Revision history for MorgansCompTheoryNotes26Oct2015


Revision [1026]

Last edited on 2015-10-26 13:57:06 by MorganAdmin
Additions:
A current turn towards grounded cognition: [[http://samples.sainsburysebooks.co.uk/9781317579380_sample_787351.pdf | Gibson, ecological approach to visual perception]]
Deletions:
[[http://samples.sainsburysebooks.co.uk/9781317579380_sample_787351.pdf | Gibson, ecological approach to visual perception]]


Revision [1025]

Edited on 2015-10-26 13:56:27 by MorganAdmin
Additions:
== my note: defining better, characterizing the good writer ==
That is, it's not just aesthetics. And the value of better is considered w/in the social and epistemic values and practices of the university. It's considered a "distinguishing gesture" rather than a prose feature. 541 In fiction, it would follow those conventions. But this is FYC.
=== start===
Students need to write their way into a new community, where the commonplaces are all what we work against.
- Problem in Jazz - Completion is success.
- Problem in White Shoes - caught in the great man story
- Problem in soloing
- Stylistic moves of phrasing, 539, along with appropriate commonplaces.
- Location of in context of what's been said, rather than solely in context of individual experience
- More specialized vocabulary that locates the experience in context of interpretive scheme.
- Uses an argument that complicates naive assumptions, which makes scholarly work possible
- Also has a multiple I: one who relates the narrative, and the other who comments against it. Places self-consciously in the context.
=== Crit thinking ===
=== progression ===
Deletions:
##my note
That is, it's not just aesthetics. And the value of better is considered w/in the social and epistemic values and practices of the university. It's considered a "distinguishing gesture" rather than a prose feature. 541
In fiction, it would follow those conventions. But this is FYC.
Students need to write their way into a new community, where the commonplaces are all what we work against.
Problem in Jazz - Completion is success.
Problem in White Shoes - caught in the great man story
Problem in soloing
Stylistic moves of phrasing, 539, along with appropriate commonplaces.
Location of in context of what's been said, rather than solely in context of individual experience
More specialized vocabulary that locates the experience in context of interpretive scheme.
Uses an argument that complicates naive assumptions, which makes scholarly work possible
Also has a multiple I: one who relates the narrative, and the other who comments against it. Places self-consciously in the context.
###Crit thinking
## progression


Revision [1023]

Edited on 2015-10-26 13:45:47 by MorganAdmin
Additions:
==== 2015 update ====
[[http://samples.sainsburysebooks.co.uk/9781317579380_sample_787351.pdf | Gibson, ecological approach to visual perception]]


Revision [1022]

Edited on 2015-10-26 12:34:41 by MorganAdmin
Additions:
Lambasts positivist/empiricist position - mainly that of the cog psych pedagogues, in basing a pedagogy on developmental principles. Prob solving doesn't bring in self-reflexive thinking made possible by language into the mix. We interpret, then can interpret our interpretations. 309
Composing written language *involves* cognition, but it is not the same as cognition. Necessary but not adequate. Composing written language is a social act, a culture-bound skill, that involves the making of meaning. Cognitive approaches do not - have not - address that, and seemingly cannot explain how that goes on. Instead, we've been focused on what we can count - lexical ties rather than coherence, the former being text-bound the latter social.
set aside a pedagogy of exhortation: do this! don't do that! for a pedagogy of concept formation and meaning-making. A pedagogy of knowing.
and to do that, Berthoff would opt for a philosophy of composition and language. We have an inadequate view of language as a communication medium. A delivery system. We need a concept of language as a means for making meaning. 311.
If we have that, we can tell whats happening with language in our classroooms.
She does set up a straw argument against a couple of positions - make them pretty easy tp refute. Cognitivists would argue their work is clearly feeding the right way, but not all of them. Many would back away from that kind of simple positioning. Empiricists do acknowledge that their work is interpretive. 311. They don't theorize it, however, nor tend to see it as a weakness.
Her stronger argument is that if findings don't account for meaning, then they aren't relevant to pedagogy. 312
a slightly more refined perspective: Look at text and protocols but a) start with complexity of interpretation, and b) use that work to develop a pedagogy based on meaning-making.
Critique: Lexical ties tell us a lot about how writers create cohesive texts - how we make meaning in composing and by writing. We can feed our knowledge of ties into Berthoff's social-epistemic position. As teacher-researchers, that's our job. This is one of the points she argues: research relies on interpretation. The straw man is in the fact that this was true when Berthoff was writing.
# Bizzell, Cognition, Convention, and Certainty
thought structures
social processes
critical thinking crowd
ENGL 1151
Flower and Hayes
discourse communities and discourse conventions - that is, interpretive communities
professional writing
ENGL 2152
- Bizzell places composing by the F&H model - inner-directed in a discourse community outer directed - to see what she can - to spot the limits and constraints - and the openings
She places expertise in meeting the expectations of a DC using the conventions of the DC rather than developing cognitive strategies -
- You are good as essays because of your knowledge of that DC: creative NF. When I shifted the DC to academic reading and writing abstracts and critiques, you had to address the problem in a new way. That is, you needed to develop rhetorical strategies to actually address the task. I can't say if you changed or developed new cognitive strats - I doubt you can.
BIG claim that no scientific (? why that?) research possesses the kind of certainty that inner-directed theorists are seeking. It's a lost cause. Look outward instead.
- This is typically done in other ways in teaching: by basing an imperative on one's personal success or failure.
==== Bartholomae, Inventing the University====
Learning as Assimilating
##my note
We have an extended definition of "better" in B's article: the better essay, in this partular case, p 541. And the better essay in general is one that enables the writer to make head ways into appropriating the language and processes of the university.
That is, it's not just aesthetics. And the value of better is considered w/in the social and epistemic values and practices of the university. It's considered a "distinguishing gesture" rather than a prose feature. 541
In fiction, it would follow those conventions. But this is FYC.
Turn back to the texts to look at the drama of the students struggle with assimilation that we call learning.
If we accept Bs frame, esp focused on first few paras, then what does a fye course like? What do we do? What do we assign? Etc.
What does B see as the problem? What solution?
Students need to write their way into a new community, where the commonplaces are all what we work against.
Appropriate or be appropriated by. Not as a threat or ultimatum but as a process. Demonstrate you can do crit thinking like we do.
Essay is an excellent argument for teacher as audience, for writing assignments that address scholarly rhet sits with scholarly prose, rather than non-existent general audiences.
Cognitivits are insensitive to writing as addressing and taking place in conventions.
To better understand, Look at points of discord that arise when students write their way into the u
Rest of article looks at characteristic problems as seen as attempts to write into the u. Looks at acts of attempted appropriation in writing to a placement exam.
Looks at stylistic features we assign as indices of clear and orderly mind
Task requires a story, and then a remove from that experience who interprets it. Also requires recognizing the commonplace definition of the concept and the need for elaboration. Needs to see the story as an opportunity for close reading. Needs to go beyond the statement of the commonplace. Success comes by virtue of having completed the essay. Completion is success.
Problem in Jazz - Completion is success.
Problem in White Shoes - caught in the great man story
Problem in soloing

