FYW Symposium - 2018
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Hello and Welcome,
I am pleased to welcome you to both UH-West O’ahu’s beautiful (and ever-expanding) campus and the second annual First-Year Writing Symposium. As it was originally conceived, the Symposium is a small pedagogically-focused event where First-Year writing instructors from across the UH system (2-and 4-year institutions) can gather to share current research, best practices, and pedagogical strategies in order to innovate UH’s composition curricula; support student success in UH’s FW courses; build and maintain a community of composition educators across the system; and showcase the important and impressive work of UH’s adjunct and contingent staff. My hope is that UHWO’s iteration of this event carries this tradition forward in meaningful and inspiring ways.
Continue reading Welcome letter from the chair
Welcome address for the 2nd Annual UH System First-Year Writing Symposium: Fostering Rhetorical Awareness
I am pleased to welcome you to both UH-West O’ahu’s beautiful (and ever-expanding) campus and the second annual First-Year Writing Symposium. As it was originally conceived, the Symposium is a small pedagogically-focused event where First-Year writing instructors from across the UH system (2-and 4-year institutions) can gather to share current research, best practices, and pedagogical strategies in order to innovate UH’s composition curricula; support student success in UH’s FW courses; build and maintain a community of composition educators across the system; and showcase the important and impressive work of UH’s adjunct and contingent staff. My hope is that UHWO’s iteration of this event carries this tradition forward in meaningful and inspiring ways.
Continue reading Welcome letter from the chair
Welcome address for the 2nd Annual UH System First-Year Writing Symposium: Fostering Rhetorical Awareness
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ItemBut What Have They Actually Learned?: Reviewing Programmatic Assessment Data of Rhetorical Awareness Learning Outcomes(Honolulu: 2018 UH First-Year Writing Symposium, 2018-07-04)This presentation will share data from UHWO's 2017/2018 Learning Outcomes assessment project focused on better understanding students' grasp of rhetorical awareness. Through the analysis of 195 student responses to a set of shared writing and rhetorical analysis prompts, this presentation will explore the learning UHWO's First-Year composition students demonstrated and highlight areas for growth and future programmatic development.
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ItemCollaborative Syllabi Building as Practicing Rhetorical Awareness(Honolulu: 2018 UH First-Year Writing Symposium, 2018-07-04)This presentation discusses practicing rhetorical awareness through student-instructor syllabi building, that is, collaboratively designing syllabi with your students for 100- and 200-level courses. Participants discuss the strengths and limitations of such an approach, and best practices and strategies for ensuring that students understand not only how they navigate rhetorical situations, but also how that understanding can shape their learning experiences.
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Item"Maybe Try This?": Using Student Teaching Demonstrations to Foster Self-Efficacy and Rhetorical Knowledge Building in the FYW Classroom(Honolulu: 2018 UH First-Year Writing Symposium, 2018-07-04)Rhetorical knowledge, at least as defined by the WPA Outcomes Statement, is developed through an on-going process whereby students actively negotiate “purpose, audience, context, and conventions as they compose a variety of texts for different situations.” As a negotiation, this process involves an active dialogue about different writing expectations and how to meet them effectively. In my FYW courses, I have designed an activity to promote this form of dialogue. In this activity, students first identify their strengths in relation to understanding and meeting expectations for purpose, audience, and genre conventions within a specific assignment. Then, the students form small groups of 3-4 (based on shared strengths) and work to develop short teaching demos that illustrate specific concrete approaches for effectively negotiating expectations within their self-identified area of expertise (i.e. purpose, audience, or genre). In my assignment presentation, I will demonstrate how short teaching presentations allow students to build self-efficacy in the composing process and actively build rhetorical knowledge, as well ﾖ through actively teaching others how to negotiate specific rhetorical situations and also learning how to do so in diverse ways from others.
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ItemDon't be fooled! Intro to Rhetorical Analysis, Emotional Appeals, and Sifting through Logical Fallacies(Honolulu: 2018 UH First-Year Writing Symposium, 2017-08-04)This teaching demonstration will model interactive strategies for analyzing a visual and written argument in the classroom. Before participating in this activity, students have already been taught the basic appeals, logical fallacies, what a target audience is, and the idea behind a rhetorical analysis. This activity asks students to analyze a visual and written argument based on two simple questions: 1) why did the author/creator choose to incorporate this particular detail? 2) What is the effect on the viewer? Students consider the implications of choosing one color over another or an example that focuses on children versus parents. They then consider how each choice persuades, or manipulates, the target audience. Finally, as a class, we evaluate these choices: were they effective? What could have made the argument even more persuasive? By participating in this activity, students learn the skills needed to meet the requirements of their rhetorical analysis assignment.
