3. The Practice of Everyday Life (1980)
Michel de Certeau (1925-1986)
French Jesuit scholar
•examines the practice of everyday life
•the way people individualize and appropriate mass
culture
•examines the productive and consumptive activity
inherent in everyday life
•“strategies”
(producers, institutions, government, corporations) and
“tactics” (consumers, people, shortcuts, appropriators)
•a key text in the study of everyday life
4. For instance, the ambiguity that subverted from within the Spanish colonizers’
“success” in imposing their own culture on the indigenous Indians is well known.
Submissive, and even consenting to their subjection, the Indians nevertheless often
made of the rituals, representations, and laws imposed on them something quite
different from what their conquerors had in mind; they subverted them not by
rejecting or altering them, but by using them with respect to ends and references
foreign to the system they had no choice but to accept. They were other within the
very colonization that outwardly assimilated them; their use of the dominant social
order deflected its power, which they lacked the means to challenge; they escaped
without leaving it. The strength of their difference lay in the procedures of
“consumption.” To a lesser degree, a similar ambiguity creeps into our societies
through the use made by the “common people” of the culture disseminated and
imposed by the “elites” producing the language.
The presence and circulation of a representation (taught by preachers, educators, and
popularizers as the key to socioeconomic advancement) tells us nothing about what it
is for its users. We must first analyze its manipulation by users who are not its makers.
Only then can we gauge the difference or similarity between the production of the
image and the secondary production hidden in the process of its utilization.
5. The Five Canons (Parts)
of Ancient Rhetoric
Invention
Arrangement
Style
Memory
Delivery
7. Invention Strategies
Asking (and answering) questions
Dialogue
•External
•Internal
Reading
Research
Watching YouTube/TV
Running/Dog walking/Fly fishing
Partying
The Spirit of Invention: You can ask and answer questions (watch TV, etc)
in the spirit of invention (to explore, discover, and develop ideas; to
complicate your thinking; to explore into the complexity of ideas), or not.
Brainstorming, freewriting, outlining, clustering ….
Writing a draft
Revision
Listening/Taking Notes in Class/Becoming Curious, Skeptical, Informed
8. Invention as—
•a process (not just a step)
Some students can brainstorm up a lot of ideas; some can’t. For some, freewriting
creates insightful ideas; for most it really doesn’t. The students who brainstorm or
freewrite into an insightful essay are already inventors (to some degree) and can
become better inventors (as can we all). Students need more help than just
brainstorming, freewriting, clustering, outlining (although those these strategies
aren’t useless).
•a way of thinking (not just a homework assignment)
Nearly all students will resist inventing. They have been conditioned to just write.
What they submit—even if written well—is a rough draft that has been possibly
revised once (possibly not) and proofread. The student thinks this is writing. When
asked to invent first (to explore, discover, and develop ideas; to complicate one’s
thinking before writing or even drafting an essay), most (nearly all) students will not
grasp this concept (many faculty and administration have the same puzzled
reaction).
9. It takes awhile for students to understand the concept of
Invention:
Students will focus on format and school/busywork:
•What format should my invention writing be in?
•How long should it be? How many points is it worth?
Students won’t write in the spirit of invention. They won’t
connect the invention work to the essay.
Students will invent, but be unable to see the fruit of their
invention writing, the germs of interesting ideas.
Students will identify the most obvious ideas as interesting and
overlook the more interesting/less obvious/insightful ideas. (Paul
Roberts, “How to Say Nothing in 500 Words.”)
These, I argue, are all reasons why it’s important to teach
invention.
10. Invention in the college writing class—
I help students learn to invent.
I act as an invention partner.
I model invention.
11. This helps students redefine what
writing is or can be.
It’s not just a way to express or communicate
what you think or know.
Writing is a way to explore, figure
out, discover, and create what you think or
know—or what can be known.
You also write to plan, to ask questions, to
reflect.
13. The United States went to war in
Iraq because the American people
wanted to.
14. The United States went to war in
Iraq because the American people
wanted to.
Okay, but—
Why did the American people want
to go to war? Why would a bunch
of people from Brimfield Township
want to go to war in Iraq?
