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Today is the National Day on Writing!

Today is the National Day on Writing!

A Glimpse Into My Classroom...

In celebration of the fourth annual National Day on Writing (#NDoW for those of you on Twitter), my Intro to the Writing Major students took an old school approach to participating in the day's events.  During class today, we wrote "round robin" stories in small groups and developed six-word-memoirs that were shared with colorful Expo markers on the whiteboard at the front of the room.  

I've cross-posted today's (10/21/13) entry from my ENG2020 course site's weblog below:

Today is the annual celebration of the National Day on Writing!

In celebration of this event, class diverged from what was previously scheduled to do some fun collaborative writing exercises.

After explaining what a rolling story or "round robin" writing story format was, you all broke yourselves into groups of four or five.  Ripping a piece of paper from your notebooks, each of you wrote ONE line as a story starter.  You then passed your papers to the person sitting on your right hand side, so that they could add ONE line to the story you began.  The purpose of this exercise, besides developing your collaboration skills, was to attempt to write a semi-cohesive story that made "sense" in the amount of time specified for completing the assignment.

Admittedly, class got a bit loud at times, with some groups laughing at the way each of the story lines were headed... There's nothing wrong with having some fun in class, so long as it's not distracting to anyone who is/was trying to focus on writing their contributions to other rolling stories.  That said, most of you managed to restrain yourselves from laughing loud enough to the point of distraction...

I've embedded scans of the stories that your groups created during class this morning.  See below:

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After I collected your rolling story documents, we continued our "old school" NDoW celebration through the use of Expo markers and the whiteboard.  I wrote the heading "ENG 2020 - Six Word Memoirs" at the top of the board.  After giving you a short explanation of what a six word memoir entailed, and shared some examples as well as a Prezi presentation that described the different ways you could approach the development of a six word memoir or six word story (depending on what you wanted to focus on), I invited you all to come up to the board to share what you had come up with.

In all fairness, we literally had about fifteen minutes to complete this assignment in class, and that included the introduction and Prezi I showed you guys, so I was proud of how quickly you were able to come up with some pretty profound sentiments in such a short period of time!  Great job guys! :)

Below are some pictures I took of the whiteboard after we finished the exercise:

IMG_4011 IMG_4010 IMG_4007 IMG_4006 IMG_4005 IMG_4004 IMG_4003 IMG_4002

Class ended with a reminder of what I expect you to have completed for Thursday's class.  This includes the Wysocki and Lynch article, which is now linked in the "Tentative Calendar" section of our course website.  Be sure to have a reaction paper completed for Thursday, because whether or not I collect them for a grade, you will need to be prepared to discuss the reading in class!

Finally, you should also do some side-shadowing of the zero draft that you completed for class today.  Think about the environment you were in when you completed your zero draft.  Think about how you wrote your draft -- did you write it in a notebook with a pen?  Did you type it out on the computer?  Did writing it on the computer impact your compulsion to edit yourself (which we all know is a no-no in Elbow's book!!!)?  Were you eating or drinking anything while you were writing?  Were you writing it in between doing other things or were you writing for a half hour straight?  Did you write for a whole half hour or did you finish it in ten minutes?

To remind yourself of the sorts of things you'll be expected to reflect on in your Process Analysis paper, be sure to check out the document "Process Analysis" linked under the "Assessment - Grades & Assignments" page of our course website.  You need to address all of these points when submitting your final draft of this assignment, so no matter how "boring" some of you may feel this assignment is, it is important that you think critically about your writing process and the factors that you benefit from or are inhibited by when producing your writing samples.  Though this goes without saying, be sure to also consider your audience, purpose for writing, thesis statement (or main theme) which may or may not consist of a metaphor to tie your work together, as well as grammar, spelling, punctuation, etc.  I reminded you earlier today that you will also need to cite at least two theories of writing that we've read about thus far (and up through November 4th's readings for that matter) to support your claim as to how you write.  If you're not a fan of Elbow, don't cite Elbow!  Cite those theories that work for you, those theories that you can relate to!  This will make the citation process a lot easier -- otherwise it'll seem as though you're adding quotes for the sake of being able to check that bullet point of the requirements sheet, and it won't effectively support your argument (which will lead to point deductions).

We will be reviewing this over the next couple of weeks, so don't become worried if you're uncertain of how your paper is going to go at this point.  We'll also be reviewing another sample paper and grading it with an alternate rubric so that you get a sense of what will be expected for this assignment in order to receive full credit.

I'll see you all on Thursday!
~prof h :)

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