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ItemMentoring First Year Writers: Supporting the Development of the Student Writer(Honolulu: 2018 UH First-Year Writing Symposium, 2018-07-04)In this teaching demonstration, the Director of the First-Year Writing and Mentoring Programs and 4-6 mentors at the University of Hawai'i Manoa will share an approach to mentoring first-year writers that explicitly supports their development as confident and effective writers. First, an explanation will be offered for the pedagogy and learning objectives that inform and shape this approach. Ten, audience members will be asked to serve as students in a series of activities that progress from directive to collaborative. The mentors, initially taking a highly directive approach, will show students discipline-specifc writing conventionsﾗ e.g., how to integrate sources in their writing. Through guided, collaborative exercises with the mentors and with their peers, as well as through guided, metacognitive reflections on their own writing practices, students will learn to identify and address issues in their own writing and in their peers'. Through these processes, students are encouraged to take more responsibility for their own learning. Consequently, students learn to take more ownership of their development as writers.
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ItemThe Same But Different: Theming First-Year Writing Courses to Build (Rhetorical) Programmatic Consistency(Honolulu: 2018 UH First-Year Writing Symposium, 2018-07-04)In 2017, the FYC teaching cohort at UHWO researched national best practices and examples of two-semester composition course sequences and collaboratively decided to adopt a themed CORE model (Curricular Outcomes-Based Rhetorical Explorations): all sections of ENG 200 at UHWO now have their own unique theme but share an aligned project sequence based on a remix of Stuart Selber's model of multiiteracies. In their first projects, students are functional users or consumers making personal connections to the course's theme/topic in an array of forms (personal narratives, creative pieces, analyses, multimodal pieces, etc.). In their second projects, students are critical analyzers creating formal, academic research papers that require them to critically investigate, analyze, and make an argument about concepts/topics encompassed within the course's theme. Finally, in their third projects students are framed as rhetorical producers composing their own unique messages about the course's theme and creating (multimodal) texts that communicate those messages. This roundtable will discuss the historical context/exigence for this programmatic transition; the major tenets of UWHO's CORE model; and examples of different course themes and their assignment sequences.
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ItemHow "Shitty First Drafts" Encourage and Enable Student Composition(Honolulu: 2018 UH First-Year Writing Symposium, 2018-07-04)Novelist and journalist Anne Lamott argues that the ﾓshitty frst draftﾔ is necessary for writing anything at all. In this assignment presentation, I reflect on how first year composition students benefit from reading and discussing Lamott's honest sharing of what makes “really, really shitty first drafts” worthwhile. Then, I consider how the permission Lamott gives students to do the initial “child's draft” encourages and enables student composition, confdence in writing, and value in the writing process for extended essay assignments. Finally, I suggest that the “shitty frst draft” inspires students to write with less shame, overcome anxieties and challenges of the blank page, and produce writing they want to revise.
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ItemTeaching Lower-Division Writing and Rhetoric Across the Disciplines at UH Mānoa(Honolulu: 2018 UH First-Year Writing Symposium, 2018-07-04)Lower-division rhetoric and composition is taught to students at UH Mānoa largely through General Education courses that carry an FW or WI designation. Courses designed for first-year students present particular challenges because students' levels of college writing readiness and disciplinary interests are so varied. This roundtable brings together faculty who teach writing in several institutional contexts. Loriena Yancura teaches writing-intensive sections of Honors 101 (Introduction to research and creative work at Mānoa) and HDFS 334 (online; Adulthood and Aging). Both Darin Payne (Associate Chair of English) and Daphne Desser have served (or are serving) as the Director of Rhetoric and Composition in the English Department, and have published widely in the field. Christine Beaule, the Director of the General Education Office, has taught WI courses at different levels. The intent behind bringing together faculty from these different contexts is to foster discussion of pedagogical strategies for teaching composition and rhetoric to students from different fields and backgrounds. We aim to explore overlap in pedagogies in these varied classroom contexts, and to generate ideas about how to tailor instruction and assignment design to students with different levels of academic preparedness and interests.
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Item2nd Annual UH System First-Year Writing Symposium: Fostering Rhetorical Awareness(Honolulu: 2018 UH First-Year Writing Symposium, 2018-07-04)
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ItemWelcome letter from the conference chair(Honolulu: 2018 UH First-Year Writing Symposium, 2018-07-04)