15. The United States Why did the American people
went to war in Iraq want to go to war?
because the Okay, but
American people Why would a bunch of people
wanted to. from Brimfield Township want to
go to war in Iraq?
What do they know—or think
they know—about Iraq?
Why? How? Really?
I want to at least give students the
opportunity to cross this line.
16. OR, to see the line. To see that there
The United States is a line that can be crossed.
went to war in Iraq
They might not live on the other
because the Okay, but side of the line. They might not
American people move in permanently right away.
wanted to. They might hate me for showing
them the line.
But I think if we ask humans to write
more than a sentence, we have to
then ask ourselves:
What does that writing say? Is this a
mind at work? What is writing?
What is the purpose and value of
this writing? Do I feel comfortable
I want to at least give students the rewarding anti-writing (writing that
opportunity to cross this line is correct in form yet void of
thought)?
18. •We are all multi-pedagogical.
•What is your pedagogy?
•I’m a critical, rhetorical, and invention pedagog.
•What message does your pedagogy send
students about writing? about thinking? about
education? about life?
19. Current-Traditional Rhetoric (CTR)
•developed in the late 19th century
•basic theme writing (5-paragraph essay)
•priveleges arrangement and style
(form over content/ideas)
•replaced by other pedagogies
(expressive, process, etc), but still kicking
•teaches basic structure/organization but—
•is ultimately limiting
•once students learn it, many cling to it
•essays are dull and formulaic
•writers don’t explore complexity
•obvious claim and three obvious reasons why
•is a performance of basic writing
•is Jasper Neel’s anti-writing
(structurally sound and content free)
•defines what writing is for the student
20. Thesis: People should learn American Sign Language.
Focus (?): Certain people should learn American Sign
Language.
•Firefighters should learn American Sign Language.
•Police should learn American Sign Language.
•Doctors should learn American Sign Language.
21. CEL is a response to CTR and other
pedagogies that neglect invention.
CEL helps to revitalize INVENTION
in the teaching/learning of writing.
22. Critical Pedagogy
Critical pedagog Ira Shor defines critical pedagogy as:
"Habits of thought, reading, writing, and speaking which
go beneath surface meaning, first impressions, dominant
myths, official pronouncements, traditional clichés,
received wisdom, and mere opinions, to understand the
deep meaning, root causes, social context, ideology, and
personal consequences of any action, event, object,
process, organization, experience, text, subject matter,
policy, mass media, or discourse."
(Empowering Education, 129)
23. Rhetorical Pedagogy
As a rhetorical pedagog, I teach
everything as a rhetorical situation.
•You get pulled over by the police.
What is that? A rhetorical situation.
•You have to write an essay for a class.
What is that? A rhetorical situation.
•You want to submit your essay late, and the syllabus
states, “No late essays.”
What is that? A rhetorical situation.
•You’re deciding whether or not to attend college.
What is that? A rhetorical situation.
24. A rhetorical situation is
an opportunity to communicate an idea.
Rhetoric
•the way you communicate an idea
•the way you persuade others to think and act
differently
•the way you come to think what you think
25. A rhetorical situation consists of—
•writer/speaker/communicator
•audience
•subject/purpose
•method of communication
•rules/expectations for that method
•exigence
26. I tell my students they are writing
for an academic audience.
The academic audience is—
•informed
•skeptical
•curious
They should make
writing/rhetorical decisions based
on this audience.
28. Old Writing Process:
1) Assignment 2) Essay Make rhetorical decisions based
on the rhetorical situation.
New/Revised Process:
Inserts intellectual space.
1) Assignment 2) Invention ?) Essay
29. Old Writing Process:
1) Assignment 2) Essay
New/Revised Process:
Inserts intellectual space.
2) Assignment 2) Invention 3) Claims & Support Thesis Support
•Focused
•Responsive
•Insightful
•Arguable
Invention Questions in Analysis and Public Resonance Sections of CEL (and other sections):
What is the particular point of crisis?
How has the situation come about, and why does it continue?
What are the effects of the situation?
