Reading and Writing are Superpowers*
Unlike the TRIAC paragraph structure, which starts with a claim about a topic, considers evidence, and then explores significance, the Observation-Implication-Conclusion (OIC) pattern starts with evidence, moves to significance, and then draws conclusions. Click here for a narrative version of OIC. Use TRIAC when you think your reader will tentatively accept your initial claim before Read More …
Find them here.
Remember our procedure for making text-to-text connections: Locate a passage from one text (Delpit’s Critique 1) Paraphrase it Find a related passage in another text (Gee’s discussion on p. 7 of how you can’t learn Discourses through overt instruction) Paraphrase it Use what would Author 1 say to Author 2 about a specific example drawn Read More …
Here’s a photo of the ideas we worked on in class today. They come from our reading of Gee, pp. 9-13+. We decided that we need to continue to work on the boxed ideas: the idea that Primary Discourses can’t be liberating, Meta-knowledge, Mushfake.
MUSHFAKES: PRISON DIY INGENUITY http://temporaryservices.org/served/projects-by-name/prisoners-inventions/ http://temporaryservices.org/served/projects-by-name/prisoners-inventions/drawings-of-inventions/ http://temporaryservices.org/served/projects-by-name/prisoners-inventions/recreated-inventions/
In a comment on this post, introduce a high school student to the concept of Discourse and use it and at least one of the other terms in “the Discourse family” to explain something about your own Discourses or Discourses you see in the world. Feel free to build on and revise the paragraphs you Read More …
