More on Genre

  • genre is a social act
  • sometimes you have to simplify things when talking about genres because if not, things can get messy
  • contain preconceptions
    •  sonnets=love poems
  • stability within genres and they change depending on the consumer
  • genres perform something
  • Dean’s Article:
    • aren’t classifiable
    • things can be classified as multiple things
  • forms don’t fit genres and genres don’t fit forms
  • Social: we create them as humans, depending on who you are talking about you have different genre
    • branches off into the discourse communities/cultural
  • Rhetorical: blocked by rhetorical questions but what is really meant is rhetorical= purposeful
    • if it wasn’t rhetorical then everything for example in music would sound the same
    • so artist choose specific beats, rhythms, etc. for a purpose
    • stable/flexible: greeting card, you choose a specific greeting depending on what was being celebrated so you have a foundation ex. birthday, baby shower, etc.. then you can choose if you want a funny, sarcastic card
  • Historical:
    • concept of antecedent genres> procreative sense, they aren’t just made up, something came before it
    • nothing new
  • Cultural: macro-level of context
    • the culture of this class is different from that of my earth science class
    • we have certain genres that operate by certain communities
      • someone in sciences: lab reports
    • overlaps with social
  • Situated: micro-level of context
    • ex: parking ticket
      • flyers on your car in campus parking lot would mostly be school related.
    • appearing in 2 situations that change the way you experience that genre
      • physical situations that we expect them to be in, and then we can perceive them
      • wedding slideshow
  • Ideological: value systems
    • ex: 5 paragraph essay is a genre
    • action for a person

Web Text Contribution/ Class notes

What are we doing: Using our contribution statements and creating a platform to express this through however we chose to do it.

  • make sure to know your audience- what age group?
  • page numbers or no page numbers?
  • Colors that will appeal to a specific audience
  • Consideration of small details will come into play when composing
  • Images…
  • editing is very important
  • creating own media/images? To make it more of your own!
    • Video, mp3, audio
  • each group member should “contribute”
  • work should stand outside this class, no “I wrote this for my class” type of junk
  • GRADING: individually graded, peer evaluations, and engagement during class
  • FIRST DRAFT IS DUE APRIL 1ST
  • FINAL DRAFT IS DUE APRIL 22ND 

Reflection

  • An example of reflection could be a song because the artist is telling a story of the past and showing growth→ ex. “Since U Been Gone” by Kelly Clarkson
  • Music is a form of writing that can express emotions from the past in 3 minutes and is a great example of reflection
  • Relating reflection to food:
    • Make it, with all the ingredients and then you realize it wasn’t as good as you thought it wasn’t going to be. Then you analyze what you could have done differently.
    • Throw a paper together before the day it is due, but you have big words or in-text citation that make it look like the paper is a great one. Then you get the bad grade and realize it sucked. When you analyze, what you should do to make it better.
    • “Your reflection forms evidence of your experience.”
  • Movies:
    • we analyze the facts and concrete things about the movie
  • The moment is what had an impact on you, so don’t summarize.
  • Look out how you thinking process is now than it was before
  • We are always reflecting on things in life and we don’t even notice it
  • Be selective, reflect deeply
  • Get other perspectives from your moment
  • collect evidence, notes

Notes on Mid-term

Reflection Midterm Paper Notes:

  • Have a moment on that specific moment in our reflection paper?
  • There should a motive, for example how this paper caused me to be frustrated and be confused
  • Have you realized yet?
  • Things we shouldn’t write about: no narrative, no blanket statements, and write about something that has to do with writing
  • Have a bigger picture
  • Yet still very confused as to what to write about because maybe I haven’t realized I’ve had that moment yet

Reflecting

1. Identify

  • A new lenses → new perspective
  • start in a place of free writing but it should be in depth and edited
  • Vignette: you shouldn’t story tell
  • Do you haven’t to be changed in the moment of your reflection? No not really, it needs to be a moment where you can derive meaning from it NOW
  •  Present a moment that at the time didn’t seem important but really has a lot of meaning now

2. Analyze

  •  Why did things play out the way they did?
  • What more was at play

3. Identify

  • looks for the larger learning experiences
  • “what’s at stake?”

-Memory is part of reflection…memory is nested within memory

Writer’s frame?

  • From the reading I really liked how they described it as a “frame” and when you take a picture you focus on the people who are going to be in the picture, not the background.
  • Frame from the article about college: it left out college education major without monetary, it narrows done on not only a certain age which shows they’re bias toward the topic. They do this so that the readers AGREE with them? But why does it only include XYZ?
  • Example→ Christopher Columbus seen as a hero but he isn’t really that hero everyone says he is. Indians were slaves but nobody cares to see the way they were affected when the “New World” was “discovered”
  • Lenses through which, when ones gone you notice it → writers frame

Drawing a red line with a green marker?

  • Is discourse communities seen as foreign to students? I think that students aren’t foreign to discourse communities because they’re pretty much clubs but as students we don’t know them as a “discourse community.”  So the term is what is foreign.
  • I think this class in general, has changed my way of viewing writing because in high school we had a set of standards and we aren’t really allowed to take our own style. Now here my perspective on writing has changed in way that is not boring or difficult but more interesting and fun.
  • How do we define academic writing? And do we bring those skills into college?
  • How do you respond to a boss who emails you angry about a job not getting done in on time? Do you respond angry or wait 15 minutes to get a good response? What kind of discourse would you use?
  • You should distinguish between certain communities because although they have the same characteristics, they are different. Consider which community you are in and which one you are talking to.
  • Different communities are different so it can be difficult to speak to another.