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Shared Notes
ENG 2020-02 (Wednesdays) • Spring 2024
Follow along:
eng2020.chrisfriend.us/notes-wed
Jan 17 — Course Policies
Attendance
Attendance is expected, but if you are absent, it is your job to either buddy up with
someone or schedule yourself for offi ce hours in order to fi gure out what was missed.
Start with a classmate, check the slides that are posted, and stay on top of your work.
Grading
Grades on assignments are based on
successful completion
. If you submit the
assignment and complete the requirements and achieve the goal of the prompt, then
you receive a pass. If you fail to submit the assignment and complete the requirements,
then you fail the assignment.
Instead of a numerical grade, you will receive feedback
to revise your work.
Final grade is determined by the student themselves through a one-on-one conference
with Professor Friend.
Late Work & Revision
Deadlines provide students with a timeframe they may reference, however, they are not
inflexible. That being said, all assignments are expected to be submitted before
Professor Friend grades them. If they are not, they will receive a grade of incomplet
e
.
The late policy does not apply to any blog submissions, including revisions. The day of
class, blogs
should
be uploaded by 4:29 p.m.
If a revision is required,
schedule a meeting during offi ce hours
.
Upload your revision to
Canvas prior to the meeting, and be ready to discuss
the changes you made. Your
revision should be well-thought-out and demonstrate that you have considered any
criticism.
Jan 24—Wardle & Savini Responses
Group 1 (Vee, Alyssa, Alexander)
What
should “intro to writing” teach?
It should come out in different approaches (strategies of writing). Or we could have separate
classes that correspond to different types of writing when beginning college.
What advice do you offer students when facing a writing assignment?
First, prepare as much as you can, base it on what kind of piece your writing, and try to
develop questions to answer. Another way to overcome this obstacle is to take some time to
mentally plan out your writing while doing other activities throughout your day, that way, you
don't have to feel stuck as opposed to doing the writing immediately. Analyze and compare/
contrast other pieces of writing from past students in order to create yourself (somewhat of) a
template for your writing.
Group 2 (Kait, Julia, Gen, and Jada)
What
should “intro to writing” teach?
An "intro to writing" should be an introduction to yourself.
By reflecting on who you are, what
your interests are, and what you excel in, you can apply that into your own writing.
When you
yourself grow, so does your writing. By teaching each student about themselves and asking
them how they would respond in different scenarios, their writing will become more versatile
and personal.
What advice do you offer students when facing a writing assignment?
Do not lose yourself within a prompt and what you think is expected of you. Follow your mind,
heart, and intuition when writing. Allow yourself to make mistakes and turn them into happy
accidents. .....outline.
Group 3 (names here)
What
should “intro to writing” teach?
Teach the format and frameworks. For example using the citation system when citing from
MLA or MPA format.
What advice do you offer students when facing a writing assignment?
Using your resources such as the writing center, reread your writing because you will always
fi nd errors in your work. You have to understand what you are writing about and what your
audience is interested in. I would tell students to write an assignment about what they are
comfortable researching or something you want to let be people aware. Think of a broad topic
and question what you are reading, jot down all thoughts and reflect.
Group 4 (add names here)
What
should “intro to writing” teach?
Blah blah blah
What advice do you offer students when facing a writing assignment?
Blah blah blah
Jan 24—Defi ning Our Terms
Rhetoric
Rhetorical questions (“I don’t want you to answer it; I want you to think about what I’m
saying.”), think about it, asked of yourself to fi nd a solution
Using a shared symbol system for different forms of persuasion
Parts of classical rhetoric:
-
Ethos: ethical/credibility
-
Logos: logical
-
Pathos: emotional
-
Kairos: timing
Rhetorical Analysis (of a website): analyze the use of ethos/logos/pathos and what did/
didn’t work
discourse
Serious debate/conversation in a specifi c content area or concept or topic or
something or whatever
Literacy
The ability to read and write
Like an understanding of (or competence in) a topic (or how you’re looking at it)
Your letters and your numbers (think word problems)
Video game literacies; “different games have their own languages”
Conversational literacy
Generationally literate
Computer literacy
Coding literacy
WordPress literacy
Simple
Understand the process of shifting gears
Fluency
Stems from literacy
Having a stronger knowledge, being an authority (back of hand)
Level of literacy
Full understanding of (a language)
Complex, sophisticated
Don’t have to ask or search; comes naturally
Feel comfortable enough; qualifi ed to explain to others
Know when to break rules
Feels like a breakthrough; inspires a new sense of freedom
Double-clutching or starting from second
Jan 31—Gaining Literacies
Group 1 ( Gabby, Alexa, Andrea, Ilyas)
How do people gain literacies? What actions are needed to learn them? What
constrains those efforts?
