The Writing Feedback Loop: Where Writing Process Meets Writing

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					    Moving from Narrative to Argument
    Essay Basics While Workshopping the Process of Writing




Dr. L. Lennie Irvin
San Antonio College
San Antonio Writing Project
    Theoretical Underpinnings and Goals of this
                   Assignment
   Building on students’ natural capacity for making meaning
    with language (Berthoff)

   Writing assignments that mesh with cognitive development
    and a growing ability for abstraction (Moffett)

   Teaching writing as a process and activity

   Increasing students awareness of audience and rhetorical
    stance

                        L. Lennie Irvin, San Antonio College
From narrative to argument
Moffett’s curriculum ascending the ladder of
  abstraction

   “my idea would be to have a curriculum recapitulate,
    in successive assignments, the abstractive stages
    across which all of us all the time symbolize raw
    phenomena and manipulate these symbolizations”
    (25)

                     L. Lennie Irvin, San Antonio College
The Spectrum of Discourse
Recording--the drama of what is happening                    Description

Reporting—the narrative of what happened
                                                             Narration

Generalizing—the exposition of what                          Exposition
   happens

Theorizing—the argumentation of what will,                   Argument
   may happen

                      L. Lennie Irvin, San Antonio College
Sequence of assignments
   building toward the higher level analysis and
    argumentation of college writing

       Narration/Description—The Family Story
       Illustration—The Illustrative Essay

       Analysis
       Argumentation
                     L. Lennie Irvin, San Antonio College
From narration to argument
   Story
       close observation, detail, showing and not telling,
        sequence, narrative form
   Illustration
       makes point (thesis-driven); essay form (point-support)
       builds concept of “showing” through exemplification
       using stories to illustrate (show, prove, exemplify, support)
       added layers of purpose and audience (purpose driven)
       argumentation (theorizing) that builds on generalizing and reporting



                            L. Lennie Irvin, San Antonio College
Sequence of assignments
   building toward the higher level analysis and
    argumentation of college writing

       Narration/Description—The Family Story
       Illustration—The Illustrative Essay

       Analysis
       Argumentation
                     L. Lennie Irvin, San Antonio College
Teaching the Basics of Essay Form
   Introduction
   Body—dividing up the proof
   Conclusion
         Essay Form
         Organization—put only one primary support per Body
          paragraph (in this case, one story/example per body
          paragraph)
         Introductions

                      L. Lennie Irvin, San Antonio College
Encountering the Writing Situation
   What do I want to say? (message)

   –Who do I want to say it to? (audience)

   –Why do I want to say it to them? (purpose)
       What do I want them to see, think, feel, or do when or after they read
        my text?




                             L. Lennie Irvin, San Antonio College
Images of the Writing Situation




   James Kinneavy’s Communication Triangle, A Theory of Discourse

                          L. Lennie Irvin, San Antonio College
Images of the Writing Situation




    Mike Palmquist’s “Social Model of Writing” | Writing@CSU

                       L. Lennie Irvin, San Antonio College
Encountering the Writing Process: The
      Writing Feedback Loop




             L. Lennie Irvin, San Antonio College
Looping Through the Writing Cycle
   Invention exercise(s)                        Draft 3
   Draft 1                                      Peer Response 3
   Peer Response 1                               (celebrate writing)
   Writer’s Review 1                            Writer’s Review
    ---
   Draft 2                                       --modeling/lessons at various
   Peer Response 2                               places along the way

   Writer’s Review 2

                     L. Lennie Irvin, San Antonio College
The Power of Heuristics
   A heuristic is any form or procedure that leads
    to knowledge
       prompting thinking!

       A sequence of questions that lead a student along
        a path of consideration (they might not otherwise
        have gone down)


                      L. Lennie Irvin, San Antonio College
Kenneth Bruffee and Peer Response
“Collaborative Learning and the ‘Conversation of Mankind’”

   Social construction of knowledge

   “…our task [as writing teachers] must involve engaging students in
    conversation among themselves at as many points in both the
    writing and the reading process as possible, and that we should
    contrive to ensure that students’ conversation about what they read
    and write is similar in as many ways as possible to the way we
    would like them eventually to read and write. The way they will
    talk to each other determines the way they will think and the way
    they will write” (400)


                           L. Lennie Irvin, San Antonio College
Peer Groups/Writing Workshop
   Beat Not the Poor Desk, Marie Ponsot and
    Rosemary Dean
       Making observations and separating them from
        inferences
   Peter Elbow and Pat Belanoff
       Sharing and Responding
       my guide on peer response


                     L. Lennie Irvin, San Antonio College
Writer’s Reviews
   A chance for writers "between the drafts" to think and strategize on paper
    about where they are in working on a piece of writing and where they plan
    to take it.

   These writing pieces ask writers to consider feedback they have received,
    stand back and look at their writing, and gain some perspective. These
    self-evaluations prompt students to consider their draft in light of what
    they conceive to be the goal or success on this essay assignment.

   From this consideration and evaluation, writers generate plans and
    strategies for productively revising their essay to better reach the goals of
    the particular assignment.




                              L. Lennie Irvin, San Antonio College
Writing Activity:
Illustrative Essay Invention




               L. Lennie Irvin, San Antonio College
Viewing Student Examples




           L. Lennie Irvin, San Antonio College
How Might You Use This Writing
Activity in With Your Own Classes?




             L. Lennie Irvin, San Antonio College

				
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