Think about the following:
- How do we write, what do we write for on a day to day basis?
- Where do you use writing?
- Article will be split between groups
- Map it out as part of your notes
- Get together with your group to discuss key elements in each section
- Define: Pedagogy/Content/Context
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
Iris Garcia
ReplyDeleteRicardo Garcia
Prof. Reyna
Engl 100W70
2-1-17
Group 4: Resisting Misconception
Misconception: An opinion that is incorrect, by judging in a wrong way.
Concise:giving lots of information clearly but in a few words, in other words, brief but clear.
Content: Peaceful and happiness
Context: Is a setting for an event, statement, or idea in a term that it could be fully understood.
Contingent: is subject to change.
Irreducibly: something that is impossible to transform or restore.
Important to have a very clear thesis in your introduction.
Each paragraph must explain this thesis, more in detail.
Juxtaposition:is the fact of two things being seen or placed close together with contrasting effect.
Teaching more realistic writing makes students be better writers
Main idea: best ways for FYC to teach how to make a good writing.
Brandon Gonzalez Grounding Principles and Goals
ReplyDeleteGrounding Principles and Goals is discussing about how writing instructors should be expert readers to effectively teach teach writing. Also how writing is best taught through conversational techniques. Doing this is said to increase students awareness of writing studies as a discipline. Allowing them to have a new outlook on writing. The course draws on research from the field and principles and ethics that shape the field to help students research.
Gabriel J Perez
ReplyDeleteOscar J Montalvo Jr
English 100.W70
Prof. Reyna
02/02/2017
Group Three: The Open Question of Transfer
• This section concentrates on the fact that if students were taught a variety of different writing techniques that can help in other courses that could be of larger help to the student, this allows the student to be more conscientious of how to write not only English papers but be able to understand the concept of writing papers for other courses that are necessary for their classes.
• When FYC attempts to directly address the complexity of “academic discourse”, they tend to operate on the assumptions.
• Their field doesn’t know what genres and task will help students in the myriad writing situations.
• They don’t know if writing is the major develops.
• They don’t know which genres or rhetorical strategies are universal in the academy.
• According to David Smith’s “assumptions of direct and automatic transfer from one writing situation to another are unfounded.
• Pedagogy-the art, science, or profession of teaching.
• Content-substantive information or creative material viewed in contrast to its actual or potential manner of presentation.
• Context-the parts of something written or spoken that immediately precede and follow a word or passage and clarify its meaning
Emilio Cisneros III
ReplyDeleteEsther M Conde
Group 1: Systemic Misconception and Misdirection of Mainstream FYC
There has been a lot of opinions that academic writing is somehow universal which focuses on the need for grammar instruction. Without writing instruction nothing we say or write would make any sense. Although impressions are focus on syntactic and mechanical concerns and assume that learning to write once will makes us good writers, as if it only takes one day to learn. Due to the misconceptions about writing we need to understand that it will always surround us to determine it interpretation.
Lizette Rada
ReplyDeleteFrances Perez
English 100 W70
Prof Reyna
02/02/2017
Group 2 Academic Discourse as a Category Mistake
This section talks about four major outcomes for writing instruction(Rhetorical knowledge, critical thinking, reading, and writing, processes, and knowledge of conventions. These outcomes reflect the way they think academic writing should be. By strictly using these outcomes misleads students on how to write an actual college essay. FYC teachers must define academic discourse for themselves before they can each it. In other words they must know what they're teaching. They must go through proper training to be able to teach the special content in the English courses.