Final Due Date

The final project will be due Tuesday, Nov. 22 before 12pm noon. I cannot accept late papers. Please e-mail me your project as an attached word document. Include a copy of your interview questions as well. Refer to the rubric on the blog and e-mail me if you have any questions. I will confirm that I have received your papers so if you don't hear from me by Wednesday noon, please try again. Thank you for a terrific quarter.

Project 4 Rubric

• Introduction provides a review of related literature / demonstrates understanding of that literature.
• Introduction shows a gap or niche in the conversation/research
• Introduction demonstrates how study will occupy that niche, previews the purpose/ argument of the study.
• Essay contains a description of the discourse community to be studied but doesn’t spend too much time on this description. Information in description is relevant to study.
• A methodology section details data collection methods and processes and hints at how data will be analyzed but does not begin presenting results.
• A results section presents RELEVANT results not just every piece of data collection.
• Results data is organized efficiently.
• Results data is analyzed / interpreted using relevant literature/theory.
• A conclusion section refers back to niche.
• Conclusion section provides new information about discourse communities in general which was gained from study of specific discourse community.
• Conclusion speculates on future research.
•  Tone emulates an academic style (formal prose, limited use of "I," active voice, third-person.

An essay in the A range effectively fulfills between 11-12 of the criteria

An essay in the B range effectively fulfills between 9-10 of the criteria

An essay in t he C range effectively fulfills between 6-8 of the criteria

An essay in the D range effectively fulfills between 3-5 of the criteria

A failing essay fulfills between 1-2 of the criteria.

Additional expectations for Honor Grades: (A and B)

+Essay is titled and contains a header with course information and your name.

+Works Cited follows MLA or APA conventions.

+Meets length requirement.

+Meets source requirement.

+Includes a copy of interview questions.

Peer Review 2

Don't forget to bring a hard copy of your extended ethnography draft to class tomorrow. This draft should include sections with results as well as a conclusion or discussion section. See you tomorrow!

Peer Review 1

Don't forget! Bring a rough draft (hard copy) of the first three sections of your ethnography to class tomorrow: Introduction, Discourse Community Description, Methodology. We'll have a Peer Review in 016.

Discourse Community Ethnography Outline

Introduction

• Brief review of the existing literature (published research) on the topic. ("We know X about discourse communities" [cite Swales, Gee, Johns, Mirabelli, and/or Wardle as appropriate"])
  
  
• Name a niche ("But we don't know Y" or "No one has looked at X").
  
  
• Explain how you will occupy the niche. This is a kind of preview where you say what you're going to discuss, what your study is trying to accomplish. Branick occupies a niche in the following sentence: "To figure this out, I conducted an ethnographic study on how the coaches at the University of Dayton go about reading people and reading the game" (561).
• Preview findings / Thesis (come back to this when you're finished with the whole thing)

A Description of the Discourse Community (similiar to "Lou's Restaurant" on 543)

• Use this section to describe this discourse community-but don't start analyzing the community until the results section. You could skip this section and have this information in the intro too.

Methodology -a description of how you collected and analyzed your data.

• who did you interview? how did you draft interview questions?
• how/ when did you observe? record conversations?
• What texts do you examine and how did you gain access to those texts?
• How did you decide which information to highlight in your results section? and which to leave out?Look back at Mirabelli's "methodology" section on 543 for a good example.

Results

• Discuss your findings in detail and compare them to the relevant research: specific elements or concepts of discourse communities presented in the literature. So if you're discussing authority in your discourse community? What can you add to what Johns has said about authority?

Implications/Conclusion.

• Zoom out. What can we learn about discourse communities in general though your investigation of this specific discourse community? Refer back to your niche or research question/ and tell us what we learn about this specific discourse community overall.

A Description of the Discourse Community (similiar to "Lou's Restaurant" on 543)

Post 18; "Coaches Can Read, Too"

Read this student example of a discourse community closely; it's another great model for you to emulate as you begin drafting your own ethnography. Then pay close attention to Branick's introduction and make a rough outline that identifies how Branick fulfills the following three rhetorical moves:


Establishing the territory-
Establishing a niche-
Explaining how he will fill the niche-

(To better understand these terms, look back on pages 6-8 in WAW for a summary of how the three moves function. )

250 words before class Tuesday.

Post 17; "Learning to Serve: The Language and Literacy of Food Service Workers"

In many ways, Mirabelli's article is a good model to study as you prepare to research and write your own ethnographies because it displays a basic empirical paradigm: research question, data collection, findings/results. What seems to be Mirabelli's research question and where does he state it? What kind of data did Mirabelli collect to analyze the diner discourse community? What seems to be his primary findings in answer to this research question?

