I wonder what your brain looks like... The Franklin Institute wondered too. They asked 5 artist to create representations of their brains. They are included below along with other fun pictures from the museum. Do you see your brain?
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Through the University Writing Program, The Writing Foundations Program, and various other initiatives, the university brings timely and valuable resources for individual and curriculum development that engage both students and faculty.
Plan." In short, a QEP is a plan to implement and assess a focused set of initiatives designed to improve student learning across the university. ECU's Quality Enhancement Plan--"Write Where You Belong"--is a multi-faceted, multi-year project to integrate, align, and reinforce writing instruction for students from the day that they begin their first classes at ECU to the day that they complete their degrees and transition into the workplace or advanced study.
Writing Across the Curriculum The UWP also consists of the Writing Across the Curriculum (WAC) Program, which is designed to assist student in acknowledging and applying the differences in writing conventions across the disciplines. Central to the WAC Program are the Writing-Intensive courses offered by programs across the university. The WAC Program also provides extensive faculty support through a variety of professional development opportunities.
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I am really excited to see what ENGL 1100 my students can do with this activity! I will be sure to let you know and share some pictures of their products.
Exploring Culture: The Influence of the Images & Texts Surrounding Us
Our culture is filled with persuasive texts that we encounter constantly in different formats and contexts. We can consider them to be cultural artifacts because they are produce by, circulated in, utilized within, and affected our modern culture in big and small ways. In this activity we will considers the visual rhetoric and the images/text of specific cultural artifacts that motivate and affect particular audiences in certain ways. To do so, we will consider what the cultural artifact says, how it works, and what it means. We will examine the influence of each artifact through freewriting, collaborative description, and analysis of it. First, select a cultural artifact to examine with a partner. Individually: In your daybook, take 10 minutes to start to examine and freewrite about your cultural artifact. You will start by describing and summarizing elements of your artifact while also starting to consider the effects of it on you as a possible audience member. Some elements to consider for the visual analysis:
Some elements to consider for the rhetorical analysis:
With your partner: Start by discussing observations from your freewrite with your partner. Glue your text to a large stickie note. Use your notes and collaborative discoveries to describe and annotate the text using a black marker. Be specific. Look at the big picture and the details to describe as thoroughly as possible. (See example.) After you have thoroughly described and annotated the text, record the questions, observations, significant ideas, and themes that you noticed while describing the text on your poster in red marker. Next, identify and consider the rhetorical elements of the text with your partner. Considering the function of each element in terms of their rhetorical purpose and target audience. If there are certain or specific areas of the text that stimulate you, feel free to dig deep into those. Our Visual Analysis and Rhetorical Analysis handouts and ideas from your reading in The Little Seagull Handbook may also help you think through your analysis. On a separate sheet of paper, make notes to explain the rhetorical elements of your text along with the effects of these visual and rhetorical elements on an audience’s perception of the text itself. Elements to consider for your analysis:
After you have thought through these question, identify the genre you are analyzing, its rhetorical purpose, and the intended audience. Write them at the top of your poster in blue marker. Finally, go back to your original poster and record your answer to this question on it in green marker.
Hang up your finished product somewhere in the room. Take the time to walk around and examine others’ products. Be ready to discuss your product and relate it to others’ products in the room. Some options of texts for analysis: My English 1100 students are starting their second project, and I want to play along too, of course. So here is the beginning of it. Assignment: It is nearly impossible for me to imagine my life without music. From the sticks I banged together in first grade music class to the piano that still sits in my mother’s living room; from the playful if somber syncopation in Sufjan Steven’s “Chicago” to head nods that come with Childish Gambino’s “Redbone”; from the burst of energy that comes with Arcade Fire’s “Rebellion (Lies)” to the inevitable drain of listening to a whole Nick Drake album in one sitting; from the utter vapidity of Rebecca Black’s “Friday” to the depth and power of Beyonce’s “Formation” to the social critique embedded in Bob Dylan’s “Subterranean Homesick Blues” — music has always had some sort of impact on me and how I see the world. For this project, you can take one of two paths: you can turn the analytical eye on yourself or on someone else. I’ve Got the Magic in Me: if you want to write about yourself by constructing your own playlist, I’d encourage you to think of a particular “you” to explore: the athlete, the reader, the writer, the nerd, the activist, etc. Don’t make a playlist “All about Me” but one that’s the playlist of yourself in one of the roles you play. This allows you to focus in on who this person is when he/she/ze is in that role, which helps to keep your project from spiraling out of control. OR Sing Us a Song, Mr. Piano Man: if you want to design a playlist for someone else, then think about the mini-activity we did in class and how there are songs that seem “natural” for other people: in class, we explored the playlists for Winnie-the-Pooh, Buddy the Elf, Miley Cyrus, and Ryan Reynolds. But those playlists were based on somewhat superficial things: what we already knew, what was most obvious. To do this sort of playlist effectively, you’ll need to explore the person/character you’re working on and go beyond what’s obvious to just anyone who knows this person/character. Guidelines: As with all the projects we do, your guidelines are negotiable to allow for your own creativity and for flexibility. However, as a rough guideline, your projects should contain 8 – 10 carefully chosen songs. These songs should be available on a publicly viewable internet source (e.g., YouTube, Vimeo, SoundCloud, etc.) and you should be able to embed them in your finished project. Publishing: In order to take advantage of the audio (and likely video) that your project will use, be sure to link them out on your Blackboard submission or consider one of the following easy-to-use options for sharing: Post on Blackboard by 8am Tuesday, February 14th. My Teacher-Writer Identity PlaylistWake Up by Arcade Fire
Folk Song Melody by Maria Taylor Beginner's Mind by Bright Eyes Oxford Comma by Vampire Weekend A Little Lost by Sufjan Stevens Stand Tall by Childish Gambino When My Time Comes by Dawes Fake Empire by The National Yoshimi Battles the Pink Robots, Pt. 1 by The Flaming Lips Can I Kick It? by A Tribe Called Quest Touch Me I'm Going to Scream, Pt. 2 by My Morning Jacket Every Age by Jose Gonzalez
"Students learn to write by writing, by getting advice and feedback
on their writing, and then writing some more." I am excited about the publication of a classroom research project that I worked on with Dr. Patrick Cundiff. Check out our article here. (It is also included as a PDF below.)
IWCA 2016 in Denver, CO was another great conference! I had so much fun thinking and playing with the participants who came to Telling New Stories: Reframing Writing Centers as Cultural Communities.
Take a minute to check out our materials and presentation. I am especially excited about two new activities I have developed for this year's Advanced Academy on the transfer of writing skills and knowledge. Check out the "Transfer Trading Cards" and "I Am From... Disciplinary Poems" located below. And I look forward to letting you know about how the activities go!
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