Student must enter a discourse and stylistically
Metaphors of locate a self, enter, appropriate, etc.
Stylistic moves of phrasing, 539, along with appropriate commonplaces.
Location of in context of what's been said, rather than solely in context of individual experience
More specialized vocabulary that locates the experience in context of interpretive scheme.
Uses an argument that complicates naive assumptions, which makes scholarly work possible
Also has a multiple I: one who relates the narrative, and the other who comments against it. Places self-consciously in the context.

Successful essays: the writer set themselves against a more naive way of talking about the subject. 541. So, reader is looking at the representation of a self in the writing, or, better, in the choices made. They win status as members of he more privileged group.
###Crit thinking
We identify a mode of thought with literacy and education. 544. We call it critical thinking currently. And we can see it in writing. Our challenge is to describe it in such a way that the writer can achieve it and a trained reader can see it.
The movement is towards a specialized discourse in a difficult context, p 544. Where common wisdom is what we work against. 544. That makes it very unlike HS and CC environs.
## progression
Progression by steps, marked by episodes of material creation, by courses. What that progression looks like is Part 4 544ff.
Takes a curricular view of BW. Not sentence level error as a measure but how to enter the discourse. Advanced writers are more facile but still incomplete control / possession of the existing academic discourse she is entering. 548.
The difficulty Of the skilled and unskilled writer is one of degree, not a difference in kind. 548. That's shaughnessy and B.
Deletions:
Lambasts positivist/empiricist position - mainly that of the cog psych pedagogues, in basing a pedagogy on developmental principles.
Composing written language involves cognition, but it is not the same as cognition. Necessary but not adequate. Composing written language is a social act, a culture-bound skill, that involves the making of meaning. Cognitive approaches do not - have not - address that, and seemingly cannot explain how that goes on. Instead, we've been focused on what we can count - lexical ties rather than coherence, the former being text-bound the latter social.
set aside a pedagogy of exhortation: do this! don't do that! for a pedagogy of concept formation and meaning-making.
and to do that, Berthoff would opt for a philosophy of composition and language.
She does set up a straw argument against a couple of positions - make them pretty easy tp refute. Cognitivists would argue their work is clearly feeding the right way, but not all of them. Many would back away from that kind of simple positioning.
a slightly more refined perspective: Loo at text and protocols but a) start with complexity of interpretation, and b) use that work to develop a pedagogy based on meaning-making.
Critique: Lexical ties tell us a lot about how writers create cohesive texts - how we make meaning in composing and by writing. We can feed our knowledge of ties into Berthoff's social-epistemic position. As teacher-researchers, that's our job. This is one of the points she argues: research relies on interpretation. The straw man is in the fact that this was true when Berthoff was writing
==== Bizzell, Cognition, Convention, and Certainty ====
thought structures
social processes
critical thinking crowd
ENGL 1151
Flower and Hayes
discourse communities and discourse conventions - that is, interpretive communities
professional writing
ENGL 2152
- Bizzell places composing by the F&H model - inner-directed in a discourse community outer directed - to see what she can - to spot the limits and constraints - and the openings
She places expertise in meeting the expectations of a DC using the conventions of the DC rather than developing cognitive strategies -

- You are good as essays because of your knowledge of that DC: creative NF. When I shifted the DC to academic reading and writing abstracts and critiques, you had to address the problem in a new way. That is, you needed to develop rhetorical strategies to actually address the task. I can't say if you changed or developed new cognitive strats - I doubt you can.
BIG claim that no scientific (? why that?) research possesses the kind of certainty that inner-directed theorists are seeking. It's a lost cause. Look outward instead.

- This is typically done in other ways in teaching: by basing an imperative on one's personal success or failure.
==== Bartholomea, Inventing the University ====


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