Why do I have an opinion on this topic?
Why is this belief valuable?
Who might care about this issue? Why? Who should care about this issue? Why?
How are my readers involved in this issue? How could they be more involved?
What group of people might understand or sympathize with the situation?
Is this issue an example of some trend?
Why is it important that others hear my opinion about this issue?
What else has been said about this issue, and how are my ideas different?
30. Old Writing Process:
1) Assignment 2) Essay
New/Revised Process:
Inserts intellectual space.
2) Assignment 2) Invention 3) Claims & Support Thesis Support
•Focused •Helps the reader
•Responsive understand and
•Insightful accept the thesis.
•Arguable
Make writing/rhetorical
decisions based on
the rhetorical situation.
Don’t just answer Invention questions in your essay. Use Invention questions to explore, discover, and develop ideas;
to complicate your thinking; to explore into the complexities of an idea. Then use ideas from invention to create
a focused, insightful, responsive thesis and support that helps the reader understand and accept the thesis, etc.
31. Writing Task/Assignment/Rhetorical Situation
Invent
Explain how you
Claims &
have developed as a
Support
writer and thinker in
this class.
Make Rhetorical Decisions Based on the
Rhetorical Situation (A Mind at Work)
•Purpose/Topic
•Writer
•Audience
•Method of Communication
•Rules/Expectations for Method CEL is a toolbox
of rhetorical tools
Academic Audience: Curious, Informed, Skeptical
Support Strategies (from 243 in CEL)
•Rhetorical Decision: Does the support help the reader
understand and accept the thesis?
Arrangement: Order/Cycle of Development (Blending in Source Info, 480 in CEL)
Concise Writing
MLA
Essay/Text
32. Writing Task/Assignment/Rhetorical Situation
Invent Research
Explain how you
Claims &
have developed as a
Support
writer and thinker in
this class.
Make Rhetorical Decisions Based on the
Rhetorical Situation (A Mind at Work)
•Purpose/Topic
•Writer
•Audience
•Method of Communication
•Rules/Expectations for Method CEL is a toolbox
of rhetorical tools
Academic Audience: Curious, Informed, Skeptical
Support Strategies (from 243 in CEL)
•Rhetorical Decision: Does the support help the reader
understand and accept the thesis? Research
Arrangement: Order/Cycle of Development (Blending in Source Info, 480 in CEL)
Concise Writing
MLA
Essay/Text
33. Writing Task/Assignment/Rhetorical Situation
Invent Research
Explain how you Invention
Claims &
Support
have developed as a Revision
writer and thinker in Writing
this class.
Make Rhetorical Decisions Based on the Research
Rhetorical Situation (A Mind at Work)
Invention
•Purpose/Topic Revision
•Writer Writing
•Audience Research
•Method of Communication
•Rules/Expectations for Method
Invention
Revision
Academic Audience: Curious, Informed, Skeptical Writing
Research
Support Strategies (from 243 in CEL)
•Rhetorical Decision: Does the support help the reader Invention
understand and accept the thesis? Revision
Writing
Arrangement: Order/Cycle of Development (Blending in Source Info, 480 in CEL)
Research
Concise Writing Invention
Revision
MLA
Writing
Essay/Text
34. CEL is a rhetorical toolbox.
It provides students with
rhetorical tools.
35. I want students to—
•recognize rhetorical situations
•analyze (size up, think about) rhetorical
situations
•make rhetorical decisions
•enter and participate in rhetorical
situations
•contribute to ongoing discussions in the
world of ideas
36. I want students to—
•develop rhetorical and intellectual agility
(the ability to move from one
rhetorical situation to another—
to recognize, analyze, and effectively
enter and contribute to rhetorical
situations).
37. Invention Pedagogy
Students resist invention.
Is this a reason to not teach it?
Or is this a reason to teach it?
Students have not been asked to invent, shown
how to invent, allowed or encouraged to invent.
Many see themselves as customers (purchasing
premade and packaged ideas as education)
instead of as students (creating their own ideas
from ingredients, pieces, and raw material).
Teaching invention is hard, often frustrating, and
important work.
