wright, and other times only one of us will write and publish a post. FYS 1002 classes won’t use Moodle this semester, but we will post a link to this website in our designated Moodle space just in case you forget the URL (we recommend you bookmark it).
We look forward to you all bringing your unique interests, passions, and curiosities to bear on all of the work we do, and we hope that will include your suggestions about ways we might alter and improve proposed readings and activities. No doubt, throughout this semester, you all will be reading and discussing interesting, relevant topics and texts in other classes and on your own; share those with the rest of us! We’d like for us all to support one another and play a part in creating a classroom environment that is characterized by rigorous, creative intellectual pursuits.