250 words before class Monday

Drafting Interview Questions

The amount of relevant data you can get from your interview depends on well-planned interview questions. I've listed some examples below. The first set of questions could be applied to any community. The second set demonstrates how the interview should be tailored to your specific community. You can draw from both lists to create your own interview. You'll also want to look back at the readings thus far (Gee, Johns, Wardle) and pinpoint a few concepts/issues you want to focus on (newcomer initiation/authority/conventionalism/ anticonventionalism/general-specific/cost of affiliation/secondary/primary discourse, etc.), then draft questions which can explore these issues. Remember, it's best to start with more questions than you need. You can always pare down your list and you don't have to use all the data you gather. Finally, consider the rhetorical situation. Who is your audience? What type of language will they best understand?

Things to remember when drafting interview questions:

1. Some can be general but you should tailor a certain number of questions to your community.
2. Questions should examine issues and concepts from the textbook readings.
3. Come up with more than you think you'll need, then pare down to the best/most important.
4. Consider the rhetorical situation: who is your audience? what is your purpose (what do you hope to gain?

Generic questions

How long have you been here?

Why are you involved

What do X, Y, and Z words mean?

How did you learn to write A, B, C?

How do you communicate with other people on your team?

What kinds of texts do you write and read here? memos/emails/notes?

What distinguishes these texts from writing you do outside this community?

Do you consider yourself a full member of this community?

Who has authority here and how is it displayed?

How often do you write?

What kinds of texts do you write? Informal or Formal?

How difficult is it to publish in your field? Who can get published?

More specific questions tailored to a specific discourse community: Macau Sports Dance Association (source: http://yuehailing.blogspot.com/2008/10/interview-questions-to-analyze.html)

1. Do you have shared goals in your community? What is it? How do you know and when did you realize it?

2. Except for the regular training and competition, are there any other forms of communication, like parties, meetings, performance? What are the purposes for these communications?

3. Does everyone attend regular training? How often does the regular training? Is there any minimum requirement for regular training?

4. Do all members have to compete? What are the requirements for competition?

5. How do you communicate with your partner(s) during training? Is there any difference between the language you use during training and after training?

6. Are there any newsletters, websites or other mechanisms of communication for all members of your community to read or understand? Are they often updated?

7. How are new members admitted to your community? What is the requirement for admission?

8. How do new members know that you are experienced(if they could know)?

9. How do you become interested in ballroom dance?

10. How did you connect of this group in the first place?

11. How many members are there?

Class Activity: Draft questions individually for 20 minutes. Use the above models for inspiration and look back to the articles in the book. Switch with peers and have them edit for clarity, and language use. What kinds of responses do the questions prompt? We want more than Yes/no answers in most cases so make sure these questions are open-ended and invite the interviewee to respond at length.

Post 16; "Identity, Authority, and Learning to Write in New Workplaces"

According to Wardle (citing Wenger), what are the three ways that newcomers try to belong in a new community? Give a specific example to illustrate each "mode of belonging." Then try to apply these terms to the discourse community you've chosen to study for Project 4. How do newcomers enculturate in that group?

300 words on your blogs before class Wednesday.

Post 15; "Discourse Communities and Communities of Practice"

In their introduction to Johns's article "Discourse Communities and Communities of Practice: Membership, Conflict, and Diversity," editors Wardle and Downs ask us to "think of John's text as the extension of an ongoing conversation between Swales and Gee. Try to summarize this conversation. What are the main points and arguments of Swale and Gee? How do their opinions about discourse communities/Discourses differ? Then add to that Johns's contribution. How does she add to the conversation. What new piece of information does she give us about discourse communities?

350 words before class Monday.

Post 14: Gee's "Literacy, Discourse, and Linguistics"

In paragraph 13, Gee argues that members of dominant Discourses apply "constant 'tests'" to people whose primary Discourse is not the dominant one. Later, he explains that members of dominant Discourses often pay close attention to how mechanically "correct"others' language is because these features are the "best test as to whether one was apprenticed in the 'right' place, at the 'right' time, with the 'right' people" (para. 25). What is Gee talking about here? Provide an example you have seen or experienced that illustrates what Gee is describing.

250 words on blogs before class Thursday.

The Serial Comma

Colleen brought up the serial comma today, sometimes called the oxford comma. In most cases, it's acceptable to leave it out. However, sometimes it can make a huge difference in the meaning of the sentence.

Literacy Narratives, Upcoming Readings, and Upcoming Blog Post

Don't forget to upload your literacy narratives to the DALN before class this Tuesday morning 10/25. ( Send me the narrative as well as a word document or other file via e-mail.) I'm also asking you to read Chapter 4 Introduction (463-465) before class Tuesday. For Wednesday, read "The Concept of Discourse Community" (466-478) and post to your blogs a 250 word response to the following prompt before class Wednesday morning:

Make a list of the six characteristics of a discourse community used by Swales, then describe each characteristic in your own words. Try to give an example of each from your own experience.

