DOWNS and WARDLE GROUP DISCUSSION: (group activity, write notes, read for understanding and be ready to discuss in class)
Intro: Me
Group 1: Systemic Misconception and Misdirection of Mainstream FYC
Group 2: Academic Discourse as a Category Mistake
Group 3: The Open Question of Transfer
Group 4: Resisting Misconceptions
Group 5: Writing About Writing: Rationale and Description
Group 6: Grounding Principles and Goals
- Take notes as a group
- More important to understand what is being said in each subsection
INDIVIDUAL ASSIGNMENT: (each person must submit this assignment)
Answer the following questions in short answer
form. Write 1 page response to these questions. (at least 1 page worth):
1. What is the
misconception about “how to write in college” according to Downs and Wardle?
2. Students
write for various communities within the university (academic disciplines).
Describe what the authors say about this.
3. Tell me
about the assumptions in the writing process according to Downs and Wardle.
4. Define
CONTENT and CONTEXT
5. What is
content-and context-contingent according to the writers?
Class NOTES 02/06 DOWNS WARDLE
ReplyDeleteSystemic Misconceptions and Misdirection of Mainstream FYC
• Can be taught in two general writing skill classes transferred into other courses ENGL1301/ENGL1302
• Synthetic and mechanical
Academic Discourse as a Category Mistake
• 4 major outcomes
• Rhetorical Knowledge
• Critical Thinking
• Reading and Writing Processes
• Knowledge of Convention
Open Question of Transfer
• Don’t know if writing ENGL help in BIO
• UNFOUNDED NOT TRUE WITHOUT EVIDENCE
• Any type of instruction will help the student be successful
Resisting Misconceptions
• Reinforcing the misconceptions about the nature of writing on which that assumption is based
• Common narrative is that all “GOOD” writing should have a thesis clearly stated in the introduction
• FIVE PARAGRAPH ESSAY
Writing about writing?
• How to understand and think about writing in school and society
• Includes researching reading and writing arguments
Grounding Principles
• Cannot be thought independent of CONTENT