Featured videos: language, literacy, writing

Currents Community

We will our work in a Currents Community to share our fieldnotes, respond to others’ ideas, and discuss readings. *Remember to log in to your Chico State Google first; once logged in, click link here.

Calendar

October 2021
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
September 27, 2021 September 28, 2021 September 29, 2021 September 30, 2021 October 1, 2021 October 2, 2021 October 3, 2021
October 4, 2021 October 5, 2021 October 6, 2021 October 7, 2021 October 8, 2021 October 9, 2021 October 10, 2021
October 11, 2021 October 12, 2021 October 13, 2021 October 14, 2021 October 15, 2021 October 16, 2021 October 17, 2021
October 18, 2021 October 19, 2021 October 20, 2021 October 21, 2021 October 22, 2021 October 23, 2021 October 24, 2021
October 25, 2021 October 26, 2021 October 27, 2021 October 28, 2021 October 29, 2021 October 30, 2021 October 31, 2021
Readings

Readings

Below are the common readings for the semester. They are listed in the order they appear on the calendar. You can find the readings in our shared Perusall site where we will annotate/comment on the readings together. Link to Perusall and Perusall Course Code: JAXON-WJS9Q

Aug 30: Jaxon, Kim, Laura Sparks, and Chris Fosen. “Epic Learning in a ‘Jumbo’ Writing Course.” Composition Studies, vol. 48, no. 2, 2020, pp. 117-128.

Sept 10: Nelson, Jennie. “Reading Classrooms as Text: Exploring Student Writers’ Interpretive Practices.” College Composition and Communication, vol. 46, no. 3, 1995, pp. 411-429.

Sept 17: Sommers, Nancy and Laura Saltz. “The Novice as Expert: Writing the Freshman Year.” College Composition and Communication, vol. 56, no.1, 2004, pp. 124-149.

Sept 24: Ianetta, Melissa and Lauren Fitzgerald. Chapter 2 “Tutoring Writing” from The Oxford Guide for Writing Tutors: Practice and Research. Oxford University Press, 2016. pp. 13-43.

Oct 1: Hall, R. Mark. Chapter 2 “Valued Practices for Building a Writing Center Culture of Observation” from Around the Texts of Writing Center Work: An Inquiry-Based Approach to Tutor Education. Utah State University Press, 2017. pp. 15-44.

Oct. 8: Wardle, Elizabeth. “’Mutt Genres’ and the goal of FYC.” College Composition and Communication, vol. 60, no. 4, 2009, pp. 765-789.

Oct. 15: Thonus, Terese. “Tutoring Multilingual Students: Shattering the Myths.” Journal of Reading and Learning, vol. 44, no. 2, 2014, pp. 200-214.

Oct 22: Baker-Bell, April. Book trailer: Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy.  Video: Inoue, Asao B. CCCC Chair’s Address, 2019.

Oct 29: Matsuda, Paul K., & Cox, Michelle. “Reading an ESL Writer’s Text.” Studies in Self-Access Learning Journal, vol. 2, no. 1, 2011, pp. 4-14.

Nov 5: Wiley, Mark. “The Popularity of Formulaic Writing (And Why We Need to Resist)” English Journal, 2000, pp. 61-67.

Nov 12: Shipka, Jody. “A Multi-Modal Task Based Framework for Composing.” College Composition and Communication, vol. 57, no. 2, 2005, pp. 277-306.

 

Additional Readings you might find helpful as you think through support writers

Szwed, John F. “The Ethnography of Literacy.” Literacy: A Critical Sourcebook.  Eds. Ellen Cushman, Eugene R. Kintgen, Barry M. Kroll, and Mike Rose. Bedford, 2001. pp. 421-29.

Adler-Kassner, Linda and Elizabeth Wardle (Eds). “Metaconcept: Writing is an Activity and a Subject of Study” from Naming What We Know: Threshold Concepts of Writing Studies. Utah State University Press, 2015.

“Activity Theory and Its Implications for Writing Instruction.” In Reconceiving Writing, Rethinking Writing Instruction. Ed. Joseph Petraglia. Erlbaum, 1995. 51-78.

Readings on Revision & Responding

Stommel, Jesse. “The Twitter Essay.” Hybrid Pedagogy. Web.

Hull, Glynda et al. “Remediation as Social Construct: Perspectives From an Analysis of Classroom Discourse.” College Composition and Communication, vol. 42, no. 3, 1991, pp. 299-329.

Baron, Dennis. “From Pencils to Pixels: The Stages of Literacy Technology” Passions, Pedagogies, and 21st. Century Technologies, ed. Gail Hawisher and Cynthia Selfe. Utah State Univ. Press, and National Council of Teachers of English, 2000. pp. 15-33.