Project 3 Rubric

+Essay includes required elements: 1) some kind of narrative (biographical or autobiographical) about an individual’s literacy experiences, 2) reflection and analysis of those experiences which attempts to attribute an overall meaning or lesson to the narrative.

+Essay exceeds / meets assignment length requirement (1500-1700 words)

+Essay has an explicit (easily identifiable) structure or organization. Effective topic sentences and transitions also help guide the reader. Pararaphs are unified and coherent. That is, centered around a single theme or idea and sentences lead from one to the next in a logical manner (“flow”).

+Essay has an explicit thesis or controlling idea that is supported by the reflection and use of sources. Like Project 2, this could come at the beginning, middle or end of lit narrative but you need to have a "so what"- an overall finding or controlling idea that the narrative leads or adds up to. You should “make some overall point about your literary experience” (WAW 458). For many who write literacy narratives, the controlling idea is a kind of personal definition of literacy.

+Essay’s controlling idea is supported by the other elements of the essay (narrative and reflection) as well as by the sources. This is where I felt a lot of your Wikipedia reflection papers could improve. I want the narrative to support what your overall statement or thesis is saying. Think back to Alexie, how is his final statement “I was trying to save our lives” connected to his whole narrative?

+Essay’s sources are used with specific rhetorical (persuasive) intent. They have a purpose, a reason to be in the text other than the requirement. For example, if you discuss Brandt’s idea that we can misappropriate literacy, how has that affected your literacy experiences or your definition of literacy now?

+ Sources are incorporated effectively. Quotes utilize signal phrases and parenthetical references according to a specific style (MLA, APA, Chicago). If using something other than MLA, let me know.

+Exceeds / meets assignment source requirement (2 sources; at least 1 from WAW)

+Essay contains very few or no surface-level errors (punctuation, grammar, spelling) as a result of careful proofreading.

+Essay shows an awareness of the rhetorical implications of tone (the kind of language you use), tense (past, present, etc), and person (1^st, 2^nd, 3^rd) . Avoids colloquial / slang unless there’s good reason. First person can make these essays really powerful. But it’s also difficult to find a good balance between formality and informality. This is the type of essay that becomes really effective with a unique voice or tone that departs from the formal/professional-but if you get too informal it can seem amateurish.

+Essay contains a Works Cited page which adheres to MLA or other APA style

An essay in the A range effectively fulfills between 10-11 of the criteria.
An essay in the B range effectively fulfills between 8-9 of the criteria
An essay in t he C range effectively fulfills between 6-7 of the criteria
An essay in the D range effectively fulfills between 3-5 of the criteria
A failing essay fulfills between 1-2 of the criteria.

Peer Review Drafts due Tomorrow, Thursday 10/20

Don't forget to bring in a draft of your literacy narrative for an in-class peer review tomorrow. Look back over the assignment on the blog and in the book (458-460). The DALN also has resources you might check out for ideas.

Post 12; "From Pencils to Pixels"

Sometimes Baron seems to shrug at technology and suggest that it's hard to imagine new technologies as fundamentally changing the shape or nature of writing. Do you agree that this seems to be one of his messages? If so, do you agree with it? Post 200 words before class Tuesday.

"The Future of Literacy"; Post 11

Reflect on the four case studies presented in this article. Who do you connect to most? Why? Describe some of your own similiar literary influences and experiences. Post 200 words before class Monday

For Thursday

Before class Thursday, I'd like you to visit the Digital Archive of Literacy Narratives. Explore a little and watch / read at least one narrative. This is where you'll be publishing your lit. narratives in a few weeks. I'd also like you to review the assignment in WAW (458-460). I'll be adding a page to the blog as well that reviews more formal requirements. Thanks for your hard work!

-Matt

Post 10; Malcolm X and Sherman Alexie

Compare the selection from Malcolm X's "Learning to Read" and Sherman Alexie's "Superman and Me." How do they approach and define the concept of literacy from different angles? How much does race/class/socioeconomic status influence their approaches?

200 words on your blogs before class Wednesday.

Post 9; Brandt's "Sponsors of Literacy"

Brandt argues that our literacies are products of our socioeconomic situations and the access to literacy sponsors those situations provide and don't provide. Who were (and are) your primary literacy sponsors (people, yes, but institutions, churches, or school systems too)? What literacies did they teach you (academic, religious, civic?). Has the access provided by these sponsors been adequate? What literacies have you not had access to (what literacies were withheld?) that you wish you had?

Post 250 words to your blog before class Tuesday, 10/11.