Putting practice into whatever it is you want to be literate in. Educating yourself on what you
want to learn, the right resources. Not having good connections, other life obligations,
How does literacy development relate to (or work in) education?
Hoping your teacher is literate in their content area,
Group 2 (Adamari, Alyssa, Brandy, Julia)
How do people gain literacies? What actions are needed to learn them? What
constrains those efforts?
Immerse yourself in whatever it is your trying to become literate in. In order to learn
something, you need to study it, connect with other people who are already literate in
it, and apply the concepts to become literate. Not having the resources needed is
something that can hold you back, as well as not putting in the effort. It's also
important that the connections you make are with people who are actually specialized
in whatever the subject is, otherwise you won't be able to learn effectively.
How does literacy development relate to (or work in) education?
Without literacy development, students can fall behind. Everything in education is
connected, so if you are behind in becoming literate in one thing, this can impact the
next zx you need to develop, and so on.
Group 3 (Kait, Jada, Gen)
How do people gain literacies? What actions are needed to learn them? What
constrains those efforts?
- S
tudy the social groups and institutions we are socialized with to interpret words and ways of
life
(Gee)
-
View literacy in a personal, historical, cultural, and social context
(Cervetti)
-
Study literacy through observation, interviews, and participation
(Cervetti)
Constraints: Lack of resources, diffi culty, unwillingness to learn/change
How does literacy development relate to (or work in) education?
- Developing literacy = developing yourself (like collecting Pokemon cards)
- Technology plays a big part in development as it is always changing and adapting- as well as
the children who learn with it- it's important for teachers to insert technology into their learning
so the kids can feel connected to something they already know how to use
Group 4 (Holly, Virgilio, Alex, and Nathalia)
How do people gain literacies? What actions are needed to learn them? What
constrains those efforts?
Some actions needed to learn literacies are observing the community you're presently in and
understanding what is being taught to you. Le
arners need to be able to question, break down,
and judge the information that they’re being presented with at that given moment.
An
unwillingness to learn and lack of confi dence and dedication can hinder learning new literacies.
How does literacy development relate to (or work in) education?
Teachers need to constantly change and rework their plans based on the group of students
they have at the current moment. They also need to understand that students will most likely
be coming from different backgrounds and diversify their teachings. (Example: a white English
teacher should learn common black slang so they can understand what their black students
are trying to say, rather than docking points for not saying or writing things "correctly."
Feb 07—Literacies (Hawisher & Selfe)
Group 1 (
Gabby, Alexa, Andrea, Ily
a
s
)
Literacies have life spans.
Specifi c example:
Learning cursive isn’t taught in schools anymore. Those who learned cursive are fluent in it, yet
the life span literacy has ended because it isn’t taught in schools anymore.
How this claim affects your intended career(s):
People aren’t capable to write their signature since they are unsure of how to write in cursive.
People can exert their own powerful agency in, around, and through digital
literacies.
Specifi c example:
How this claim affects your intended career(s):
Schools are not the sole—and, often, not even the primary—gateways
through which people gain access to and practice digital literacies.
Specifi c example:
We use cellphones and laptops outside of school, more than we do in school. Therefore we
teach and practice digital literacy more on our own, than it is taught to us.
How this claim affects your intended career(s):
Our digital literacy grows more over trial and error than us being taught.
The specifi c conditions of access have a substantial effect on people’s
acquisition and development of digital literacy.
Specifi c example:
How this claim affects your intended career(s):
Families transmit literacy values and practices in multiple directions.
Specifi c example:
How this claim affects your intended career(s):
Group 2 Alyssa, Julia, Adamari
Literacies have life spans.
Specifi c example: If you don't practice a literacy for a while, you can forget it. Example - if you
don't use your coding literacy for a long time, you can forget how to do it.
How this claim affects your intended career(s): In social work, a literacy you can develop is in
case notes, and if you don't write case notes for an extended period of time, you may forget
how to write them, what to include in them, etc.
People can exert their own powerful agency in, around, and through digital
literacies.
Specifi c example: Having access to technology and developing a digital literacy can put you
ahead and get you a promotion at work, or get a job in general.
How this claim affects your intended career(s): Almost every career now used technology in
some way or another, and having digital literacies gives you more opportunities. For example, if
you have a business, law fi rm, etc. you can use a digital literacy to advertise your services or
products.
Schools are not the sole—and, often, not even the primary—gateways
through which people gain access to and practice digital literacies.
Specifi c example: How people can get jobs in certain fi elds that involve digital literacies
without having any degree, meaning they learned these literacies on their own.
How this claim affects your intended career(s): In social work, learning specifi c digital literacies
most likely isn't going to happen in school. Using different computer systems will most likely be
learned on the job, and I will develop these literacies through practice at work.
