From 62930d86577ad6a4c0d89146648750d0f6439f19 Mon Sep 17 00:00:00 2001 From: adavis46 Date: Fri, 9 Sep 2022 08:59:09 -0500 Subject: [PATCH 01/11] expand toc --- source/index.rst | 9 +-------- 1 file changed, 1 insertion(+), 8 deletions(-) diff --git a/source/index.rst b/source/index.rst index 36ecb21..683aed6 100644 --- a/source/index.rst +++ b/source/index.rst @@ -46,18 +46,11 @@ Welcome to the DWR Teaching Hub, the teaching resource and document management s guides/continuity .. toctree:: - :maxdepth: 1 + :maxdepth: 2 :hidden: :caption: Assignment Library alib/speech alib/writing -.. toctree:: - :maxdepth: 2 - :hidden: - :caption: Research - - reports/index - reports/wcoer/wcoer From 484f66e7362e5b523ac8cec1ab0fba2aae42d127 Mon Sep 17 00:00:00 2001 From: adavis46 Date: Fri, 9 Sep 2022 09:00:31 -0500 Subject: [PATCH 02/11] update index --- source/index.rst | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/source/index.rst b/source/index.rst index 683aed6..76871b0 100644 --- a/source/index.rst +++ b/source/index.rst @@ -17,7 +17,7 @@ Welcome to the DWR Teaching Hub, the teaching resource and document management s :align: center :target: https://olemiss.sharepoint.com/sites/DWRAdmin - Most DWR internal workflows, processes, and documents are moving to `myDWR `_. The DWR Teaching Hub will still serve all teaching guides, assignment libraries, and any other content from the department with an open license. Can't access myDWR? Be sure you have `joined the myDWR user group `_ + To upload a syllabus, change your office hours, schedule an observation, etc., visit `myDWR `_. Can't access myDWR? Be sure you have `joined the myDWR user group `_ .. toctree:: From a42cf9f3db26a04304b715599cebc9ce65109281 Mon Sep 17 00:00:00 2001 From: adavis46 Date: Fri, 9 Sep 2022 09:02:32 -0500 Subject: [PATCH 03/11] fix index --- source/index.rst | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/source/index.rst b/source/index.rst index 76871b0..b912179 100644 --- a/source/index.rst +++ b/source/index.rst @@ -5,7 +5,7 @@ DWR Teaching Hub ============================================ -Welcome to the DWR Teaching Hub, the teaching resource and document management system for the Department of Writing and Rhetoric. The Hub contains all teaching guides, policy documents, and vetted assignment materials for DWR writing and speech courses, as well as a self-service portal for common semester-based tasks. +Welcome to the DWR Teaching Hub, the openly-licensed collection of teaching resources from the Department of Writing and Rhetoric. The Hub contains curriculum materials, teaching guides, and vetted assignment materials for DWR writing and speech courses. All content on the DWR Teaching Hub is licensed under a Creative Commons Attribution 4.0 International License unless otherwise indicated. From d297f68831736dd3c2fd739a0219f906b523a50e Mon Sep 17 00:00:00 2001 From: adavis46 Date: Fri, 9 Sep 2022 09:03:08 -0500 Subject: [PATCH 04/11] fix menu --- source/index.rst | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/source/index.rst b/source/index.rst index b912179..2e5d309 100644 --- a/source/index.rst +++ b/source/index.rst @@ -46,7 +46,7 @@ Welcome to the DWR Teaching Hub, the openly-licensed collection of teaching reso guides/continuity .. toctree:: - :maxdepth: 2 + :maxdepth: 3 :hidden: :caption: Assignment Library From 4b4ac604a2d20928bc481725afa8ef862892cb2a Mon Sep 17 00:00:00 2001 From: adavis46 Date: Fri, 9 Sep 2022 09:18:50 -0500 Subject: [PATCH 05/11] restoring old hub for archive --- source/index.rst | 59 +++++++++++++++++++++++++++++++++++++++--------- 1 file changed, 48 insertions(+), 11 deletions(-) diff --git a/source/index.rst b/source/index.rst index 2e5d309..c4311eb 100644 --- a/source/index.rst +++ b/source/index.rst @@ -5,19 +5,32 @@ DWR Teaching Hub ============================================ -Welcome to the DWR Teaching Hub, the openly-licensed collection of teaching resources from the Department of Writing and Rhetoric. The Hub contains curriculum materials, teaching guides, and vetted assignment materials for DWR writing and speech courses. All content on the DWR Teaching Hub is licensed under a Creative Commons Attribution 4.0 International License unless otherwise indicated. +Welcome to the DWR Teaching Hub, the teaching resource and document management system for the Department of Writing and Rhetoric. The Hub contains all teaching guides, policy documents, and vetted assignment materials for DWR writing and speech courses, as well as a self-service portal for common semester-based tasks. +.. raw:: html +
