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Copy of Talking, Sketching, Moving by Patricia Dunn

A Survey of Multiple Literacies in the Teaching of Writing
by

Patricia Dunn

on 29 April 2013

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Transcript of Copy of Talking, Sketching, Moving by Patricia Dunn

Talking, Sketching, Moving: A Survey of
Multiple Literacies in the the Teaching of Writing
By Patricia Dunn Challenging Theories of Knowing Strategies for Using
Sketching, Speaking, Movement, and
Metaphor to Generate and Organize
Text Revising and Editing:
Myths, Metaphors, and
Multisensory Strategies Handling Professional Issues:
'Prepare to be criticized' "I had two very strong responses to this book. On the one hand, I was simply impressed. . . . On the other hand—and precisely because it was so effectively written—the book made me squirm. . . . Talk about hitting home." - Stephen M North Paulo Freire's "Multiple Channels of
Communication"

"The Primacy of Language" The Backstory to "The Primacy of Language" "Finding Lost Threads in Composition Theory" "Sketching-to-Learn" "Oral Outlining or Previewing" "Moving-to-Learn" "Peer Responding" "Cleaning out the Closet" "Outward Appearances, Wardrobe
Faux Pas, and Taste" "'Proper' English as Ticket to Ride" "Using Multiple Channels" "Confusion as Conduit" Process Pedagogy
Writing Intelligence
Right and Wrong Ways to Use Thesaurus Cut and Paste
Crossing Out
Identifying the Irrevelant
Reading Out Loud
Metaphors Using Non-Writing to Analyze Reading:
'Providing Analogs (and strategies for
creating them) for readers and writers making
meaning' 1. What is an analog? 2. How are they used?
3. What is genre fusion?
5. How can atypical exercises create conflict
and problem solving? Why is this important? 6. What is the benefit of summary and paraphrase
through alternative classroom activities? How is
this accomplished? 7. How do emphasis and perspective
make such exercises thrive? 8. How can anticipating objections be helpful? 9. Can 'mutli-sensory projects' bring
deeper meaning to readings? Debate
Sketching
Acting
MultiModal Rounds 1. Can real learning be fun? 2. How can this be defended?
3. How can understanding theories about writing,
reading and learning help to defend alternative
strategies such as these? 4. How can logic be used to defend
multi-sensory exercises?
5. How can we 'point to the limits' (Dunn 153)
of traditional or typical approaches? Of atypical
ones?
6. How can research be employed in all of this? Throughout history, language and Composition have always been held in high regard
James Berlin - "Rather than truth being prior to language, language is prior to truth and determines what shape truth can take" (Dunn 16)
-Our beliefs are based on the theorists and
theories we select to support our claims
-To make logical arguments, we do not find data
that does not support what we are trying to
conclude
Composition scholars have presented alternative
methods in the past:
Peter Braddock (1985) - advocated exploring more
intersections of writing and speech in teaching
Janet Emig (1978) - Composition and Biology should
work together to find out what research may contribute
to knowledge about writing development Why is it important to Challenge? Need to challenge the theories that privilege
only one way of conceiving ideas
By challenging, we develop our own pedagogies
that use and develop alternative literacies, that
expect the most from teachers and students Insisted on using multiple channels
of communication to engage students Took advatange of "people's aural, spatial, visual, and kinesthetic ways of knowing" (Dunn 37) By using multiple channels of communication,
Freire was able to help students explicitly,
and implicitly, acknowledge and support multiple
ways of knowing Freire made a point to show that most
people are unaware of their overuse of
one channel of communication - writing -
as a way of knowing Found self-reflection and
self-critique important ways
of implementing theory and
practice (Praxis) Stresses an importance of having confidence
in writing - stressing what a students did
well rather than concentrating on what they
did wrong -Certain words and phrases
will make readers have preconceived
notions of social status of the writer
-Instructors will single out those that do
not conform to 'bourgeois subjectivity' -English speakers victimize those that do not
speak 'proper' English
-View of immigrants (those who came here
legally - they chose to come here) vs minorities
(those whose ancestors were colonized or enslaved)
i.e. Spanish vs. Mexican or Puerto Rican -Students will be confused about
revising, editing, "grammar," and
"correctness"
-Confusion can be a conduit for
production
-Students need to negotiate
contradictions on their own
-Need to be aware of ways to
remember details of perceived
correctness
-Like a closet: after we examine
all the items, and get rid of some,
there may be things we cannot
use, but cannot yet discard (Dunn 125)
Presentation by: Brittany Fowler, Mike Peitsmeyer, April Pickett, Ellen Theis
Full transcript