Oppenheimer Film Discussion for Philosophy and Film
Writing for civic engagement presentation
1. CASE STUDY: BOSTON
Elizabeth Parfitt
First-Year Writing Program
Writing, Literature and Publishing Department
Emerson College
AAUP Conference -- June 12, 2010
2. As we enter into the conversation…
“Smartphones, GPS, wireless technology,
and a resurgent spirit of civic
engagement mean that all of us are
eyes and ears on the streets, that
neighbors are our greatest source of
data, and our citizens the best civic
entrepreneurs.
-- Boston Mayor Thomas M. Menino
January 4, 2010 Inaugural Address
Elizabeth Parfitt
3. The Research Questions?
How do you design an education in civic
engagement? (Instructor)
What does it mean to be civically
engaged? (Student)
What are our roles as citizens and
scholars? (Instructor and Students)
Elizabeth Parfitt
4. The Hypothesis
WR121 Research Writing
Writing for Civic Engagement, Case Study: Boston
After this course you should be able to…
Understand the civic roles you play as a scholar and citizen in the Boston
community.
Make informed choices about genre presentation based on given rhetorical
situations.
Implement multiple research methodologies, including: field work, visual
documentation, theoretical analysis, and rhetorical interpretations of texts.
Use research to create professional public documents in a variety of genres
including: rhetorical analysis, personal memoir, commentary, letters,
informed reports and fact sheets.
5. Research Methods
Student Work Student Roles
Civic Reflections Facilitators
Volunteer Projects Volunteers
Class readings Students
Writing Assignments Reporters, Memoirists,
Magazine Project Scholars, Citizens…
Magazine writers,
editors,
photographers,
designers
Elizabeth Parfitt
6. Civic Reflections
Student-facilitated discussions based on intellectual and
artistic readings meant to foster an open dialogue about
what it means to be civically engaged, an active citizen, and
a community leader. These conversations promoted inquiry
into one of our biggest research questions this semester:
what does it mean to be civically engaged?
Sample Readings:
“The Drum Major Instinct,” Martin Luther King, Jr.
“The Unknown Citizen,” W.H. Auden
“ A Bed For The Night,” Bertolt Brecht
“Fellowship,” Franz Kafka
“Theme for English B,” Langston Hughes
Elizabeth Parfitt
7. Boston Cares
“Boston Cares is a member
of the HandsOn
Network and Points of
Light Institute, an
international
organization which
inspires, equips, and
mobilizes people to take
action that changes the
world. At the center of
the network are 250
affiliates serving 83% of
the American population
and 12 international
communities.”
Elizabeth Parfitt
8. Town and Gown
Partnerships
Emerson College First-Year Writing Program
Writing, Literature and Publishing Department
Emerson College Office of Service Learning
and Community Action Seed Grant
Boston Cares Volunteering and Project
Management
Jeannie Harrell, Emerson College Senior,
Publication Design and Production Editor.
Elizabeth Parfitt
9. Community
Involvement
Education in
Writing Civic Reflection
Engagement
Class
Elizabeth Parfitt
10. By the Numbers:
Research Components and Constraints
14 semester weeks
7 Formal Writing Projects
3 Service Projects per student
3 Written Reflections per student
1 Community Partner for hundreds of
non-profit needs
1 Civic Reflection
10-12 hours of service per student
Elizabeth Parfitt
11. A genre-based approach to writing
that emphasizes purposeful
rhetorical choices
Genre:
Memoir, Personal Essay,
Research Report,
Review, Testimonial,
Fact Sheet
Message
(logos)
Research
Purpose
Context
Writing Persona:
Readers: Formal,
Peers, Boston Conversational,
Audience Writer Sarcastic,
Cares, First-Year
(pathos) (ethos) Compassionate,
Writing students,
Future Employers, Informative,
Parents, Friends, Intellectual,
Boston Community Elizabeth Parfitt
Humorous
12. Our on-going
conversation…
http://www.wordle.net/. Images of Wordles are
licensed Creative Commons License. 12
13. What does an education in Civic Engagement Look Like?
Elizabeth Parfitt
15. Student-driven editorial choices
“Exploration involves going to a new place, material or otherwise, and
existing there, if only for a few minutes. You’ll come away having not
necessarily learned something, but having felt something.
In here you will find a report from each of us about our first year at
Emerson. Dr. Seuss’s Oh The Places You’ll Go ain’t got nuffin’ on us. Liz
looks at bathrooms, Carson explores a film archive, Brendan stares at the
sky.
Elizabeth Parfitt
16. Volunteer Reflections
“I really felt connected to the
group of people at the event, as I
am from the area and Drumlin
Farm was part of my childhood. It
really confirmed for me how
important Drumlin Farm is to the
community that I come from and
“At Xcel GED math tutoring, I got to it felt really rewarding to me to
pass on some of my knowledge to give back to a place that had
those in need. My class of 15 adult nurtured me when I was young.”
students looked to me for answers,
a person only about half their age.”
Elizabeth Parfitt
17. City Explorations
“I always figured Boston was too
conventional a city to cater to my
most obscure tastes. I figured I
needed to get out of American for
that. But of course I was wrong,
and The Archive was a place that
“Certain aspects of Chinatown almost perfectly fit the radical cinematic
make the area seem like a portal exploration that I like to partake
between every city that one can travel in.”
into and out of at his or her own will…
Finding places like Chinatown where I
can feel a little more comfortable is
integral to my survival here in Boston.”
