Course Schedule: Difference between revisions

From NIU FYC Textspace
Jump to navigation Jump to search
No edit summary
(Blanked the page)
Tag: Blanking
 
Line 1: Line 1:
This archive collects assignment overviews, sample prompts, and implementation notes for instructors looking to adapt or remix the core writing projects of this course. Each assignment emphasizes transfer, reflection, and rhetorical flexibility and is adaptable to a range of teaching contexts, including composition, digital media, first-year seminars, and interdisciplinary courses.


='''Literacy Narrative'''=
*'''Assignment Focus'''
Students write about a time they were new to a space and confused by it, then remediate that story into a multimodal format (e.g., podcast, video, infographic, comic) appropriate for a chosen audience.
<div class="mw-collapsible mw-collapsed" style="width:100%;">
*'''Assignment Sequence Overview'''
<div class="mw-collapsible-content">
# '''Narrative Draft:''' Students describe a “newcomer” experience—moving to a new city, joining a new team, learning an unfamiliar cultural or digital practice, etc. 
# '''Audience/Medium Selection:''' Students choose a target audience (e.g., future students, peers, family, professionals) and a medium (podcast, comic, video, etc.). 
# '''Multimodal Remediation:''' Students recreate the narrative in a new form, making rhetorical decisions based on mode, purpose, and audience. 
# '''Reflection Essay:''' Students reflect on the changes made and how those changes shape meaning.
</div>
</div>
=='''Resources'''==
<div class="mw-collapsible mw-collapsed" style="width:100%">
=== Week 1 ===
Overview: Introduction to the Course/Syllabus; Course Expectations; Myths about Writing; Introducing E-portfolio; WP0
<div class="mw-collapsible-content">
* '''Key Source'''
** Watch: [[10 Myths about Writing]] – This video introduces common misconceptions about writing and helps students reframe their expectations for the course.
* '''Alternative Source'''
** Watch:
***[[Debunking Writing Myths]] – An alternative video that explores similar misconceptions in student-friendly language.
**Read
***[[Myths about Writing]]
***[[Common Myths about "Good" Writing]]
***[[Myths About Writing: Common Misconceptions Debunked]]
* '''Key Sources on Reflection'''
** Watch: [[Why Reflection?]] – Introduces the purpose and value of reflection in writing.
** Read: [[The Digital World: Building on What You Already Know to Respond Critically]] – Includes key concepts such as critical response, rhetorical thinking, and an annotated student sample.
* '''Alternative Sources on Reflection & Critical Thinking'''
** Watch:
*** [[Five Tips to Improve Critical Thinking]]
*** [[What is Critical Thinking?]]
***[[How to think critically]]
** Read:
***[[Introduction: Critical Thinking, Reading, & Writing]]
*** [[Reflecting and Improving]]
* '''Suggested Materials on Prewriting'''
** Read: [[12 Popular Prewriting Strategies To Improve Your Writing]]
** Watch: [[Prewriting Strategies]]
</div>
</div>
<div class="mw-collapsible mw-collapsed" style="width:100%">
===Week 2===
<div class="mw-collapsible-content">
Overview: Introducing the First Writing Project; Introduce Remediation and the Process; Analyze a Model Narrative; Introducing Genre. 
*'''Key Source'''
**Read: [[On Genre]]
This article emphasizes that genres are socially shaped responses to recurring situations. It provides them with the vocabulary to discuss genre purposefully in their reflections.
*'''Alternative Sources'''
If you want to teach rhetorical strategies separately in your class, here are some materials that you can use.
**Watch:
***[[The Rhetorical Situation]]
**Read
***[[Rhetorical Situation: Definition, Examples & FAQs]]
***[[Glance at Genre: The Literacy Narrative]]
*'''Key Source'''
**Read: [[Remediation]]
This reading outlines both challenges and opportunities of multimodal composition. It helps students understand that they make new rhetorical choices based on medium, audience, and purpose.
*'''Alternative Sources'''
**Watch
***[[College Composition and Remediation ]]
***[[Introduction to Multimodal Communication]]
**Read
***[[Multimodal Communication Writing in a Technological Society]]
***[[What is Multimodality?]]
***[[Multimodal Communication Writng in Five Modes]]
</div>
</div>
<div class="mw-collapsible mw-collapsed" style="width:100%">
===Week 3===