Wikipedia Assignment Sequence Surveys

After you've signed the consent form, please follow the links below to take both surveys.

http://www.surveymonkey.com/s/VWJXPX8

http://www.surveymonkey.com/s/VRDF68V

Britannica vs Wikipedia

I'm posting a link to the article that appeared in Nature concerning the accuracy of Wikipedia as compared to Britannica. This might be a possible source and point of discussion for your essays.

http://www.nature.com/nature/journal/v438/n7070/full/438900a.html

The "final" draft, the draft that will be graded, is due by 10am Monday morning. Please post the essays to your blogs. When you can, make in text citations "live" by linking them to material on the web. On Monday, we'll be doing a survey of your experiences with the Wikipedia course content so please do your best to be there. E-mail me with questions, but don't wait until the last minute. Good luck,

-Matt

Some Quoting / Signal Phrase examples.

Here are some of the quoting/signal phrase examples we went over today in class. Remember to use precise signal verbs and to always integrate quotes into your own sentences.

In “Shitty First Drafts,” Lamott urges us to “quiet the voices” in our heads. She makes these voices more tangible by describing some of her own: “And there are your parents, agonizing over your lack of loyalty and discretion; and there’s William Burroughs, dozing off or shooting up because he finds you as bold and articulate as a houseplant; and so on” (303).

“Almost all good writing,” Lamott asserts, “begins with terrible first efforts” (303).

The first draft should be raw, “where you let it pour out and romp all over the place,” without conerning yourself too much with what makes I on the page (Lamott 302).

Lamott demystifies the assumption that some people are able to write perfectly formed, finished drafts by giving us a glimpse into her social circle: “I know some very great writers….Not one of them writes elegant first drafts” (301-302).

Signal Phrases and Works Cited Info

Signal Phrase Verbs

Acknowledges Adds Admits Addresses Argues Asserts Believes Claims Comments Compares Confirms

Contends Declares Denies Disputes Emphasizes Endorses Grants Illustrates Implies Insists Notes

Observes Points out Reasons Refutes Rejects Reports Responds Suggests Thinks Writes

A Work in an Anthology, Reference, or Collection

Lastname, First name. "Title of Essay." Title of Collection. Ed. Editor's Name(s). Place of Publication: Publisher, Year. Page range of entry. Medium of Publication.

An Article in a Web Magazine

Provide the author name, article name in quotation marks, title of the Web magazine in italics, publisher name, publication date, medium of publication, and the date of access. Remember to use n.p. if no publisher name is available and n.d. if not publishing date is given.

Bernstein, Mark. "10 Tips on Writing the Living Web." A List Apart: For People Who Make Websites. A List Apart Mag., 16 Aug. 2002. Web. 4 May 2009.

Essay 2 Rubric

+Essay includes required elements: 1) narrative of experiences composing in Wikipedia, 2) a section in which the writer reflects on this narrative and other observations about Wikipedia to discuss what can be learned about writing from the encyclopedia in one or more of the following categories of 1. traditional skills, 2. writing as social act, and 3. writing as a recursive, complex process.

+Essay exceeds / meets assignment length requirement (1200-1500 words)

+Essay has an explicit (easily identifiable) structure or organization. Effective topic sentences and transitions also help guide the reader.

+Essay has an explicit thesis or controlling idea which is supported by the reflection and use of sources. This might be a “summing up” of what you learned from the experience and could come at the beginning, middle or end in a reflective essay.

+Essay’s thesis or controlling idea is supported by the other elements of the essay (narrative and reflection) as well as by the sources.

+Essay’s sources are used with specific rhetorical (persuasive) intent. They have a purpose, a reason to be in the text other than the requirement. For example, “Shitty First Drafts” might help us understand why its useful to be able to see the very first draft of a Wikipedia article on the revision history.

+ Sources are incorporated effectively. Quotes utilize signal phrases and parenthetical references according to a specific style (MLA, APA, Chicago). If using something other than MLA, let me know.

+Exceeds / meets assignment source requirement (2-3 sources; at least 1 from WAW)

+Essay contains very few or no surface-level errors (punctuation, grammar, spelling) as a result of careful proofreading.

+Essay shows an awareness of the rhetorical implications of tone (the kind of language you use), tense (past, present, etc), and person (1^st, 2^nd, 3^rd) . Avoids colloquial / slang unless there’s good reason. Avoids multiple changes of tense and person. One switch from first to third person as you transition from narrative to reflective sections is called–for, but be careful about switching more than that. This goes for tense too. It might make sense to write the narrative in past tense and then switch to the present for the reflection, but no more than that.

+Essay contains a Works Cited page which adheres to MLA or other APA style

An essay in the A range effectively fulfills between 10-11 of the criteria.

An essay in the B range effectively fulfills between 8-9 of the criteria
An essay in t he C range effectively fulfills between 6-7 of the criteria
An essay in the D range effectively fulfills between 3-5 of the criteria
A failing essay fulfills between 1-2 of the criteria