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

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Recent Submissions

Now showing 1 - 5 of 10
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    But What Have They Actually Learned?: Reviewing Programmatic Assessment Data of Rhetorical Awareness Learning Outcomes
    (Honolulu: 2018 UH First-Year Writing Symposium, 2018-07-04) Szymanski, Natalie
    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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    Collaborative Syllabi Building as Practicing Rhetorical Awareness
    (Honolulu: 2018 UH First-Year Writing Symposium, 2018-07-04) Romero, Yasmine
    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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    "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) Christie, Amanda
    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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    Don't be fooled! Intro to Rhetorical Analysis, Emotional Appeals, and Sifting through Logical Fallacies
    (Honolulu: 2018 UH First-Year Writing Symposium, 2017-08-04) Minahal, Maiana
    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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    Mentoring First Year Writers: Supporting the Development of the Student Writer
    (Honolulu: 2018 UH First-Year Writing Symposium, 2018-07-04) Allen, Sarah ; Cheslow, Erin ; Ito, Matt ; Luz, Jordan
    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.