38. We all have different pedagogies.
Contrary to popular opinion, this is
how students learn to write.
39. I tell my students that I’m not
teaching them how to write, that in
this class they are not simply
learning how to write. I say that in
this class they are developing as
writers and thinkers.
40. Our final, reflective writing
assignment is—
To explain how you have
developed as a writer and a thinker
in this class.
41. Old Writing Process:
1) Assignment 2) Essay
New/Revised Process:
Inserts intellectual space.
2) Assignment 2) Invention 3) Claims & Thesis Support
•How has your understanding of yourself as a writer changed since you wrote your original description at the
beginning of the term? What reasons would you give for your new understanding?
•What have been your most and least successful writing experiences in this course, and why? How have these
experiences been similar to or different from your previous writing experiences.
•What new ideas or strategies have you learned about writing, and how will you use these new ideas or strategies in
future writing (and thinking) tasks—in college and outside of college? Explain why these ideas and writing strategies
are important.
•How has your understanding of the relationship between writing and thinking changed since you wrote your
original description? How do you see writing differently? How do you see thinking differently? How do you write or
think differently?
•What writing strategies or ideas from this course have you used effectively in other courses this term?
•How have you developed as a writer and thinker, and how will you build on your current development from here.
42. As writing faculty, we are not simply teaching writing. We
ourselves are developing teachers of writing.
Our final, reflective writing
assignment is—
To explain how you have
developed as a writer and a
thinker in this class.
43. As writing faculty, we are not simply teaching writing. We
ourselves are developing teachers of writing.
I’ve been mired in Invention so long now that I am very
interested in focusing my classes more on sentence-level
writing issues.
44. As writing faculty, we are not simply teaching writing. We
ourselves are developing teachers of writing.
I’ve been mired in Invention so long now that I am very
interested in focusing my classes more on sentence-level
writing issues.
We don’t have time to do everything.
45. Goals and Objectives
•To learn how to recognize and strategically use the conventions of academic literacy:
control formal features of syntax, grammar, punctuation, and spelling;
develop knowledge of genre conventions, ranging from structure and paragraphing to tone and mechanics;
demonstrate appropriate means of documenting work;
learn common formats for different contexts.
•To understand and use rhetorical principles to produce public and private documents appropriate for academic and
professional audiences and purposes:
focus on a purpose;
respond to the needs of different audiences;
respond appropriately to different kinds of rhetorical situations;
use conventions of format and structure appropriate to the rhetorical situation;
adopt appropriate voice, tone, and level of formality;
use various technological tools to explore texts.
•To practice good writing, including planning, revising, editing, evaluating sources, and working with others:
develop flexible strategies for generating, revising, editing, and proofreading;
use writing as an open process that permits writers to revise their work;
learn to critique their own and others’ works;
learn the advantages and responsibilities of writing as a collaborative act.
•To practice the processes of good reading:
experience and use the many layers of meaning implicit in “texts”;
interact with a text to question the ideas it presents and the language it uses;
read and respond to written and visual texts;
learn to proofread and edit documents for academic and professional audiences.
•To learn Web and digital environments valued by the university, for example, some or all of the following:
Use the Internet as a research tool;
Use word processing;
Back-up files on disks, CDs, or jump drives;
Send and receive e-mail;
Enter discussion in chat rooms;
Access Web CT or Vista.
•To learn and practice how writing at the university is often based on previous research and inquiry and how to use this
research in writing:
Use writing for inquiry, rather than merely reporting;
Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing
appropriate primary and secondary sources to support one’s own stance.
46. Goals and Objectives
•To learn how to recognize and strategically use the conventions of academic literacy:
control formal features of syntax, grammar, punctuation, and spelling;
develop knowledge of genre conventions, ranging from structure and paragraphing to tone and mechanics;
demonstrate appropriate means of documenting work;
learn common formats for different contexts.
•To understand and use rhetorical principles to produce public and private documents appropriate for academic and
professional audiences and purposes:
focus on a purpose;
respond to the needs of different audiences;
respond appropriately to different kinds of rhetorical situations;
use conventions of format and structure appropriate to the rhetorical situation;
adopt appropriate voice, tone, and level of formality;
use various technological tools to explore texts.
