Casandra Phillips
02/29/2016
PB3A
PB3A was definitely a project I had to think about.
The way that we spoke about it made it seem like I had to go easy on the
younger audience genre but I had to be much more intense with the adult genre
so I was a little conflicted with this at first but ones I choose what exact
genre I wanted to work for each age audience it all became a lot easier. I am
very excited to see what I can come up with, with so much freedom in a writing
piece.
Article:
Textual Silences by Huckin
I decided to focus my project on “On Textual Silences
Large and Small” by Thomas Huckin. This article focus on how the missing pieces
of a writing piece actually has a meaning behind it and serves a purpose.
Thomas Huckin categorizes these textual silence moves into 6 types from least
to most transparent type of silence to show the importance in each and how they
are presented.
I will roughly be doing the same kind of thing with both
audiences but I will focus on the tone of the information, how much information
I put into it, word choice, and the overall idea I want the students to get
from it to point out the differences in age group.
I will definitely be pointing out the same main ideas
in both genres like:
1) The
4 steps to identify textual silence
2) The
6 types of textual silence and their conventions
~giving examples of all 6
3) The
difference between covert and collaborative silence
Children
Genre:
For the younger audience I can either do a 1) short
script so that it seems like a short video that we watched before going into
the actual lesson plan so the students can get a rough idea about what we will
be learning and then I can ask them for a summary/ write-up of the main idea
they got from it OR 2) I can write a short reading attached with a quiz to make
sure students got the full understanding of the reading.
On top of these two ideas I also thought about doing a
chart with examples for each textual silence with examples to put up on the
classroom. I think I can do this idea regardless of the route I decide to take
with the main write up because I can very easily break up the points to simpler
ideas overall. I know this part of the project can work with any route I take
because I used to do these posters in class all the time when I took AP
Literature in high school.
I definitely think that regardless of how easy I make
the vocab or how much information I take out or put in, this specific topic is
just impossible to teach to a very young audience so I will be focusing on high
school students, particularly students in AP Literature/ English.
Adult
Genre:
For the older audience I decided to write a post on a
university page where professor’s need to post their lesson plans before
lecture so students can access it. It is like posting their lecture slides on
gauchospace right before class so students can follow along in lecture and add
their notes onto it. This specific project will be focused on graduate students
who are trying to pursue a Writing/ English career and are taking some of their
final graduate classes before getting their doctorate.
This genre is pretty straight forward so I think that
this one will be a bit easier to work with than the younger audience,
especially because I do not have to change much, if any of the reading. If
anything I would have to make this writing a bit more difficult than it is now.
Cassy -
ReplyDeleteI'm doing "Textual Silences" as well, and was planning on doing a lesson/homework assignment for my younger audience too (although I'm aiming it at a younger age group)! Needless to say, I think it's an amazing idea. Now that you've got your idea established, how exactly are you going to do that? In other words, how exactly are you transforming it? Will you be using easier vocabulary? Why? Think about the changes you want to make and what exactly that accomplishes. For example, since you're aiming your "assignment" to high school students in an AP class, the quiz at the end will probably be something harder than multiple choice. You would probably want to use something like fill in the blanks, or short-answer paragraph form, since the audience you're addressing is assumed to be smarter than most high school students. On another note, I thought your adult genre was very creative and interesting. What kinds of choices will you be making? For example, since it's a lesson plan from a college professor, the language should probably be pretty complex and professional. Think about the conventions of the genres you chose, and how exactly those will be implemented. I'm super curious to see how your take on the assignment comes out, and I'm sure you'll do amazing! Good luck girl :)
Piper Harris
Cassy,
ReplyDeleteAlright, for starters, I like how you’re thinking of what you want to BRING OUT from the scholarly piece FIRST. As you mentioned, you want to “1) The 4 steps to identify textual silence; 2) The 6 types of textual silence and their conventions ~giving examples of all 6; 3) The difference between covert and collaborative silences.” These are all good ideas, now the next step is: how can you convert these ideas into new, rhetorically-sensitive genres?