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-.. Note:: - .. image:: assets/mydwr.png - :alt: My DWR Logo - :width: 150 px - :align: center - :target: https://olemiss.sharepoint.com/sites/DWRAdmin - - To upload a syllabus, change your office hours, schedule an observation, etc., visit `myDWR `_. Can't access myDWR? Be sure you have `joined the myDWR user group `_ .. toctree:: @@ -25,7 +38,14 @@ Welcome to the DWR Teaching Hub, the openly-licensed collection of teaching reso :hidden: hub/about - + hub/syllabi + hub/development/development + hub/observations/observations + hub/releases + hub/uploads + hub/support + hub/docs + hub/remotesupport .. toctree:: @@ -46,11 +66,28 @@ Welcome to the DWR Teaching Hub, the openly-licensed collection of teaching reso guides/continuity .. toctree:: - :maxdepth: 3 + :maxdepth: 1 :hidden: :caption: Assignment Library alib/speech alib/writing + + +.. toctree:: + :maxdepth: 2 + :hidden: + :caption: Policies + + policies/policies.rst + policies/infosec.rst + policies/teaching.rst + +.. toctree:: + :maxdepth: 2 + :hidden: + :caption: Research + reports/index + reports/wcoer/wcoer From 1c5526408a9f4353b166c6146dccae630783f977 Mon Sep 17 00:00:00 2001 From: Andrew Davis Date: Tue, 23 May 2023 14:11:42 -0500 Subject: [PATCH 06/11] change standard curriculum to WP --- source/alib/writing/writ101/writ101s.rst | 3 ++- 1 file changed, 2 insertions(+), 1 deletion(-) diff --git a/source/alib/writing/writ101/writ101s.rst b/source/alib/writing/writ101/writ101s.rst index 0d5f716..62e2137 100644 --- a/source/alib/writing/writ101/writ101s.rst +++ b/source/alib/writing/writ101/writ101s.rst @@ -1,6 +1,7 @@ ================================ -WRIT 100/101 Standard Curriculum +WRIT 100/101 ================================ +### Curriculum Materials based on *The Writer's Practice* .. sidebar:: Contents .. contents:: From 25fe4e49ae0d0a925e2f3b367179fc7672ee0451 Mon Sep 17 00:00:00 2001 From: Andrew Davis Date: Tue, 23 May 2023 14:13:19 -0500 Subject: [PATCH 07/11] update standard curriculum --- source/alib/writing/writ101/writ101s.rst | 3 +-- 1 file changed, 1 insertion(+), 2 deletions(-) diff --git a/source/alib/writing/writ101/writ101s.rst b/source/alib/writing/writ101/writ101s.rst index 62e2137..0f35618 100644 --- a/source/alib/writing/writ101/writ101s.rst +++ b/source/alib/writing/writ101/writ101s.rst @@ -1,7 +1,6 @@ ================================ -WRIT 100/101 +WRIT 100/101 with *The Writer's Practice* ================================ -### Curriculum Materials based on *The Writer's Practice* .. sidebar:: Contents .. contents:: From 4dccf1f3e2ebfdb38c90c9622e5df2162e9bceb2 Mon Sep 17 00:00:00 2001 From: Andrew Davis Date: Tue, 23 May 2023 14:15:04 -0500 Subject: [PATCH 08/11] fix error --- source/alib/writing/writ101/writ101s.rst | 4 ++-- 1 file changed, 2 insertions(+), 2 deletions(-) diff --git a/source/alib/writing/writ101/writ101s.rst b/source/alib/writing/writ101/writ101s.rst index 0f35618..b0e81b3 100644 --- a/source/alib/writing/writ101/writ101s.rst +++ b/source/alib/writing/writ101/writ101s.rst @@ -1,6 +1,6 @@ -================================ +========================================== WRIT 100/101 with *The Writer's Practice* -================================ +========================================== .. sidebar:: Contents .. contents:: From 27cccd5b8b4458ec656ecb27d44fc0324a896d1c Mon Sep 17 00:00:00 2001 From: Andrew Davis Date: Fri, 14 Jul 2023 18:05:32 -0500 Subject: [PATCH 09/11] update cre guide --- source/guides/commonread.rst | 1374 ++++++++++++++++++++++++++-------- 1 file changed, 1080 insertions(+), 294 deletions(-) diff --git a/source/guides/commonread.rst b/source/guides/commonread.rst index 4d469d9..89620e1 100644 --- a/source/guides/commonread.rst +++ b/source/guides/commonread.rst @@ -5,8 +5,8 @@ Common Reading Resource Guide .. admonition:: See Also - * `The Anthropocene Reviewed Resource Guide (pdf) `__ - * `The Anthropocene Reviewed Resource Guide (docx) `__ + * `Callings Resource Guide (pdf) `__ + * `Callings Resource Guide (docx) `__ * :doc:`/alib/writing/writ101` .. sidebar:: Contents @@ -15,225 +15,496 @@ Common Reading Resource Guide :local: :depth: 1 -Using *The Anthropocene Reviewed* in the Classroom ---------------------------------------- -The Common Reading Experience is a shared intellectual event for new members of the UM community. Through reading and considering a common book, new students engage with each other and UM faculty in exploring issues relevant to today’s global community. The Common Reading Experience helps students understand the expectations of college-level academic work, the nature of scholarly inquiry, and the values of an academic community. The program also enriches new students’ campus experiences through co-curricular programs and events related to the book. The Common Reading Text is used in EDHE classes, Writing 100/101 classes, and other classes on campus. For more information about the Common Reading Experience visit http://umreads.olemiss.edu/. +Chapter 1: Using *Callings* in the Classroom +-------------------------------------------- -.. admonition:: What are the Common Reading Experience student learning outcomes? +Why does UM have a Common Reading Experience Program? +~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ - By reading, writing, and learning together through the shared experience