•To practice good writing, including planning, revising, editing, evaluating sources, and working with others:
develop flexible strategies for generating, revising, editing, and proofreading;
use writing as an open process that permits writers to revise their work;
learn to critique their own and others’ works;
learn the advantages and responsibilities of writing as a collaborative act.
•To practice the processes of good reading:
experience and use the many layers of meaning implicit in “texts”;
interact with a text to question the ideas it presents and the language it uses;
read and respond to written and visual texts;
learn to proofread and edit documents for academic and professional audiences.
•To learn Web and digital environments valued by the university, for example, some or all of the following:
Use the Internet as a research tool;
Use word processing;
Back-up files on disks, CDs, or jump drives;
Send and receive e-mail;
Enter discussion in chat rooms;
Access Web CT or Vista.
•To learn and practice how writing at the university is often based on previous research and inquiry and how to use this
research in writing:
Use writing for inquiry, rather than merely reporting;
Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing
appropriate primary and secondary sources to support one’s own stance.
47. As writing faculty, we are not simply teaching writing. We
ourselves are developing teachers of writing.
I’ve been mired in Invention so long now that I am very
interested in focusing my classes more on sentence-level
writing issues.
We don’t have time to do everything.
Writing is a complex literacy task that consists of other
complex literacy tasks.
48. As writing faculty, we are not simply teaching writing. We
ourselves are developing teachers of writing.
I’ve been mired in Invention so long now that I am very
interested in focusing my classes more on sentence-level
writing issues.
We don’t have time to do everything.
Writing is a complex literacy task that consists of other
complex literacy tasks.
•Reading
•Listening
•Research
•Revision
•Grammar
•Speaking
•Thinking
49. As writing faculty, we are not simply teaching writing. We
ourselves are developing teachers of writing.
I’ve been mired in Invention so long now that I am very
interested in focusing my classes more on sentence-level
writing issues.
We don’t have time to do everything.
Writing is a complex literacy task that consists of other
complex literacy tasks.
Writing is very connected to reading, thinking, attitude, life.
50. Consumerism
Text messaging
Parking/driving
Work/School/Family
NCLB
Processed Food
Student/Customer Service
51. Goals and Objectives
•To learn how to recognize and strategically use the conventions of academic literacy:
control formal features of syntax, grammar, punctuation, and spelling;
develop knowledge of genre conventions, ranging from structure and paragraphing to tone and mechanics;
demonstrate appropriate means of documenting work;
learn common formats for different contexts.
•To understand and use rhetorical principles to produce public and private documents appropriate for academic and
professional audiences and purposes:
focus on a purpose;
respond to the needs of different audiences;
respond appropriately to different kinds of rhetorical situations;
use conventions of format and structure appropriate to the rhetorical situation;
adopt appropriate voice, tone, and level of formality;
use various technological tools to explore texts.
•To practice good writing, including planning, revising, editing, evaluating sources, and working with others:
develop flexible strategies for generating, revising, editing, and proofreading;
use writing as an open process that permits writers to revise their work;
learn to critique their own and others’ works;
learn the advantages and responsibilities of writing as a collaborative act.
•To practice the processes of good reading:
experience and use the many layers of meaning implicit in “texts”;
interact with a text to question the ideas it presents and the language it uses;
read and respond to written and visual texts;
learn to proofread and edit documents for academic and professional audiences.
•To learn Web and digital environments valued by the university, for example, some or all of the following:
Use the Internet as a research tool;
Use word processing;
Back-up files on disks, CDs, or jump drives;
Send and receive e-mail;
Enter discussion in chat rooms;
Access Web CT or Vista.
•To learn and practice how writing at the university is often based on previous research and inquiry and how to use this
research in writing:
Use writing for inquiry, rather than merely reporting;
Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing
appropriate primary and secondary sources to support one’s own stance.
