Can you think of examples from your daily life that might could as plagiarism?ģ. Think about your past experiences discussing plagiarism in classes? How do those discussions make you feel? Were they productive?Ģ. 470 Jonathan Lethem, “The Ecstasy of Influence”ġ. Reading to be discussed: Norton Field Guide, Ch. IF THIS POSES A PROBLEM, PLEASE LET ME KNOW SO WE CAN WORK OUT AN ALTERNATIVE FOR YOU. REMINDER: PLEASE BRING YOUR LAPTOPS WITH YOU TO CLASS ON THURSDAY. What “moves” could you steal from Branick for your own community reports? What would you change about what he does for your own work? How does Branick incorporate Swales and other composition scholars?ĩ. Look closely at Branick’s methodology section? What do you think of it?Ĩ. How does Branick incorporate the research he did? How does he integrate quotes, paraphrasing, etc?ħ. How is Branick’s essay organized? Do you think Branick’s organization strategy is effective? Why or why not?Ħ.
So what, then, does this chapter help us do?ĥ. I had you read the NFG chapter on lab reports even though we are not working on lab reports per se. What are some introduction and conclusion strategies for report writing?Ĥ. What are the key features of reports (ch. What previous experiences do you have with writing reports or, at least, reporting information in writing?Ģ. 9 & 14 Sean Branick, “Coaches Can Read, Too”ġ.
Readings to be discussed: Norton Field Guide Ch. We are going to do some in-class work with these. I suggest saving the image or link somewhere where you can easily access it on a mobile device, such as your phone or tablet, in class. Everyone should bring an image to class – it can be anything (as long as it’s “appropriate”). What about using visuals in your report? What might be the benefits or drawbacks of using visual elements in your writing?ħ. What type of visual materials does your community use and/or produce?Ĭ. Should you pay attention to visual materials produced or used within your chosen community? Why or why not?ī. For your community research reports, you might consider the following questions as they relate to this reading:Ī. What is meant by intertextuality in relation to images, as this reading describes it? How does intertextuality affect your own reading and viewing?Ħ. Before spring break, we briefly talked about “intertextuality” in relation to plagiarism. of an image affect the viewer’s ability to “decode, interpret, and interrogate” that image?.ĥ. What does the term “anchorage” refer to? Can you think of any examples of anchorage in every day visual elements in your life?Ĥ.
85)? Do you agree with this statement? Why or why not?ģ. say that “all images are constructed” (p. What are the two meanings of “critical” that Janks and her co-authors describe? Why is critical literacy – in all its various forms – important?Ģ. Reading to be discussed: Janks, et al., Doing Critical Literacy, sec.