For your younger piece, you tossed around a lot of ideas—a video script, a lesson plan, an activity, a chart… these are all their own genres, so make sure you choose one. (Although you could have a lesson plan AND a follow-up activity because they naturally go together.) I really like idea of instead of just presenting the information (i.e., a chart), finding a way for high school students to LEARN and EXPERIENCE this information. So if that’s the case, are you going to put on your Miss Phillips teaching shoes and write from a teacher’s perspective? Sounds good to me. Think, though: what grade level? What course? Why are they learning about textual silences in this specific grade/course/unit? A key to making this a successful WP3 is, I think, making it as authentic and “real world”-like as you can. To do that, you need to make rhetorical decisions.
I’m not seeing the connection in your older/adult-oriented genre—I think you’re going to need to spend more time thinking that through. If instructors post their lesson plans online before class like I do…OK, so what? What’s that got to do with textual silences? Remember, though: there needs to be a reason/exigence for the actual transformed genre you make. In other words, just creating a blog post about textual silences isn’t really DOING anything unless you situate it. Whose post is it? Why are they posting? Who is reading it? These are the questions I need you to think through.
So, overall: thumb’s up on the younger piece, thumbs’ down on the older piece. Don’t worry, though: you’re very smart, so I’m sure you’ll come up with something. Go back to those 3 ideas you laid out first and ask yourself: how/why could I get them across in a genre that older folks typically use?
Z
Hey Cassy!
ReplyDeleteI felt the same way about WP3 at the beginning! I tihnk you have a lot of cool ideas for your transformations for the younger audience, but because you talked about so many different transformations you didn't really go in depth with your explanations for any of them so I'm having a hard time seeing what exactly your plan would be for each of the transformations. Out of all three ideas that you had for the younger audience, I liked the second option the most (the one with the short story and a quiz attached) because I feel like that's something that a younger audience would very often encounter and is frequently found in classrooms. I like your idea of attaching a quiz to make sure that they understand the material!
For the older audience, I think it's an interesting idea because I for sure have had many classes where profs would post slides before class and it was really helpful in understanding the material, but is the post itself going to be about textual silences or is the post supposed to be the textual silence? I'm not full grasping the idea of this transformation but I think the transformation you end up doing is going to be awesome! Goodluck!
Cassy,
ReplyDeleteI think you have some really great ideas and a really interesting article to go with that. For the younger audience, I feel like a short reading/summary followed by a quiz is an excellent genre transformation. I know you feel like you wouldn't have to do much work on that part but wouldn't the transformation improve if you simplified the reading a bit? I think simplifying and kinda translating it would help the imaginary younger audience out. Also, what types of questions would you use for the quiz? That's just something that pops into my mind.
For the older audience, a lesson plan seems like a good idea but I feel like it’s a bit harder than it looks. For my WP I'm also thinking about a lesson plan but im having trouble coming up with one that would complete relate to the original. That being said, if you think you can nail the lesson plan I say go for it.
Can’t wait to the see what you come up with.
-Edwin
CAS!
ReplyDeleteI feel like most of us felt the same way about this WP! I like how you specifically started off by explaining the goals you want to accomplish by each of the transformations, I think that that would also be a great way to start off the actual project as well. For your younger genre, you mentioned a lot of ideas that I think are good, but what I feel would work best is the short reading with a quiz. Since you mentioned your'e aiming it towards an AP Lit course, it seems like that would make the most sense. However regarding the textual silence, would you emphasize it in your quiz as well or just in the reading? How would you plan on doing the quiz as well? Like a multiple choice? or writing? short answer? plenty of options!
Your older genre I feel like you have a well though out idea for it but you didn't really explain it that well in here. I do think that a "gauchospace" post could be relevant to your reading you would just have to explain it clearly.
Loveeeee you!
-Junior
Hey Cassy!
ReplyDeleteI love that you kept in mind that high school students always learn well and are always encouraged to participate in lesson plans and and play with concepts they just learned. I think the worksheet you are going to include will definitely help in establishing the type of audience it is meant for.
Lecture slides is also a great way to demonstrate this information to a different type of audience. However, keep in mind that both of these genres can apply to the audiences you are trying to reach. Make sure to keep a specific audience in mind and use moves to ensure the genres produced are meant for their respective readers. Great job and good luck with your WP3!