Presentations from the CATESOL, 2005 Colloqium: “Developing a Relevant Academic Writing Course” (Long Beach, CA, March 4).

Developing a Relevant Academic Writing Course (Colloquium Overview)

This 90-minute colloquium (10:15-11:45) has been prepared by community college and university writing faculty, each of whom has more than ten years of teaching experience.

Program description; After a brief overview of the goals for writing classes that panelists share, speakers will discuss ideas and models for creating relevant and challenging academic writing courses.

10:15-10:33: Ann Johns (Linguistics, Rhetoric & Writing Studies, San Diego State University. ajohns@cox.net, http://www-rohan.sdsu.edu/~annjohns/) will provide a short summary of genre theory, which supports our work. Then she will discuss the goals for a writing curriculum and student invention shared by the colloquium participants.

10:33-10:51: Carol Lowther (ESL-Palomar College; clowther@palomar.edu) will argue that several of the practices employed in writing classes since the 60s can be folded into a genre-based, social-constructivist curriculum. She will suggest, with examples, how these practices can be up-dated.

10:51-11:09: Ginna Guleff (ESL/English, Miramar College; vguleff@sdccd.edu) will demonstrate how students can be encouraged to analyze authentic texts for the purposes of effective and critical reading and academic writing.

11:09-11:27: Maureen Kelley Sipp (Rhetoric & Writing Studies, San Diego State University, msipp@mail.sdsu.edu) will briefly describe the SDSU Learning Communities Program (LINC/ Freshman Success). Then she will provide examples for different types of writing assignments for this collaborative program.

11:27-11:45: Questions

References
Anderson, J. (1965). Letter from a former enslaved African to his former master. http://www.duboisic.net/read/ExslaveLetter.html.
Coe, R.M. (1994). Teaching genre as process. In A Freedman & P. Medway (eds.) Learning and Teaching Genre. Portsmouth, NH: Heinemann/Boynton-Cook.
Hyland, Ken (2002) Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12, 17-29.
Johns, A.M. [ed.]. (2002) Genre in the classroom: Multiple perspectives. Mahwah, NJ: Lawrence Erlbaum.
Johns, A.M. (2001). An interdisciplinary, interinstitutional, learning communities program: Student involvement and student success. In I. Leki [ed.]. Academic writing programs. (pp. 141-64). Alexandria, VA: TESOL.
Johns, A.M. (1997). Text, role, and context: Developing academic literacies. New York: Cambridge.
Paltridge, B. (2001) Genre in the Language Learning Classroom. Ann Arbor, MI: University of Michigan Press.
Pratt, M.L. (1991). Arts of the Contact Zone. Profession, 91, 33-40.
Swales, J.M. (1990). Genre analysis: English in academic and research settings. New York: Cambridge.
Swales, J.M. & C.B. Feak (2004). Academic writing for graduate students: Essential tasks and skills (2nd ed). Ann Arbor: University of Michigan Press.
Writing across the curriculum/disciplines website: http://wac.colostate.edu/atd/

Speaker 1: Ann Johns
"Goals for Academic Writing Courses: An Overview"
ajohns@cox.net; http://www-rohan.sdsu.edu/~annjohns)

I. What is a genre-based writing course? How has “genre” been defined?
A. Defining expository genre:
• Genres are purposeful: They serve purposes for writers and audiences within particular contexts. What are the purposes of a resume? A wedding invitation?
• Genres are social: They are written (and read) within communities that “own” them. By some, these communities are referred to as “discourse communities” (Swales, 1990); by others (Lave & Wenger, 1991) as “communities of practice.” Still others, especially Australians, speak of the genres in a broader culture (Maken-Horarik, 2002).
• Genres are situated: Though writers within communities may be familiar with a genre (e.g., a research paper), each time they produce a text from this genre, they must adapt it to the current situation. So, for example, manuscript written for CATESOL Journal must be different, in several ways, from a manuscript written for Written Communication.
• Genres require the interaction between the language of the text and the context. There is a “systematic relationship between the social environment, on the one hand, and the functional organization of language [in the text] on the other.” (Halliday & Hasan, 1985, pp. 11-12.) Thus, as successful writers produce texts, they employ language that is appropriate to the genre, the immediate situation and audience—and to their own purposes. The writers may use language to manipulate the reader, to express uncertainty (“perhaps,” “maybe”) or to include the reader in her discussion (“We all know that…”)