of the UM Common Reading Experience, students: +The Common Reading Experience is a shared intellectual event for members +of the UM community. Through reading and considering a common book, +students engage with each other and UM faculty in exploring issues +relevant to today's global community. The Common Reading Experience +helps students understand the expectations of college-level academic +work, the nature of scholarly inquiry, and the values of an academic +community. The program also enriches students' campus experiences +through co-curricular programs and events related to the book. The +Common Reading Text is used in EDHE classes, Writing 100/101 classes, +and other classes on campus. For more information about the Common +Reading Experience visit http://umreads.olemiss.edu/. - * Develop critical thinking, reading, writing, and research skills and abilities - * Gain an emerging sense of confidence as learners, thinkers, readers, and writers - * Develop a sense of community among peers, neighbors, and instructors - * Develop connections among ideas, experiences, disciplines, and academic and personal goals - * Relate the issues raised by the common book to their lives as new or returning students. +What are the Common Reading Experience student learning outcomes? +~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ -Why was *The Anthropocene Reviewed* selected? -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ -*The Anthropocene Reviewed* is a collection of personal essays evaluating various artifacts from the `Anthropocene `__ era, the proposed name for the current geologic period when human activity has been the dominant force on the planet. Green’s essays skillfully connect personal experience with the social, cultural, and environmental concerns of our age. The book is adapted from his `podcast `__ of the same name. *The Anthropocene Reviewed* won the Goodreads Choice for Non-Fiction 2021 award. +By reading, writing, and learning together through the shared venture of +the UM Common Reading Experience, students: -Who is John Green? -^^^^^^^^^^^^^^^^^^^^^^^^^ -John Green is a well-known writer of young adult fiction. His novels include *Looking for Alaska*; *An Abundance of Katherines*; *Paper Towns*; *The Fault in* *Our Stars*; *Will Grayson,* *Will Grayson*; and *Turtles All the Way Down*. *The Anthropocene Reviewed* is his first non-fiction book. His work has been honored with a Printz Medal, a Printz Honor, and an Edgar Award, and several of his novels have been adapted into feature films. He and his brother co-host several online video projects, including `Vlogbrothers `__; `Crash Course `__; and the charity venture, `Project for Awesome `__. He lives in Indianapolis, Indiana, with his wife and children. +- Develop critical thinking, reading, writing, and research skills and + abilities. +- Gain an emerging sense of confidence as learners, thinkers, readers, + and writers. + +- Develop a sense of community among peers, neighbors, and instructors. + +- Develop connections among ideas, experiences, disciplines, and + academic and personal goals. + +- Relate the issues raised by the common book to their lives as new or + returning students. + +Why was *Callings* selected? +~~~~~~~~~~~~~~~~~~~~~~~~~~~~ + +*Callings* is a collection of stories about the jobs and careers held by +a wide-ranging group of Americans. Isay and his team selected the +contents in *Callings* from over 65,000 stories collected by StoryCorps, +and the accounts run from street-corner astronomer to beer vendor to +physician to U.S. Congress member, with so much in between. These +stories illustrate the devotion the subjects have for their work and the +journeys they took to their chosen fields. The book is a product of +Isay's `StoryCorps `__ project, the goal of +which is to record and archive the stories of America's diverse and +fascinating population. + +Who is Dave Isay? +~~~~~~~~~~~~~~~~~ + +Dave Isay is an author, radio producer, and the founder of +`StoryCorps `__ and Sound Portraits +Productions. He has won numerous awards for his work, including six +Peabody Awards, two Hillman Prizes, a TED Prize, and a MacArthur +fellowship. Some of Isay's most notable edited collections include +*Listening Is an Act of Love: A Celebration of American Life from the +StoryCorps Project* and *Mom: A Celebration of Mothers from StoryCorps*. How do I teach non-fiction? -^^^^^^^^^^^^^^^^^^^^^^^^^^^ -The Common Reading Experience provides students and teachers in all disciplines a chance to interact with a shared text. Critical analysis of texts may feel like foreign territory to some teachers; however, analysis is a skill that is useful in all areas of education and beyond and can be approached in ways with which teachers are comfortable. Writing classes use the common reading text as the basis of a major project, but work with the book in other classes does not need to be so in-depth or take up entire class periods. Try