Session 2
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WILO Workshop

Preparing for the First Assignment & Developing a Draft

 

 

 

 

 

 

 

 

 

SHARING OUR STORIES

 

 

 

 

 

 

 

 

 

 

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WHY

 

 

WRITE?

 

 

 

 

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.

 

 

 

 

 

 

 

 

 

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 one’s ability to think is to have a basic structure on which to “hang one’s 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?)

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

-   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

Take the library's plagarism quiz:

Plagarism Tutorial

 

 

 

 

 

 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. 

 

 

a cartoon worm reading

  See you next time!