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WILO
Workshop
Preparing
for the First Assignment & Developing a Draft |
SHARING
OUR STORIES |
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WHY
WRITE? |
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NARRATIVE AND WELL BEING
NARRATIVE AND
RELATIONSHIP BUILDING
Stories
and narrative, whether personal or fictional, provide meaning and belonging in our lives. They attach us to others and to our own histories
by providing a tapestry rich with threads of time, place, character, and even advise on
what we might do with our lives. The story
fabric offers us images, myths, and metaphors that are morally resonant and contribute
both to our knowing and our being known. -- Witherell and Noddings, 1991, The
Stories Lives Tell.
Witherell
& Noddings use the term caring relation in the context of using story telling in
teaching and indicate that it assumes a relational, or connective, notion of the self, one
that holds that the self is formed and given meaning in the context of its relations with
others. The sharing of stories has been found
to be one of the most useful tools in relationship building.
CREATIVE WRITING AND
IMAGINATION: Creative writing develops imagination. "The fundamental job of the imagination in
ordinary life...is to produce, out of the society we have to live in, a vision of the
society we want to live in." --Fry, N. The
Educated Imagination.
WRITING AS EXPRESSION OF
CREATIVITY: defined as a form
of self-expression that recognizes the necessity of skills and knowledge of the domain, as
well as a reflection on past experiences and inner imagination. Creativity is a genuine process demonstrated
through a skilled practice which results in a product that both experts and self can judge
as worthy. Through an engagement in
creativity exists the potential to find wellness by gaining self-esteem and personal
meaning. --Rogers, On Becoming a Person.
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WRITING
AS COMMUNICATION:
Seeks
first to understand, then to be understood; organizes and expresses thoughts clearly and
concisely, both in speaking and writing so that others understand. Recognizes cultural differences and communicates
in ways that work. |
CREATIVE WRITING AND CRITICAL
THINKING
Thinking/Problem Solving: Sorts through complex data; gathers other relevant
viewpoints; identifies important issues, thinks through alternatives. Integrates intuition and data from a variety of
sources; makes well-reasoned conclusions and develops a solid plan of action, demonstrates
creativity and innovation when finding solutions to complex problems.
Steinberg
in his work on brain functioning discovered that the most valuable tool for raising
ones ability to think is to have a basic structure on which to hang ones
hat of ideas. Writing process provides
that framework for analyzing ideas.
Ricoeur
(Hermeneutics and the Human Sciences, 1981) says, my present research on the
narrative places me precisely at the heart of social and cultural creativity, since
telling a story is the most permanent act of societies.
In telling their own stories, cultures create themselves.
Octavio
Paz (1991) points out that since the breakdown of religion and metaphysics we have
criticism as a focusing impulse, the hope of the race, the faith that something has
meaning and we may apprehend it.
WRITING AND LOGIC: Writing
develops logic. Classical logic has
historically included three types of questions to motivate inquiry and advocacy in any
form:
· Factual
questions (What are the facts?)(What is my topic?)
· Interpretative
questions (Why are they as they are, what explains them?)(What is my premise?)
· Evaluative
questions (Are the facts good or bad?)(Have I influenced my reader with what I have chosen
or chosen not to include?)
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When
you edit and revise narratives, you learn automatically to use these classical forms of
logic which, in turn, become part of your thinking processes at work and in life. Howard
and Barton, (1990) Writing Sense: Reasoning for Presentation. |
MAKING
ASSIGNMENTS CLEAR
Suggestions for
making expectations clear:
- explain how
the assignment is related to the topic covered in the course
- state
the purpose of the assignment
- discuss
how the assignment may be aimed at a specific audience and how audience shapes the
reader's expectations
- give a
deadline or due date and explain the series of tasks involved in completing the assignment
- discuss
any challenges involved
- review
or model important conventions, such as form, length, style
- explain
how the writing will be evaluated, the significance of each of the criteria and provide
examples
CREATIVE
OR ABSTRCT ASSIGNMENTS
- Make the
assignment clear but not rigid: allow students to exercise creative, individual
interpretation and explore interests
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Encourage students to find a focus to make it clear -- gradually a theme emerges
- Give the
students options
MAKE
ASSIGNMENTS:
1. Worthy
2. Fulfill purpose the instructor has in
mind 3. Designed to engage the student in meaningful dialogue and
discovery with the subject matter 4. Allows for the greatest
degree of success
Methods
for making assignments clear:
Read the
assignment aloud and make sure the criteria are understood
Allow students
to hand in drafts and revise
Provide sample
assignments
Keep records of
difficulties students have and consider changing the assignment the next time the course
is taught.
WHAT IS
PLAGARISM?
How to deal
with it, how to prevent it
LOOKING AT DRAFTS OF ASSIGNMENTS AND SYLLABI
For next time:
- Please bring in a revised syllabus or specific assignment(s) you would
like to discuss.
See
you next time!
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