1. Transition to College/ Postsecondary Writing How do we use writing in our everyday lives? What is college writing? What is the Framework for Success in Postsecondary Writing?

2. Agenda Class Activity: Writing in the “real” world; writing as a student. Group Activity: What are the features of college writing? Quarter 1 Essential Question/Learning Goals

3. Class Activity – Writing in Our Everyday Lives Fold a blank sheet of paper into 4 quadrants Label each quadrant one of the following categories: – Social – Workplace – Academic – Personal Write as many examples of “types of writing” that you do regularly (and categorize them by quadrant) EX: Workplace: – Writing the menu changes on the blackboard at your job

4. Sharing Turn to a shoulder partner and share the different types of writing that you came up with If you discover your partner thought of ideas that apply to your life as well (that you left off), please add them to your brainstorm

5. Results Let’s hear what you came up with

6. Class Activity – What is postsecondary writing? What should you expect? Form groups of three 1. Formally introduce yourselves to each other 2. Plan to introduce each other to the class. his or her name where he/she is from an interest/hobby – something that gives us a sense of the person 3.Discuss:  What is college writing?  What kinds of writing might you have to do in the future?  What concerns do we have? Form groups of three 1. Formally introduce yourselves to each other 2. Plan to introduce each other to the class. his or her name where he/she is from an interest/hobby – something that gives us a sense of the person 3.Discuss:  What is college writing?  What kinds of writing might you have to do in the future?  What concerns do we have?

7. Report to the Class Begin with the introductions Then each person presents something salient to the prompt from the group’s discussion. Begin with the introductions Then each person presents something salient to the prompt from the group’s discussion.

8. De-brief - What is college writing? Presents an academic response to an academic prompt; generally presents an argument or explanation (exposition). Essay structure expected. Contains clear thesis statement and topic sentences. Clear, specific, and reasonable convincing evidence supports claims and subclaims. Written in a more formal, academic tone. Written in a richer, more descriptive vocabulary than informal writing. Awareness of contrasting points of view. (“You are joining an existing conversation.”) Correctness matters.

9. Postsecondary writing involves the study and practice of writing and reading rhetorically. So... what is “rhetoric”?

10. Rhetoric is: – SITUATED COMMUNICATION (rhetorical situation) – Communication in some context – The art of speaking or writing effectively and persuasively in a particular context (context = a social space, i.e., classroom, work environment, dinner gathering) – Forms of communication that are shaped by a particular social situation – Rhetor’s purpose: to inform, to persuade, to entertain Basic definition

11. Example: Studying Rhetoric in Politics Studying the “rhetoric” of political speeches might include: – Understanding how politicians use language to persuade – Looking at their non-verbal cues, such as facial expressions, hand movements, etc. – Considering how politicians use tone and intonation to get a reaction or a rise out of the audience

12. Expanding the Definition of “Text” Studying the “rhetoric” of some text means understanding all relevant communicative devices – a “text” = anything that communicates, not just written texts – this includes written devices, spoken devices, nonverbal gestures, or actual objects (i.e. an outfit)

13. Examples of “Texts” Studying the “rhetoric” of hip-hop could include: – Analyzing song lyrics, beats, styles of hip-hop – Considering clothing styles – Thinking about messages – Considering how rap videos define hip-hop culture In other words, we’d study different rhetorical “moves” or “strategies” that define hip-hop.

14. College writing often entails reading rhetorically and writing rhetorically. Studying the “rhetoric” of a “text” – Author’s purpose, intended audience, and author’s ethos – Rhetorical elements a writer uses to achieve his or her purpose pattern of organization (narrative, cause/effect, definition, etc.) rhetorical appeals (logos, pathos, ethos) types of evidence (facts, statistics, expert testimony, narratives, observational description, etc.) diction (persuasive, connotative language, and biased language; specific and descriptive word choice; figurative language; active verbs, etc.) syntax (sentence structure such as sentence length and variety; repetition)

15. Elements of the “rhetorical situation”“rhetorical situation” Classic author-speaker/text/audience relationships Guide – Arguments – Author’s purpose and stance – Audiences, texts, and contexts (socio/cultural/historical)

16. Readers and Writers in Context Image from: Lunsford, Andrea; Ruszikiewicz, John J., and Keith Walters. Everything’s An Argument, 6 th ed. Bedford/St. Martin’s, 2013.

17. So... what does it take to achieve success in college writing? Rodin’s “The Thinker,” Image from Wikipedia The answer might surprise you...

18. Curiosity – the desire to know more about the world Openness – the willingness to consider new ways of being and thinking in the world

19. Engagement – a sense of investment and involvement in learning Creativity – the ability to use novel approaches for generating, investigating, and representing ideas Persistence – the ability to sustain interest in and attention to short- and long-term projects

20. Responsibility – the ability to take ownership of one’s actions and understand the consequences of those actions for oneself and others Flexibility – the ability to adapt to situations, expectations, or demands Metacognition – the ability to reflect on one’s own thinking as well as on the individual and cultural processes used to structure knowledge

21. Quarter 1 Essential Questions What does it mean to be a success? How will I find success?

22. Q1 Major Texts & Assignments  Beowulf  Refreshing/perfecting our Writing On Demand skills  Nickel and Dimed  Strengthening our grammar  Smiley Face Tricks for writing  Senior career/college research assignments that will help us create our very own SENIOR WEBSITES (more info to come)

23. Quarter 1 Learning Goals Read and comprehend complex literature Determine themes/central ideas from literature Draw evidence from literary and/or informational texts to support analysis, reflection and research Conduct research Create clear and cohesive writing (narrative writing, synthesis of research, WODs) Strengthen technology skills (Word/databases/Internet/creating websites )

25. On the BACK of your 4 quadrants paper, brainstorm and write:  2 personal strengths from Habits of Mind (include 1 piece of evidence/ a specific example to support or illustrate each habit)  From the Habits of Mind list: 1 target for improvement (with one piece of evidence to show you could use improvement)  Include MLA heading on the upper right hand corner of the paper and submit