B. Using genre theory in the classroom. We believe that
• Texts, writers, audiences, and contexts should be considered together in discussions and tasks because the language of the text reflects the genre and situation.
• Students should act as genre analysts every time they read, write, speak, or listen. [In fact, they already are. Ask them about the nature of musical genres.]
• In a writing task, context and audience (and the text itself) should be balanced with writer’s purposes.
• Reading, grammar, and vocabulary should be taught functionally: all play a role in the success of a text within a specified context.
Reading activities; text charting
Grammar activities: use of modals, tense, etc.
Vocabulary activities: evaluative words; argumentation words

II. What are the goals for students in a genre-based classroom? Students should become rhetorically-flexible researchers, ready to assess new contexts and genres by:
• Identifying and analyzing texts from genres for their contextual and functional features:
Analysis might include naming the genre, identifying its purposes, assessing roles of readers and writers, identifying common contexts for the genre, and examining formal text features.
• Considering how a text can be exploited by the reader or writer (e.g., themselves) for a context.
• Noting the writer’s purposes and point of view in a text.
• Examining a writing context for an assignment (situation/audience/discourse community/task) and revising their own texts to meet the demands of that context.
Students might ask: What do I know about the audience?
What does the assigned task entail?
How will it be graded or evaluated?
• Assessing their own goals for writing (or reading) and the implications for those goals.
Students might ask: How important is this assignment to me and to my professional or academic career? (see Leki, 2003).How many times should I revise? Do I need to preplan, e.g., for a timed writing?

III. What are the features in a writing assignment (task) in a genre-based classroom?
• The genre is named (not always an English class essay). Students can write position papers, memos, formal letters, e-mail messages, timed essays, critiques and reviews…
• The typical purposes for that genre are identified.
• The roles of the writer and audience are specified, e.g., “The president of your community college (audience) has asked for memos (the genre) from students (writers) commenting upon plans to raise tuition.”
• The features of the context are clear. (In this example, the context is the college.)
• Other requirements are explicit, e.g., the amount of time to be devoted to the task, the number of revisions required….
• The criteria for scoring/evaluating the task are specified, e.g., “The president and her staff are accepting memos that are short (one page), clearly written and edited, and well-argued. They not only want to read your personal opinion but the opinions of your classmates, as well. “

IV. How can we assist students to become rhetorically flexible genre researchers in our classrooms? (See Invention Grid.)

Figure 1: Beginning an Academic Writing Process: Invention Grid

Quality K/NK Comments: Implications for writing or reading
Objectives: Why assigned?
Name: What is the genre called? Are model texts available?
Purposes: What are writer purposes?
Roles: What are the writer and audience roles in text?
Other requirements of the task, e.g., citation.
Text structure: How is a text from this genre organized? Why?
Language and function: What language is appropriate for this genre and context?
Evaluation: How will this task be assessed?
Prompt:
Currently, the world’s population is growing at an annual rate of 1.7%. This rate places incredible pressures on the earth natural resource system and has major impacts on the quality of life for all of the earth’s inhabitants. As a citizen of the planet, prepare an opinion column for the San Diego Union in which you argue for one perspective (that you’ve studied) on world population growth, stressing the main themes, what adherents of each perspective view as the problem, and the advantages of the approach.
Your paper will be assessed for the quality of your argument, your understanding of the genre, and your effective use of class readings.

References
Campbell, K.K. & K. H. Jamieson (1978). Form and genre in rhetorical criticism: An introduction. In Campbell & Jamieson [eds.]. Form and genre: shaping rhetorical action. Falls Church, VA: The Speech Communication Association.

Devitt, A., M. J. Reiff, and A. Bawarshi (2004). Scenes of writing: Strategies for composing with genres. New York: Pearson/Longman. [This is a published undergraduate textbook based on genre theory.]

Halliday, M.A.K. & R. Hasan (1985). Language, context and text: Aspects of language in a social semiotic perspective. Geelong, Victoria (Australia): Deakin University Press.

Johns, A.M. (1997) Text, role, and context: Developing academic literacies. New York: Cambridge.

Lave, J & E. Wenger (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Leki, I. (2003). A challenge to second language writing professionals: Is writing overrated? In B. Kroll [ed.]. Exploring the dynamics of second language writing (pp. 315-332). New York: Cambridge.

Maken-Horarik, M. (2002). “Something to shoot for”: A systemic functional approach to teaching genre in secondary school science. In A.M. Johns [ed.]. Genre in the classroom: Multiple perspectives (pp. 17-42). Mahwah, NJ: Lawrence Erlbaum.