to implement short in-class discussions, homework assignments, response papers, or journal writings using the themes and prompts listed in this guide. Or ask students to examine the choices Green makes as a writer (style, structure, vocabulary, etc.) and how they impact us as readers. Remember that you can concentrate on a few essays that relate specifically to the themes of your course. This resource guide should provide starting points for discussions, homework, and/or writing assignments that will challenge students. +~~~~~~~~~~~~~~~~~~~~~~~~~~~ + +The Common Reading Experience provides students and teachers in all +disciplines a chance to interact with a shared text. Critical analysis +of texts may feel like foreign territory to some teachers; however, +analysis is a skill that is useful in all areas of education and beyond +and can be approached in ways with which teachers are comfortable. +Writing classes use the Common Reading Text as the basis of a major +project, but work with the book in other classes does not need to be so +in-depth or take up entire class periods. Try to implement short +in-class discussions, homework assignments, response papers, or journal +writings using the themes and prompts listed in this guide. Or ask +students to examine the choices Isay makes as an editor and how they +impact us as readers. Remember that you can concentrate on a few stories +that relate specifically to the themes of your course. This resource +guide should provide starting points for discussions, homework, and/or +writing assignments that will challenge students. How do I encourage students to read? -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ -Before assigning reading -~~~~~~~~~~~~~~~~~~~~~~~~~~ -- Preview *The Anthropocene Reviewed* with students. Introduce the book during class. Explain how the book will be used in the course and how it will help students meet learning outcomes. Share your own excitement about the book, perhaps describing some favorite passages, events, or people. +~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ -- Help students understand the depth of reading required. Display a passage, and model critical reading strategies such as text annotation and marginalia. +**Before assigning reading:** -As students read -~~~~~~~~~~~~~~~~~~ -- Provide focused questions for students to consider while they are reading. Ask them to respond to those questions in writing before the next class. +- Preview *Callings* with students. Introduce the book during class. + Explain how the book will be used in the course and how it will + help students meet learning outcomes. Share your own excitement + about the book, perhaps describing some favorite passages, events, + or people. -- Have students identify and submit a discussion topic or question via email or Blackboard after they have read an assignment but before the next class meeting. Use their topics and questions as the basis for class activities. +- Help students understand the depth of reading required. Display a + passage, and model critical reading strategies such as text + annotation and marginalia. -- Require students to keep a reading response journal in which they comment on or question the reading assignment. +**As students read:** -- Ask students to underline/highlight several passages from a reading assignment. In class, ask students to discuss one of their underlined/highlighted passages. +- Provide focused questions for students to consider while they are + reading. Ask them to respond to those questions in writing before + the next class. -After students have read -~~~~~~~~~~~~~~~~~~~~~~~~~~ -- Use class time and activities to build on, rather than summarize, the reading assignment. +- Have students identify and submit a discussion topic or question via + email or Blackboard after they have read an assignment but before + the next class meeting. Use their topics and questions as the + basis for class activities. -- At the start of class, assign a one-minute paper in which students identify both the most crucial part of the reading assignment and an unanswered question they have about the reading assignment. +- Require students to keep a reading response journal in which they + comment on or question the reading assignment. -- During the first few minutes of class, ask students to write about links between the reading assignment and the topic being discussed in class. +- Ask students to underline/highlight several passages from a reading + assignment. In class, ask students to discuss one of their + underlined/highlighted passages. -- Distribute one or two questions that build on the reading assignment. Use the think-pair-share protocol. Students first consider the question(s) on their own. Then they discuss the question(s) with a partner. Finally, they share their results with the class. +**After students have read:** -How do I lead a class discussion? -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ -A