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Inviting Students to the Table

English 1010 Food
by

Charlotte Howe

on 19 October 2012

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Transcript of Inviting Students to the Table

action: inquiry: "Make it fun." "Make it meaningful." "It was not the classroom dynamics per se that mattered, as much as the STUDENTS' PERCEPTIONS of the classroom dynamics." Connection All six "demonstrated optimism about students' potential to succeed; however, their optimism did not necessarily penetrate students' consciousness." The successful ones...
expected students to accomplish work they found challenging
invited active participation
addressed student anxiety with transparently clear instructions
offered constant encouragement Perception "Acknowledge me." This is how I see it... Achieving change and growth can be a long and arduous climb. interaction: Pay attention to a few things that freewriting share & collaborate multi-modal, task-based projects class blog matter... recognize students' fear of failure surprise expect interaction. demand it. create a climate of support and collaboration inductive learning keep issuing invitations to engage perturb students
with their potential Quite honestly, the majority of the time when students become better writers, it's because all of a sudden they believe... creative problem solving start with reflection, then critical turn towards analysis We're wired
for it. ongoing dance of
perturbation & response To make progress they must stick their necks out. They can open up and bloom... or not. real-world focus What is the role of
First Year Composition in a community college? fearful
unsure of their abilities
stressed out
suspicious
resentful
shy Students should be able to recognize and use effectively...
Rhetorical strategies
Critical thinking processes
Composing processes
Conventions of writing acknowledged valued a sense of belonging OBJECTIVES: What composition and pedagogical theories inform your choices? How do we get from here to there? It's not just what we're
doing, it's what students
THINK we're doing. Agency preconceptions fears life experiences We are all in "an ongoing process of becoming" driven by interactions among the components of our nervous system and by our interaction with "the surround." constructed meaning Assimilation of meaning "is an active process, an act performed by the listener." non-conscious processes an invitation to change personality conscious thoughts memories choice We are constantly changing ourselves through these interactions, and at the same time instigating changes in others. "When someone sits back and decides, 'All right, you have persuaded me,' he is not merely describing something that has happened to him. In spite of the grammar, he is describing something he has done." Cooper, Marilyn M. "Rhetorical Agent as Emergent and Enacted," CCC 62.3 (2011): 420-49. Print. : Here's what I do with it in my food-themed composition class... peer review & response make connections "Hey, I can do this!" Rebecca D. Cox,
The College Fear Factor: How Students and Professors Misunderstand One Another Questions: in a community They were very intentional about addressing student perceptions with a clear, coherent approach and an unmistakably high level of support and encouragement. Students are like... Students: move from memoir to analysis start with expertise: connect, connect connect safe to explore group focus: food 1. Examine
2. Analyze
3. Assert 2. ANALYZE
Hungry Planet: Keep a Food Log
Analyzing Ethos: Anthony Bourdain & Julia Child
Menu Analysis: Group Presentation
Rhetorical Analysis of a Menu 3. ASSERT
Define "Organic"
Collecting Sources: Annotated Bibliography
Position Paper & Presentation: How Then Shall We Eat? "Food is a fun, idiosyncratic, and non-threatening subject that invites students to engage without generating the stress and fear so common in basic composition courses. The theme of cuisine and diet offers students a base of expertise that steadies them as they struggle to learn composition." examine analyze assert Beyond providing sustenance, food defines who we are. It connects us with other people, with culture, and with our environment. Food issues: distribution and fairness, production, sustainability, health, and ethics. Food provides us with rich opportunities for reading, thinking, analyzing, and composing.
Find the recipe for one of your favorite dishes. Think of it as your starting place--the first few lines of a vivid memoir you will write of your experiences with this food. What does the recipe mean to you? What memories does it bring up for you? Use this recipe to tell your audience something about you. I would grab the po’ boy with both hands and sink my teeth into the works as shrimp would fall out the barn door. One by one, they would bounce down my arms, roll off my elbows, and reside on my plate. I took those shrimp as an investment for when my po’ boy was finished and looked forward to annihilating each and every one. That was exactly what my father meant by
all-you-can-eat shrimp. 1 lb. millet flour
2 quarts water
Vegetable oil (enough to coat Aiysh)

Bring millet to mill to grind.
Light fire and bring water to a boil in a large pot.
Add millet flour in small amounts until it begins to thicken and bubble. Stir constantly, pulling mixture toward you in the pot until it holds together in a gelatinous mass.
Press mixture into an oiled bowl to make a round shape. Invert onto serving plate. Aiysh (Congealed Porridge) Observations... By exploring our histories with reading, writing, and
we acknowledge each
other and connect. By starting with an area of student expertise and moving from there into the unfamiliar, we build student confidence.
Student perception: perhaps I CAN do this! Increased confidence, connection, and sense of community
more students choose to
engage. "I have never met with so many students from a particular class who share such consistently positive feedback." Conscious Omnivores
Eat Like an Athlete
Comfort Food in Moderation
Health-Conscious Slow Foodies
Eat, Drink and Be Merry I'd like to share with you an approach to teaching
First Year Composition that, in my experience,
leads to... Inviting Students to the Table English 1010: Food Why food? A stronger sense of community in the classroom
A higher level of student engagement
Increased confidence in composition skills Readings by:
David Sedaris
Alice Waters
Anthony Bourdain
Julie Powell
Wendell Berry