The specifi c conditions of access have a substantial effect on people’s
acquisition and development of digital literacy.
Specifi c example: People living in poverty, for example, without access to a computer at home
can impact their development of a digital literacy.
How this claim affects your intended career(s): In education, there may be some wealthier
students that are given more opportunities and practice at digital literacies at home if their
parents can afford to buy them more electronics and spend more time teaching them or paying
someone to teach them outside of school.
Families transmit literacy values and practices in multiple directions.
Specifi c example:
How this claim affects your intended career(s): An example can be how being raised bilingual
can present someone with more opportunities in life, such as getting a job as a bilingual
teacher.
Group 3 (Kait, Gen, Jada)
Literacies have life spans.
Specifi c example: Practicing a sport.
How this claim affects your intended career(s): In the sense of becoming a teacher, staying
updated and willing to adapt and change is important- but so is keeping old information.
Practicing basics and having them stay in the back of your head is just as important as staying
with the times and loosing what you once knew that got you there.
People can exert their own powerful agency in, around, and through digital
literacies.
Specifi c example: Photoshop
How this claim affects your intended career(s): Fine arts is based around technology, and it's
one of the main ways to make your mark. Music tech and lighting can be found in digital apps
such as photoshop or I-Movie and are able to explore their creativity with a newfound sense of
freedom.
Schools are not the sole—and, often, not even the primary—gateways
through which people gain access to and practice digital literacies.
Specifi c example: Ipad
How this claim affects your intended career(s): Parents nowadays fi nd that an easy way for kids
to calm down is to let them watch whatever they want- and that is basically shoving a piece of
technology in their face and letting them run wild. Kids now haven't been able to learn the
same ways as before because all the information is at their fi ngertips.
The specifi c conditions of access have a substantial effect on people’s
acquisition and development of digital literacy.
Specifi c example: Someone that has had access to technology from an early age (ipads,
phones, tvs, and computers) would have a deeper development of digital literacy vs. someone
that was introduced later on. (gen z vs. boomers)
How this claim affects your intended career(s): Education has now become more intertwined
with technology. For students that lack that foundation of digital literacy, they will be behind in
a different way within the classroom. Teachers would then have to teach students individually
based on what level of digital literacy they possess.
Families transmit literacy values and practices in multiple directions.
Specifi c example: Mentality of having less access or more to technology (whether you can live
without it or not)
How this claim affects your intended career(s): In education there is a culture barrier. To teach a
child how to unlearn certain skills they developed from their families without any help and
technology restriction as they might not be fully skilled in that area or it was shunned from their
culture, it can cause stress and confusion- making it diffi cult to take that next step.
Group 4 (add names here)
Literacies have life spans.
Specifi c example:
How this claim affects your intended career(s):
People can exert their own powerful agency in, around, and through digital
literacies.
Specifi c example:
How this claim affects your intended career(s):
Schools are not the sole—and, often, not even the primary—gateways
through which people gain access to and practice digital literacies.
Specifi c example:
How this claim affects your intended career(s):
The specifi c conditions of access have a substantial effect on people’s
acquisition and development of digital literacy.
Specifi c example:
How this claim affects your intended career(s):
Families transmit literacy values and practices in multiple directions.
Specifi c example:
How this claim affects your intended career(s):
Apr 3—Tech & Multitasking
Group 1 Gabriella Rivera and Andrea Schiffi no
How does tech reshape the writing process?
Tech reshapes the writing process by creating more distractions, but it also makes the writing
process in general faster.
Benefi ts/Drawbacks
Recommendations
For Writers
Try to keep your tabs to no more than three. Try for them to all be based on what you need to
complete the task at hand. Use the tech that you need in order to create the best possible
work that you are trying to produce.
For Teachers
Middle/ Highschool= try to incorporate healthy tech boundaries. incorporate technology that
relates to your students. with phones, create policies and follow through with them.
Professors= up to the professor, but do understand that even though you might have that fresh
out of high school 18 year old, you are going to have that adult that is 25+ in age that has a job
and or kids that might be keeping their attention.
For Students
Hold yourself accountable, you are responsible for yourself and your actions. Acknowledge
unnecessary screen-time v.s. useful screen-time. Limit social media and other platforms that
are considered distractions when in class or get tasks done.
Benefi ts
Drawbacks
Social media
use
For specifi c assignments it could be
useful, as in research early on, or
brainstorming
Limitations/ whatever is found has to be
validated through outside research
because social media is not reliable
Phones/
laptops in
class
Makes research easy
Access to online work/ powerpoints/
textbooks
Easy to get distracted by social media, tv
shows, and other assignments
Can be used irresponsibly
Multitasking
Getting more than one thing done faster
“Killing two birds with one stone”.
Focused on getting tasks done, instead of
getting them done well