52. Goals and Objectives
•To learn how to recognize and strategically use the conventions of academic literacy:
control formal features of syntax, grammar, punctuation, and spelling;
develop knowledge of genre conventions, ranging from structure and paragraphing to tone and mechanics;
demonstrate appropriate means of documenting work;
Consumerism
learn common formats for different contexts.
•To understand and use rhetorical principles to produce public and private documents appropriate for academic and
professional audiences and purposes:
focus on a purpose;
Text messaging
respond to the needs of different audiences;
respond appropriately to different kinds of rhetorical situations;
use conventions of format and structure appropriate to the rhetorical situation;
adopt appropriate voice, tone, and level of formality;
Parking/driving
use various technological tools to explore texts.
•To practice good writing, including planning, revising, editing, evaluating sources, and working with others:
develop flexible strategies for generating, revising, editing, and proofreading;
Work/School/Family
use writing as an open process that permits writers to revise their work;
learn to critique their own and others’ works;
learn the advantages and responsibilities of writing as a collaborative act.
•To practice the processes of good reading:
NCLB
experience and use the many layers of meaning implicit in “texts”;
interact with a text to question the ideas it presents and the language it uses;
read and respond to written and visual texts;
learn to proofread and edit documents for academic and professional audiences.
Processed Food
•To learn Web and digital environments valued by the university, for example, some or all of the following:
Use the Internet as a research tool;
Use word processing;
Back-up files on disks, CDs, or jump drives;
Student/Customer Service
Send and receive e-mail;
Enter discussion in chat rooms;
Access Web CT or Vista.
•To learn and practice how writing at the university is often based on previous research and inquiry and how to use this
research in writing:
Use writing for inquiry, rather than merely reporting;
Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing
appropriate primary and secondary sources to support one’s own stance.
53. As writing faculty, we are not simply teaching writing. We
ourselves are developing teachers of writing.
I’ve been mired in Invention so long now that I am very
interested in focusing my classes more on sentence-level
writing issues.
We don’t have time to do everything.
Writing is a complex literacy task that consists of other
complex literacy tasks.
Writing is very connected to reading, thinking, attitude, life.
We have the most difficult jobs on campus.
54. As writing faculty, we are not simply teaching writing. We
ourselves are developing teachers of writing.
I’ve been mired in Invention so long now that I am very
interested in focusing my classes more on sentence-level
writing issues.
We don’t have time to do everything.
Writing is a complex literacy task that consists of other
complex literacy tasks.
Writing is very connected to reading, thinking, attitude, life.
We have the most difficult jobs on campus.
We are misunderstood and undervalued.
55. Rehearsing New Roles
Lee Ann Carroll
“Much of the story of cognitive development may be
construed as taking progressively more variables
into account during a single act of judgment.”
Students’ performances as writers are constrained
as well as enabled by the circumstances of writing
for the college classroom.
A limited version of literacy may constrain rather
than enhance development.
56. Claims:
•writing assignments in college required a high level of
critical literacy
•faculty are likely to underestimate how much writing
tasks differ …
•lessons learned in fywriting don’t directly transfer to
areas of study
•profs assigning a paper or two are unlikely to observe
student writing development
•student literacy develops because they take on new and
difficult roles
•student writing may need to get worse before it gets
better
57. “It’s bad that you have to learn
the hard way,” learning as you
go, not knowing it all before you
start.
58. FYW is one step in a long
process of development—
from birth through
adulthood.
59. Don’t be a missionary. Don’t
expect to save anybody.
61. When professors assign one paper, they often
see what a student can’t do, especially
compared to other students, but they don’t see
the writing in the context of the student’s
overall development.
62. FYW provides intensive practice and a few
basic insights about college literacy tasks that
students often can express but may find
difficult to apply.
63. Students can value writing that isn’t great
writing but that represents significant
learning.
64. Students learn to write differently, but don’t
fulfill the fantasy that they have learned and
mastered an idealized version of academic
writing.
65. Academic writing usually means students
aren’t rewarded for unpolished personal
narratives or polemics expressing opinions.
66. Students are wary of changing writing
that works and the idea that their
instructor’s preferences are
representative of other academic
readers.
