Food Book

Fair Shares for All: A Memoir of Family and Food by John Haney

Competing Ads on Health Care Plan Swamp the Airwaves

Competing Ads on Health Care Plan Swamp the Airwaves

By the time President Obama left Montana on Saturday, the Bozeman media market had been saturated with an advertisement opposing his health care plan — hard for anyone to miss since it ran 115 times in 36 hours on network and cable television channels.

Fat Tax

Fat Tax

Two years ago, the Cleveland Clinic stopped hiring smokers. It was one part of a “wellness initiative” that has won the renowned hospital — which President Obama recently visited — some very nice publicity.

SOFM Faculty Development

Thoughts on my Day w/Business Faculty:

Revisit the thread from fall 2008 called: Re: "My Students Can't Write" workshop...

Sample Posting:

I really like the idea of unpacking this notion of what students can or can't do and to think with faculty about why we couch our concerns with student writing in these terms. At the same time, I wouldn't want to get my colleagues into a "gotcha" situation. I wonder if reframing it a little might be helpful. Here's a rough version: "When We Say 'Our Students Can't Write': A Workshop in Pedagogical Translation." It's not as provocative or as catchy as your original, but it might also allow participants to hold onto (for the forces of good) some strong beliefs about what students need to learn how to do as writers in their courses. Then the workshop might be about helping participants to revise one or two class plans this semester to work on one or two things they name with their students for a very short (ten minutes) period of time, using a range of strategies that you all brainstorm together. This way, participants can do something with their concerns besides voicing them.

You've probably already thought about this, also, but I wonder if you workshop could be the first in a series in which you more directly address what students "can do" and "can't do." As others have said, many of us often find it challenging but satisfying to be able to identify strengths in student writing. Teaching "up to" strong work can be easier for us than teaching to eliminate deficits or fill in significant gaps. To create balance in the writing universe then, how about a follow up workshop called "What My Students Can Do: Shameless Bragging Across the Curriculum." (WPA List, nw2108@COLUMBIA.EDU, 9/29/08)

Genre articles

Artemeva, N. & Freedman, A. (Eds.). (2006). Rhetorical genre studies and beyond. Winnipeg, MB: Inkshed Publications.

Allan Luke's "Genres of Power? Literacy Education and the Production of Capital" (_Literacy in Society_308-38.)

Michael Carter's "Ways of Knowing, Doing, and Writing in the Disciplines." College Composition and Communication 58.3 (February 2007): 385-418.

Tardy, Christine. Building Genre Knowledge. West Lafayette, IN: Parlor Press,

forthcoming in 2009.

ENGL 230

See thread: “Tech/Business Writing” from WPA-L, Nov. 6, 2008.

Online Writing Teaching

A couple general references:

How to Be a Great Online Teacher :Kay Johnson Lehmann (2004)

Lessons from the Cyberspace Classroom: The Realities of Online Teaching:
Rena M. Palloff, Keith Pratt (2001)

The Online Writng Classroom: Susanmarie Harrington, Rebecca Rickly,
Michael Day, Eds.(2000)