Swales, J.M. (1990). Genre analysis: English in academic and research settings. New York: Cambridge.

Swales, J.M. & C.B. Feak (2004). Academic writing for graduate students: Essential tasks and skills (2nd ed.). Ann Arbor: University of Michigan Press. [This is a successful textbook for graduate students based upon genre theory.]

Speaker 2: Carol Lowther:

Genre-Based Academic Writing Assignments
Carol Lowther, clowther@palomar.edu)

1. Recall previous text/writing experiences
-Group discussion in more advanced classes
-Quick Writes
-Draw a diagram of the parts of an essay

2. Consider issues surrounding the text
-Why is the text being assigned or requested?
-How will the text be evaluated?
-What is its relevance to the class objectives?
-What is the role of the writer?
What is the writer’s relationship to the reader and the situation?
What is the writer’s position?
What is the appropriate voice for the writer?
-Who is the reader?
Why will the reader be reading this?
What will the reader do with the information presented?
What is the reader’s level of knowledge?
What is the reader’s attitude about what the writer is saying?

3. Analyze the text
-Analyze model texts
-What does the text look like? (Margins, size of paper, double-space, etc)
-What is the basic organization?
-What are the elements of the text? (Introductory paragraph with thesis
statement, body paragraphs with topic sentences, conclusion, transitions, etc.)
-What visuals or fonts are used?
-What functional grammar or vocabulary should be noted?

4. Move beyond the text
-What work will this text accomplish?
-What context will this text work in?

5. Create the text
-Pre-writing
-Writing first draft

6. Test the text
-Peer feedback
-Tutors
-Instructors in other disciplines

7. Revise the text
Does the essay answer the question?
Has the writer incorporated peer feedback?
Does the writing meet the readers’ needs?
Does the writing accomplish its purpose?

8. Share/publish the text
-Read out loud
-Circulate copies in a group
-Class publication

9. Connect writing experiences with previous knowledge
-Journal writing
-Quick writes
-Group discussion

Questions for students to consider with any writing assignment

1. Have I ever written anything like this before?
2. What is all the information I have about the assignment?
3. What does my reader (teacher) expect me to put in it?
4. What is the text going to look like?
5. What is the work my text will do?
6. Who can give me feedback on my draft?
7. What changes do I need to make in my text in order to fulfill the assignment?
8. What new information did I learn from this assignment that will help me with
future assignments?

Speaker 3: Virginia Guleff, Miramar College

"Using Truly Authentic Texts"
(vguleff@sdccd.cc.ca.us)

Textual and Contextual Analysis: Move beyond text analysis to include contextual analysis
widen the scope of students’ work to include more than text organization, lexico-grammatical features, modes, etc. Pang (2002) “Contextual analysis, by contrast, begins with topics outside the text itself, configuring communicative intent, that is, speaker motive and other factors.”

Some ideas about context
Johns (1997) Context refers to “all of the nonlinguistic and nontextual elements that contribute to the situation in which reading and writing are accomplished.”
Berkenkotter & Huckin (1995) Knowledge about a text is “situated” - what we know about activities and situations surrounding a text helps us understand the work of the text.
The “Contact Zone”
Pratt (1991) Contact zones are “social spaces where cultures meet, clash and grapple with each other.
For Pratt, the context represents an asymmetrical relation of power.
This asymmetrical relationship is evidenced in texts produced in a contact zone.

Text Selection
“ Letter From a Former En-Slaved African to his Former Master” by Jourdan Anderson

Questions for the Instructor Based on Pratt
How does Anderson use this genre for his own ends?
In what way is this an autoethnographic text? Pratt (1991) – An autoethnographic text is “a text in which people undertake to describe themselves in ways that engage with representations others have made of them.” Autoethnographic texts are written in response to or in dialogue with other texts.
What “selective collaboration with and appropriate of idioms of the conqueror” are evident?
What is Anderson’s account of what happened?
What materials does Anderson select from the dominant culture?
What community was Anderson part of in the past? What is his new community?

Discussion Questions for the Students
Comprehension Questions
Who was Jourdan Anderson?
Who was Colonel P.H. Anderson?
Why do Jourdan and the Colonel have the same last name?
Who was Mandy?
Why did Colonel Anderson write a letter to Jourdan Anderson?
What answer did Jourdan give the Colonel in his letter?

