Today’s main topics: June Jordan and “Charting”
NOTE: I’m trying this model out instead of the Google Slideshow/PowerPoint slides I have been doing. It may prove more useful with less of me going back and forth.
Agenda
- Jordan’s Rhetorical Situation
- Charting” texts for what they do (handout) ( Web | Word | PDF )
- Using Google Docs – Do you guys think we need a discussion of this now?
June Jordan’s Rhetorical situation
15 MINUTES: Class discussion on June Jordan’s Rhetorical Situation. Please have your homework available as you will be using it to post your findings. Our discussion will focus on “ARGUMENT” and I will ask that you post that section in a discussion page here.
As we discuss this, let’s try to use some of the vocabulary from the “Charting” handout that we discussed last week. IMPORTANT: we are trying these out to see how they feel, remembering that this may feel new and imprecise at first – meaning, we don’t have to have the “correct” word that explains what Jordan is “doing” in her writing.
“Charting” texts for what they do (handout)
20 MINUTES: We are going to go into breakout rooms. In those, your group will be assigned two paragraphs of the Jordan essay. As a group, discuss what you propose Jordan is doing in those paragraphs. Please choose one member of your group to be the secretary (ideally someone who is a good typist!!) and put together ONE or TWO sentences describing what Jordan is doing. Again, choose from the list of verbs in the charting handout to assist you. However, you are not limited to that list if you think you have a better choice.
INSTRUCTIONS FOR BREAKOUT ROOMS
- Take a few minutes to introduce yourselves.
- Decide who will be the group secretary/typist
- Compose your doing sentences
- Post your work on the discussion page for this exercise.
- At the close of the Breakout sessions, we will come back and discuss as a class.