Elizabeth Parfitt
18. One student’s journey through
civic engagement…
“On the surface, I didn’t think playing Trivial Pursuit with
senior citizens at the Hale House would be rewarding. I
really should know better by now than to underestimate the
value of service…
Out the gate, I felt I was at a critical disadvantage. The Trivial
Pursuit edition we played with was from 1985, five years before I
was born…
This is why we root for the underdog, because they make us
feel like anything is possible. One can create the illusion of
imperviousness to time. That night the lesson was reinforced
for me, that it is easily done, with compassion.”
Elizabeth Parfitt
19. Boston Cares Component for
Community Partners
…A journey through what it
means to be American, my
culture, and my profession.
I learned a lot about myself and got to
meet new people.
…Make my own
change in my
community…
…they will become
inspired to make a
difference.
Elizabeth Parfitt
20. What we accomplished…
On-going
Reflection
40 page
online
magazine
90+
Volunteer
Hours
Knowledge of
Research, Writing,
Rhetorical Awareness,
Community Relations,
Citizenship,
Volunteering,
Collaboration
Elizabeth Parfitt
21. As we continue working to straddle the
line between scholars and citizens…
“We would like to differentiate between what we feel is civic engagement and
effective civic engagement…
There has been a tendency among our generation to become what is known as the
“me generation.” We implore you to strive to be the “us generation.”
We are not asking you to become an activist. We are not asking you to go out and
change the world single handedly. But we as the writers are convinced that by
reflecting on the work that we do, you can create a more effective, civically
engaged community.”
Elizabeth Parfitt
Hinweis der Redaktion
To set the scene for the conversation about how we get our students to engage and remain engaged in city life, so that they care about our community and stay in Boston. Boston is a college town.
These were the key questions. What started as a class with a “Boston” theme turned into a class on civic engagement by examining how that plays out in one urban environment.
“Writing for Civic Engagement” is a genre-based writing course that uses the city and community resources as texts to explore rhetorical situations. Assignments call on writers to do research, and, in turn, explore the various genres and media that can represent the results of that research. Using the city as a theme and point of reference, students will begin to observe and interpret how research and writing factor into their everyday social, academic, and future professional lives. Each assignment presents a rhetorical situation that asks the student—the writer—to make choices in terms of research, audience, topic and genre of presentation. In addition, each assignment will in some way call upon the student to explore the city, its history, design, culture, landscape, and social issues in order to gather research. By introducing students to various genres of writing, I hope to show them that serious research and writing does not just involve traditional academic term papers—but can also encompass reports, personal memoirs, commentary, fieldwork, critical reflection, and visual design. Students will learn not only how to present their research, but also how research and writing functions in society. This course will provide the space for students to discover and give voice to the people, scenes, and representations of city life that they observe, interview, interact with and read about.
This was where I saw some of the best conversations from the group. The readings were short, provocative and something they all had opinions on just from being members of society and the education world.
There are HandsOn affiliates all over the country. DC Cares, NY Cares, etc. Calendar program drives the volunteering by allowing accessibility and flexibility to volunteers.
So we knew we wanted to do service learning. I had a community partner. And I found Emerson Senior Jeannie Harrell, a Writing, Literature and Publishing student to design and produce the magazine online—in coordination with the students. She became a consultant and it was a collarborative effort.
These were quickly turning into the components we needed to create this education in civic engagement…
What we hoped for…
The Research Writing course is designed using an approach that stems from traditional rhetorical appeals, but updated to include the presence of an exigence that calls on students to write based on the factors of the rhetorical situation. Students must realize that all writing has a purpose, an audience, a message, a writer, and a context. Students must learn to negotiate the situation with their awareness and make educated choices about how to design the writing.
Wordle.net allows you to cut and paste notes or text and creates this image that highlights those words which appear most frequently in the text. This wordle came from our brainstorm on what should be included in the magazine. Emphasis was on words like Boston, Exploring, Civic Engagement, Memoirs, Freewrites and Place.
So what did we do and learn this semester…
Magazine cover and masthead—Title came from one student’s first piece of writing for our class which was a letter to his dad about how big the sky seemed as he negotiated his first semester away from home.
Sections titled by theme—each group of 4 students wrote and edited their sections. These were “notes from the editors” to open up the section and introduce the writing.
Jordan and Sophie reflect on volunteer experience.
Justin and Carson describe a place in the city that had an effect on them this semester.
Chris relays his experience playing Trivial Pursuit with the elderly and what he realized about time.
A page specifically dedicated to the genre of the testimonial to show Boston Cares what we experienced and gained from the partnership.
Our results and objectives met in this way.
Reflecting was the most effective means of writing the students did in class. They continued to reflect in the magazine and that was a term we used to describe the “mood” of the publication when working with Jeannie. The course ended up being an exploration of the city and themselves. The big realizations came in the reflecting. So many students started the semester saying they tried to switch out after finding out about the required service, but by the end, they got it. Whether they liked it or not didn’t matter to me, as they long as they were able to figure out what civic engagement meant to them.