Questions about Jourdan Anderson
How does Jourdan describe his life as a slave? What key words does he use to refer to his life as a slave?
How does Jourdan describe his life as a free man? What key words does he use to refer to his life as a free man?
What is Jourdan’s reason for writing to the Colonel?
What does Jourdan think about the Colonel?

Questions About Colonel Anderson’s Letter
What does Colonel Anderson assume about Jourdan Anderson’s life as a free person?
What do you think Colonel Anderson hopes to gain by writing this letter?

Students’ Contextual Analysis Papers
Students write a contextual analysis paper rather than a letter

Jourdan’s Purpose for Writing
Student 1 – “I think Gordan Anderson wrote this letter for couple purposes. First of all he knows his abilities and his advantages as some one who is experienced in working in plantation which his former master dosen’t know how to work. H knows his master needs him. He wants to show him how his life as free man is now. He reminded him sarcasticly what his former master had don to him and his family and his father’s. He also tested him by asking him to end them for their wages for the time they served him.”
Student 2 – “I think the purpose of Jordan Anderson’s letter that is written to his old master, Colnel P.H. Anderson, is to describe the suffering of his family during slavery time in the Colonel house.”
Student 3 – “The letter of Colonel Anderson makes him remember to what Colonel Anderson did to him and his family before; he decides to reply Anderson’s letter. I think his purpose is to remind Colonel Anderson what happened in the past, Colonel Anderson did shoot him twice and he did so many things wrong to him and his father. He also asks Colonel Anderson to pay him back his money during the time he served for Colonel Anderson.”
Student 4 – “Jourdan know that his slave owner never will give him back payment but he say that he and his wife want get a security. For security, Colonel has to give them back payment. He say he worked for 32 year and his wife work for 20 year total wages would be 11,608 with interest. I think this way Jourdan want to realize him that he did wrong.”

Jourdan’s Portrayal of Himself
Student 2 – “As he is mentioning in his answering letter, he got his free paper in 1864. He has a honorable job, enough salary and benefits, and a comfortable house for his wife Mandy and his children now. He is happy that folks call his wife Mrs. Anderson and is also proud of his children’s successful education. Jordan wants to emphasize the time of slavery is over and now, he is in a good situation, but he is still thinking about the horrible time that he and his family had as the Colonel properties.”
Student 3 – “Jourdan and his family satisfy about their lives, they all free and educated.”
Student 4 – “First of all he described his position when he was slave he say that colonel shot him two time. After that he write about his current position he tell that now he have free paper he has a good job he earn $25 with victuals and clothing have a home children go to school he tell that everyone treat them kindly. I think he tell that because he want to aware Colonel that if he will back he will supposed to get all these thin.”

Students’ Conclusions
Student 1 – “Overall in his letter show he is a smart, educated and knows his rights as a free man.”
Student 2 – “This letter shows the power of freedom that makes an educated and brave successful man from a former slave who can ask for better life for his family without being scared of masters.”
Student 3 – “To end the letter to Colonel Anderson, he politely says thank you George Carter, the one who saved his life by taking the pistol from Colonel Anderson. That tells Colonel Anderson “I never forget you did shot me twice.” So I guess Colonel Anderson understands his decision.”
Student 4 – “I wonder that Colonel get some information about Jourdon but he did not get complet information that he is free and has job. I think Jourdon is very intelligent person. He say everything about Colonel’s wrong behaviour but every time he write with respect as a master.

Works Cited

Anderson, J. (1965). Letter from a former enslaved African to his former master. http://www.duboislc.net/read/ExslaveLetter.html.
Berkenkotter, C. & Huckin, T. N. (1995) Genre knowledge in disciplinary communication: Cognition / culture / power. Hillsdale, NJ: Lawrence Erlbaum Associates.
Johns, A.M (1997). Text, Role and Context. Cambridge: Cambridge University Press.
Pang, T. T. T. (2002) Textual Analysis and Contextual Awareness Building: A Comparison of Two Approaches to Teaching Genre. In A.M. Johns (Ed), Genre in the Classroom (pp. 145-161). Hillsdale, NJ: Lawrence Erlbaum Associates.
Pratt, M.L. (1991). Arts of the Contact Zone. Profession, 91, 33-40.

Speaker 4: Maureen Sipp, San Diego State University. (msipp@mail.sdsu.edu)
“ Classifying Writing Tasks” (This was a powerpoint presentation. For information, contact the presenter.)

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