Overview: Remediation, Proposal, Writing Project Draft, Reflection Practices, Completion Draft Due Date.  
<div class="mw-collapsible-content">
*'''Key Resources'''
**Watch:
***[[Writing Transfer and Reflection]]
This short video introduces students to the connection between reflection and transfer.
*'''Alternative Sources'''
**Read
***[[Reflecting and Improving]]
***[[The Importance of Reflection]]
***[[What is Self-reflection & Why Does it Matter?]]
</div>
</div>
<div class="mw-collapsible mw-collapsed" style="width:100%">
===Week 4===
Overview: Introducing Reflection Rubrics; Practice on effective Peer Revision; Practice Peer Revision on Students’ Projects
<div class="mw-collapsible-content">
*'''Suggested Material on Peer Revision'''
Some videos and texts might be useful for your class depending on your needs.
*Watch
**[[Good Practices for Peer Revision]]
*Read
**[[Guidelines for Students - Peer Review]]
**[[Effective Peer Review Strategies]]
**[[Teaching Students to Evaluate Each Other]]
**[[Effective Peer Strategies]]
</div>
</div>
= '''Value Analysis''' =
* '''Assignment Focus''' 
In this assignment, you’ll explore a digital community to identify what users value in communication by analyzing patterns in language, genre, and interaction.
<div class="mw-collapsible mw-collapsed" style="width:100%;">
* '''Assignment Sequence Overview'''
<div class="mw-collapsible-content">
* '''Selecting a space''' – Students choose an online community to study (e.g., subreddit, Facebook group, forum). It must be small and active enough to analyze meaningfully. 
* '''Observing the space''' – Students spend at least 5 hours across days watching how users interact, focusing on patterns of genre, language, and response. 
* '''Identifying values''' – Based on their notes, they’ll formulate a claim about what users value in communication within that space. 
* '''Curating evidence''' – Students choose strong, relevant examples that support their claim and help explain how value is expressed (posts, images, titles, tone, etc.). 
* '''Analyzing and drafting''' – Students write a short analysis supported by their curated evidence. 
* '''Reflecting''' – Students reflect on how they selected their space, made their claim, chose their evidence, and adapted their writing for their audience.
</div>
</div>
=='''Resources'''==
===Week 1===
Introduction to Value Analysis
</div>
</div>
<div class="mw-collapsible mw-collapsed" style="width:100%">
===Week 2===
Overview: Discussion of Discourse Communities; Choosing a Discourse Community; Class Discourse Community; Good Collaboration Groups; Making Arguments
<div class="mw-collapsible-content">
*'''Key Source'''
**Read: [[Discourse Communities]]
This article introduces discourse communities as groups with shared goals, conventions, and communication practices — a useful concept for assignments that ask students to analyze how writing works in real-world settings.
*'''Alternative Sources'''
Here are some materials that you can use as an alternative to the main article.
**Watch
***[[The Concept of Discourse Community Visual]]
**Read
***[[Discourse Communities: Overview and Objectives]]
***[[Discourse Communities and Conventions]]
</div>
</div>
<div class="mw-collapsible mw-collapsed" style="width:100%">
=== Week 3 ===
Overview: Finding Evidence; Incorporating Evidence; Curating Data; Responding to Different Audiences
<div class="mw-collapsible-content">
* '''Key Source'''
** Watch
*** [[Writing Claims]]
* '''Alternative Sources''': Here are alternative sources that can be used as an alternative or as complementary parts to the key source.
**Watch
***[[What is an argument?]]
** Read
*** [[Argument]] 
***[[Using Evidence]]
***[[How to Develop an Academic Argument]]
***[[Bring Together Evidence and Reasoning]]
* '''Key Source'''
**Read
*** [[Writing for an Audience: Learn how to identify your audience and craft your writing to meet their needs.]]
*'''Alternative Source'''
**Read
***[[Writing for an Audience]]
***[[Audience Analysis and Persuasion]]
**Watch
***[[Write with Your Audience in Mind]]
***[[Four Types of Audience for your Speech]]
**
</div>
=== Week 4 ===
Overview: Observation Swap and Discussion; Checking claims & evidence; Reflection Practice; Putting All Together, Peer review Workshops
<div class="mw-collapsible-content">

Latest revision as of 09:30, 10 August 2025

Retrieved from "http://cerichoffman.net/mediawiki/mediawiki-1.38.4/index.php?title=Course_Schedule&oldid=733"