67. Awareness of different kinds of
writing is evidence of growing
rhetorical sophistication.
68. Metacognitive awareness is central to
development—different forms of
writing, challenging literacy
tasks, practice writing, think rhetorically
about their performance as writers.
72. FYW doesn’t fulfill the fantasy
that student writing can be
fixed, and thus no further direct
instruction will be necessary.
73. Tips from FYW that could include teaching
of writing in other disciplines must fit the
local environment and ways the
subcommunity is providing scaffolding for
novices. (What scaffolding is being
provided? What is needed? How do writers
develop?)
Scaffolding—the help proficient learners
provide those in the zone of proximal
development.
79. It is helpful to think
through all the things a
student must do to
complete an assigned task.
80. Recommendations for Instruction
1. Rethink assignments as literacy tasks, not writing assignments. Focus on
writing differently, not better.
2. Conduct an audit of writing within academic majors and programs and fill in gaps
in literary instruction.Students need to develop flexibility as writers. Intellectual
agility. FYW doesn’t develop fantasy students who can write. Development occurs
slowly over time.
3. Develop literacy tasks over a sequence of courses.
4. Develop tasks that challenge students, even if finished products are less than
perfect. Balance between reporting and arguing is difficult for students to
maintain. Learning to read, research, and write has to be part of what it means to
“know” a particular field.
5. Providing scaffolding to support development by directly teaching discipline
specific research and writing skills, using grading strategically to reward
improvement, scheduling interim deadlines for longer projects, and requiring
classroom workshops, study groups, and teacher conferences.In most cases, papers
students turn in are essentially first drafts.There is no revision for revision sake.
We are all strategicabout revision.
86. What message does your pedagogy
send students about writing? (That
it’s all about format? That ideas
matter? That they are developing
through this class, other
classes, and rhetorical situations
beyond college?)
87. •How has CEL helped you?
•How has CEL been an obstacle?
•Should we use a custom version of
CEL? If so, what chapters/sections
would we keep?
•If you’d prefer a different
text, which one (what kind) and
why? (How will that make things
better?)
88. How are you teaching College
Writing II?
Where does CEL fit in?
Did you use it effectively in
CW2, or not?
89. Do you need more help, or less
help, from KSUG?
91. Walk-through
For
explanations, see
“Description of CEL
2-12” handout.
92. Chapter 1: Inventing Ideas
This important chapter helps
students understand the rest
of the book.
It helps students think
differently about writing and
thinking in important ways.
93. Chapters 2-12
• Invention Chapters
• Common Intellectual Activities
• The Development of Human Consciousness
96. Chapters 2-12
• Work through an Invention chapter per essay
• Use text as a thematic reader (see xvii)
• Other approaches?
The Composition/Practice of Everyday Life
While the text can be used as a thematic reader, the RHETORIC sections
should not be ignored. For example, analysis, Public Resonance, Thesis, and
Rhetorical Tools sections are key to our students’ development as writers
and thinkers.
99. Chapter Introduction
• is an opening Essay
• is an argument about the relevance and
importance of the chapter’s common
intellectual activity (remembering, explaining
relationships, observing, analyzing
concepts, etc)
102. Analysis
• Invention
• Invention Questions
• Examples of Invention Writing
• Discussion of Invention
• Invention Workshops
• Thinking Further
103. Public Resonance
• Invention
• Through POC, Analysis, and Public
Resonance, students don’t just pick a topic or
come up with a thesis. They INVENT a writing
idea, a focused point, and support.
108. Questions
•Are you teaching writing? What does it mean to teach writing?
•What is your pedagogy, and why?
•What message does your pedagogy send students about writing?
•How has CEL helped you?
•How has CEL been an obstacle?
•Should we use a custom version of CEL? If so, what chapters/sections
would we keep?
•If you’d prefer a different text, which one (what kind) and why? (How will
that make things better?)
•How are you teaching College Writing II?
•Where does CEL fit in?
•Did you use it effectively in CW2, or not?
•Do you need more help, or less help, from KSUG?
•Should we discuss teaching writing more? If so, how? when?