Berry describes patrons of the food industry as “passive, uncritical, and dependent” for their lack of active questioning and involvement in food production. Do YOU know where your food comes from? Select one of your favorite foods and trace the steps it took to get to your table. Where and how was the item grown? Where and how was it processed? How far was it transported? Write a description of your chosen food item’s journey to your plate. Track it Back
Are you a quantity eater, like Sedaris, or a quality eater? Describe your most memorable meal. What made it memorable? How was it different from your everyday eating experiences in ingredients, setting, fellow diners, or portion size? Give us plenty of sensory details. Memorable Meal
Analyze your writing process by answering questions
1-12 on p. 21 in Ede. Then do the “For Exploration” assignment. To describe who you are as a writer today, make a collage (see example, p. 22). Then write a letter to me in which you describe yourself as a writer and explain your design choices in the collage. Who am I as a Writer? connection, perception, agency Recipe Memoir Gathering in the camp. D’Jimia The Melanders
Germany $500.07 The Revises
North Carolina, U.S. $341.98 The Matsudas
Okinawa $214.26 The Mendozas
Guatemala $75.70  15 oz. millet
¼ c. lentils
¼ c. CSB (Corn-Soy Blend)
1 T. sugar
1 t. salt
¼ c. vegetable oil
US-AID Daily Food Ration
2,100 calories per person, per day
1 lb. millet flour
2 quarts water
Vegetable oil (enough to coat Aiysh)
Bring millet to mill to grind.
After obtaining ground millet flour, light fire and bring water to a boil in a large pot.
Add millet flour in small amounts until it begins to thicken and bubble. Stir constantly, pulling mixture toward you in the pot until it holds together in a gelatinous mass.
Press mixture into an oiled bowl to make a round shape. Invert onto serving plate. Aiysh (Congealed Porridge) Sharing a meal. Water for the camp. Sifting sand out of the millet. The Aboubakars
Chad $1.23 The Madsens
Greenland $277.12 The Cuis
Rural China $57.27 The Dongs
Beijing, China $155.06 The College Fear Factor: How Students and Professors Misunderstand One Another, by Rebecca D. Cox confidence, connection, community food, We build a sense of community
by sharing our food and our
reflective, analytical, and assertive writing. Inviting Students to the Table Choose the menu of a favorite restaurant.
What message is sent by the menu's words,
images, and design? How do the elements work
together to communicate the restaurant's food philosophy? Write a 3-5 page rhetorical analysis of the menu you selected, answering the following questions:
How would you describe the menu as a visual document? Look at the images, arrangement, font selection, and use of space. What is being emphasized?
How does the menu try to connect with its audience? Think about the level of formality and word choice, as well as pop culture allusions and appeals to customers' emotions or intellect.
Based on this menu, what kind of dining experience do you expect when you go to this restaurant?
What is the restaurant's ethos? How does the menu communicate this?
What is the restaurant's food philosophy, as shown in the items it sells, and how those items are named and described? Rhetorical Analysis of a Menu Group Position Paper
& Presentation Should we eat organic food? Local food?
Exotic food? Should we be vegans, vegetarians,
omnivores? Should we fast once a week? What is
your philosophy of food? As a group, develop your answer to this questions through research and discussion. Write an 8-10 page position paper in which you take a stand on "the way to eat" and support your position with reasoning and evidence.

As a group, present your position paper to the class. What is your thesis and how have you supported it with reasoning and evidence? Bring a dish for the class to eat that communicates your message deliciously as we watch your presentation. Persuade us with your words, your presentation skills, and your food! Length: 15 minutes. Clint Johnson, Writing Tutor http://www.npr.org/templates/story/story.php?storyId=5005952 Today, except in the very poorest countries, more people are overweight than underweight. Marion Nestle, “Dinner for Six Billion,” Hungry Planet Today, insufficient food is a daily torment for nearly a billion people on earth, half
of them young children. As conflicts resolve and people in developing countries become better off, they acquire more stable resources and change the way they eat. They inevitably replace the grains and beans in their diets with foods obtained from animal sources. They buy more meat, more sweet foods, and more processed foods: they eat more meals prepared by others.

Soon they eat more food in general. They start gaining weight, become overweight, and then develop heart disease, diabetes, and the other chronic diseases. 1. EXAMINE
Track it Back
Memorable Meal
Who am I as a Writer?
Recipe Memoir Gravy composition
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