DRAFT: This module has unpublished changes.

WP 1: Investigate (The Purpose(s) of Education): DUE FEBRUARY 18, 2016 11:59 p.m.

Length: 1000-2000 words, double-spaced, submitted electronically on Blackboard in MLA style

Additional due dates:

Extra process projects due: Wednesday January 20th at 4 p.m. – Thursday February 25th at 11:59 p.m.

Rough draft due: Monday February 8th – Thursday February 11th.

Final draft due for highest possible grade (see syllabus): Thursday February 18th, 11:59 p.m.

Final draft due with grade reduction (see syllabus): Thursday February 25th, 11:59 p.m.

Reflection due: Wednesday February 17th at 4 p.m. – Thursday February 25th at 11:59 p.m.

WP 1 will be marked “late” on Friday February 19th at 12: 01 a.m.

The learning module for WP 1 closes on Thursday February 25th at 11:59 p.m.

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DESCRIPTION OF ASSIGNMENT:

NOTE WELL: This is NOT a traditional research paper, so articles and other sources from the Internet and from print are OPTIONAL (only 1-3 sources at most). For WP 1, you will need to focus most on evidence from observations, interviews, and autobiography. 

Instead, I offer 3 categories to use to create a writing problem, and 3 options within each of the categories: quotes, questions, strategies.  Choose 1 option from each of the 3 categories.

CATEGORY 1: QUOTES

Choose 1 of the 3 quotes to introduce and analyze for WP 1. You, as the writer, must demonstrate the relationship of the quote to your topic. We will discuss how and why to use quotes in class.

 

 1. “The communication which ensures participation in a common understanding is one which secures similar emotional and intellectual dispositions.” John Dewey (cited in Putney, page 138).

 

2. “[Education is] the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world” Paulo Freire (cited in Putney, page 139). 

 

3. “Taste classifies, and it classifies the classifier.” Pierre Bourdieu (cited in Dupont, page 558).

 

CATEGORY 2: STRATEGIES

Linda Tuhiwai Smith presents the following strategies in “25 Indigenous Projects.” Choose 1 of these strategies as a method for organizing your evidence and ideas.

  1. Storytelling: “the storyteller retains control”
  2. Networking: “ [is] based on relationships and connections, and is about building knowledge and databases through these relationships.
  3. Restoring: “The restoring of wellbeing spiritually, emotionally, physically and materially.”

CATEGORY 3: PROMPTS

I created these questions based on in-class writings and discussions. The questions are meant as a general starting point. From this starting point, writers will experiment with and determine the individual directions that their writing projects can take. Choose 1 prompt for your focus in WP 1.

  1. Do the qualities of authenticity and imagination have a place in learning and education? Why or why not? What happens when these qualities are absent? What happens when these qualities are present?
  2. Do cultural values play a role in learning and education? Why or why not? What happens when values of cultural insiders come into conflict with cultural outsiders? How and why might insiders and outsiders arrive at mutual understanding of values, despite disagreements?
  3. Do traumas endured by communities and individuals contribute new knowledge to learning and education? Why or why not? What happens when survivors and others acknowledge trauma? What happens when trauma is ignored?

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Additional Considerations:

Thinking about the rhetorical situation can add to depth to creating content, organization, and expression and mechanics. For WP 1, we will focus on 3 concepts of rhetorical situation:

Audience (pathos): The academic community, especially scholars who study and practice writing. They will look for specific details and evidence, including evidence from observations, interviews, and autobiography. 

Purpose (telos): The scholarly journal Hybrid Pedagogy invites papers that respond to the question: What is education good for? The journal hopes for a variety of topics and points of view in response to this question.

Context (kairos): For WP 1, at the very beginning of this new semester, you are invited to investigate an issue related to education and/or learning. As a writer, one of your goals is to find an issue of compelling interest to you – and to convey that interest to scholars that study and practice writing (other students; teachers; general public interested in education).

 

Evaluation criteria:

NOTE WELL: The criteria of content, organization, and expression and mechanics are featured in all courses offered by ASU Writing Programs. The thumbnail descriptions state the requirements for the assignment, and will be used as a grading rubric. An “A” paper represents an ideal (though not necessarily perfect) response to this assignment, going above and beyond the stated requirements.  “B” papers fulfill the stated requirements and need additional practice in one or more of the 3 major areas. “C” papers meet the basic requirements for passing the course, and need substantial improvements in one or more major areas. “E” papers do not meet standard course requirements and need extensive rethinking in one or more major areas. “E” grades also may be assigned for lack of timeliness (see due dates above).  I will provide grades and evaluation comments through an assessment rubric and, when requested, individual written comments will be added.

  1. Content: Focus on the 3 categories: 1 quote, 1 strategy, and 1 prompt from those listed on the assignment sheet. Supporting evidence gathered from interviews, observations, and autobiography. Articles provided on Blackboard may be included, but additional Internet and print sources play a very minor role and need not be used at all. Demonstrated awareness of pathos (appeal to emotions and sensibilities of the audience), telos (purpose of WP 1), kairos (contexts for writing).  Quote(s) are introduced and analyzed; quote(s) also show a direct relationship to the main topic of the essay.
  2. Organization: Thorough introduction with clear thesis statement, body paragraphs that analyze, support, and reaffirm the thesis, and a conclusion that syncs with the introduction.
  3. Expression and mechanics: Sentence structure and grammatical features are appropriate for an academic essay. Paragraph structure shows that the writer has thought carefully about the differences between a topic and a subtopic, and has structured and divided paragraphs accordingly. Each separate paragraph should have a topic sentence, evidence/analysis sentences, and a concluding sentence. Clear transitions are evident between paragraphs, topics, and subtopics.
DRAFT: This module has unpublished changes.