*Sample entry for RM

McGuire,KT and GA Caldeira. "Lawyers, Organized Interests, and the Law of Obscenity: Agenda Setting in the Supreme Court." American Political Science Review 87 (1993): 715-26.

Summary: This source illustrates through obscenity cases, how the Supreme Court chooses and prioritizes which cases to try.

Annotation: The source doesn't directly get at definitions of obscenity but offers an overview of definition issues up front.

Naming Students’ Stasis Points:
What We’re Doing When We Say We’re Doing “Critical Reflection”

An Annotated Bibliography

Research Methods
Cresswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 2nd ed. Thousand Oaks, CA: Sage, 2003.

We're using Cresswell to force us to slow down and really examine our methods more carefully, ensuring we have the best study and helping us to think about extensions for the study, as well.

Strauss, Anselm and Juliet Corbin. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. 2nd ed. Thousand Oaks, CA: Sage, 1998.

Strauss and Corbin are the leading developers of grounded theory research, the primary method we plan to use.

Stasis Theory
Carter, Michael. “Stasis and Kairos: Principles of Social Construction in Classical Rhetoric.” Rhetoric Review 7 (1988): 97-112.

Kennedy, George A. A New History of Classical Rhetoric. Princeton: Princeton UP, 1994.

Rupiper Taggart, Amy, and H. Brooke Hessler. “Stasis and the Reflective Practitioner: Experienced Teacher-Scholars Sustain Community Pedagogy.” Reflections: Writing, Service-Learning, and Community Literacy 5 (Spring 2006): 153-72.

Drawing on Donald Schön’s concept of the reflective practitioner and the classical rhetorical concept of stasis, this article observes the habits and tactics of experienced community-engaged instructors of writing and rhetoric. It suggests that a complete reflective practice, combining reflection in and on action, contributes to sustaining effective programs and practices. In moments of tension or apparent crisis, effective reflective practitioners identify critical stasis points effectively, creating opportunities for positive change. The stases of media, language, repertoire, theory, appreciative systems, and role frames are explored.

Reflection
Hatcher, Julie A. and Robert G. Bringle. “Reflection: Bridging the Gap between Service and Learning. College Teaching 45 (1997): 153-159.

Hillocks, George. Teaching Writing as Reflective Practice. New York: Teachers College Press, 1995.

Schön, Donald A. Educating the Reflective Practitioner : Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass, 1987.
-----. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983.

Teaching Methods
*formative assessment, discussion about learning process, learning portfolios

Brookfield, Stephen.

As we move more deeply into our present collaborative projects, my first move is to step back and look at what I've got in the works at the moment in terms of projects, so that I can prioritize and plan them:

* Present on Beijing topic to the faculty in faculty forum
- read through prewriting and official presentation and select some material to talk about casually, which sections to read

* JAC article with graduate students
- complete last few charts
- read all of the charts
- flag items in student charts that seem to need clarification
- note some patterns I'm seeing
- think about questions we might be able to answer through the "data" we've collected in these charts
- develop some working bib information--what would we need to cite to enter the conversation?
- predrafting--early reflections on the findings

* Plagiarism/Using Sources modules
- reread the proposal materials from Chris
- Develop the outline
- Plug already existing materials in to outline
- Develop sections

Mattress information:

eco-friendly mattresses at ecobydesign.com
Natural latex is biodegradable and nontoxic
Simmons Beatyrest World Class gets good ratings for couples
Be sure to test run lots of mattresses (15 mins)
Watch out for overly padded tops (these, unlike springs, will eventually compress
Look for good comfort guarantee

Toddler beds at Target
http://www.target.com/gp/browse.html/ref=in_se_pagelist/601-7529628-7078514?ie=UTF8&node=52048011&index=tgt-mf-mv&field-browse=52048011&rank=pmrank&size=16&page=2

The bed I want
http://www.us-mattress.com/nu-lattice-bed.html

http://www.totalbedroom.com/beds/platform-beds/mondoco-platform-bed.html?cid=ql

This one might fit better with our other bedroom furniture
http://www.totalbedroom.com/beds/wood-beds-bed/chyanne-queen-bed.html

Today, after sending a brief talk to Global Interactions for the China-US Literacy conference, I read a couple of articles in Education Week, written by a staff reporter who is visiting China. I'd been thinking that my talk for the conference in China doesn't really push any boundaries in American education, though there are probably some who don't use community-based writing who would get some insight into the process through my discussion. Yet I kept thinking about my Chinese audience (and seeing them as a sort of invented Chinese audience, given that I don't actually know them, nor do I know much about their education of writers (this is the point of my attending the conference, after all). Still, I suspect that the Chinese don't often use what we might call service learning or community engagement to teach writing. From what little I know of writing education worldwide, any explicit or rhetorical instruction of writing is unusual, so there may be layers in what I have said that will seem provocative or slightly new to this audience. From what I've seen and heard of Asian education in English, as well, it seems as though grammar and correctness rather than rhetoricity are featured.

Anyway, so I read the articles on Education Week to get me in the mood and came across the following quote:

http://www.edweek.org/ew/articles/2007/04/03/31china_web.h26.html
"Chinese education officials are, in turn, looking to the United States and what its schools do well, as part of an attempt to improve the creative and problem-solving abilities of their students"

I found this both interesting and heartening. My suggestions about putting students in community-based rhetorical situations and in many ways forcing them to solve the problems that emerge from complicated writing events may help to address this concern expressed by the officials with whom the Ed Week reporter spoke.

Use Cat in the Hat to introduce Id, Ego, Superego (psychoanalytic crit) in 358:

Psychoanalytic Cat in the Hat at Read Write Think

UNESCO's "literacy portal"--a global perspective on literacy.

Literacy, Culture, and Identity Web resources

http://www.nifl.gov/nifl/facts/facts_overview.html

Have students look at links between socioeconomic status and literacy rates as they read Kozol's Illiterate America? What do the statistics show? What does the book show that is different?

Try to determine from this website what the producers of it mean by "literacy"

Find statistics about which you have questions. Here's an example:

In the 1992 National Adult Literacy Survey (NALS), the average annual household income of the total adult population

at prose literacy Level 1 was $15,480, compared to $8,520 for welfare recipients;
at prose literacy Level 2 was $25,010, compared to $9,540 for welfare recipients;
at prose literacy Level 3 was $35,020, compared to $11,710 for welfare recipients; and
at prose literacy Level 4 was $45,610, compared to $15,820 for welfare recipients.
(Barton, p53, Table 4.7)

Does all of this mean that welfare recipients are achieving greater levels of literacy with less income?


http://wrt-howard.syr.edu/Bibs/Literacy.bib.html
Howard's literacy bib

http://www.reconstruction.ws/053/benton.shtml
This one's an essay on public sphere. It's brief and online and I think could raise some interesting questions for students regarding the kinds of literacy it takes to be active in a public sphere. It alludes to media literacy, political literacy, basic literacy. . . I really should assign this one.


www.exhibit13.com
Blue Man Group's tribute to 9/11

Literacy, Culture, and Identity

What is it that I hope students will get from this course?

High priority:
* A sense of literacy as much more complex than just reading and writing
* An understanding that functional literacy is not enough to be successful, that just teaching people to read and write does not give them access to social networks and status, etc.
* Increased facility in one of the following areas: visual, critical, cultural literacy (more able to read and use visual rhetoric, better at identifying root causes of social problems, more aware of the assumptions they make based on their cultural backgrounds)