good class discussion, like any part of teaching, should be structured yet open to improvisation. Following are some pointers for leading a discussion based on what students have read (or even their attendance at an event). +- Use class time and activities to build on, rather than summarize, the + reading assignment. -Preparation before the class meeting: -~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ -Though you may have already read the stories, be sure to review what the students are reading for your class meeting. Make a list of what you would like your students to learn from this exercise in order of importance. +- At the start of class, assign a one-minute paper in which students + identify both the most crucial part of the reading assignment and + an unanswered question they have about the reading assignment. -* For instance, you might prioritize that students understand what they read. -* Then you might select a couple of scenes or events in the book that seem important or interesting (or even puzzling – just because you are leading class discussion does not mean you need to have all the possible answers). -* Perhaps you have selected several themes in the stories as your focus. You might choose scenes that relate to poverty, stereotypes, or the power of community. -* You might also ask students to respond to a specific quotation or passage. -* Jot down a few notes so you can access them easily during your class discussion. -* Annotate your own text. +- During the first few minutes of class, ask students to write about + links between the reading assignment and the topic being discussed + in class. -Class time -~~~~~~~~~~~~~ +- Distribute one or two questions that build on the reading assignment. + Use the think-pair-share protocol. Students first consider the + question(s) on their own. Then they discuss the question(s) with a + partner. Finally, they share their results with the class. -* Establish respect. Class discussion is a time for exploration, and the classroom is a safe environment for students to say what they are thinking. Remind students of the first rule of the University creed: “I believe in respect for the dignity of each person.” Be sure students are listening carefully to each speaker and taking his or her ideas seriously. -* Before discussion, ask students to reflect on a directed, yet open, question in a five- to ten-minute writing. Encourage students to keep writing throughout the allotted time even if they run out of things to say. They will surprise themselves with this unstructured writing. This writing is not a quiz with one correct answer. Ask them questions such as “What do you think is the significance of X?”; “How has X changed over time?”; “Why did X do what he or she did?” You could also ask them to do a close reading of a particular passage, perhaps even comparing it to another passage. -* Avoid general questions such as “What did you think of the reading for today?” or “What did you find interesting?” These are dead-end questions that will lead to short discussions. -* To mix things up, you may also have them work together in small groups to find discussion starters or answers to your questions. +How do I lead a class discussion? +~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ -Other ideas and approaches -~~~~~~~~~~~~~~~~~~~~~~~~~~~~ +A good class discussion, like any part of teaching, should be structured +yet open to improvisation. Following are some pointers for leading a +discussion based on what students have read (or even their attendance at +an event). -* Different classes have different personalities. Just make sure the environment in which students speak is a safe one, and continue to encourage discussion in different ways if something is not working. -* Some students will direct their comments just to you. Encourage them to talk to each other. -* If you had them write a response, invite students to share what they wrote. -* If you had them work in groups, invite representatives from each group to share what they found. -* Encourage students to point to specifics in the text. Ask them where they see what they see. -* Invite students to read sections out loud. -* Be open to where the conversation takes you. Sometimes students will pick up on details that you didn’t see. -* Try not to let the class discussion go over fifteen to twenty minutes. Students are most productive in that time frame. -* At the end of the discussion, recap the major points made or ask students to do so. -* Course-specific discussion prompts are included in the course-specific sections of this guide. +**Preparation before the class meeting:** -How do I deal with controversial topics? -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ -Some issues in *The Anthropocene Reviewed* may spark controversy in the classroom. Issues that may generate controversy include but are not limited to climate change, misinformation, and mental health. The Yale Poorvu Center for Teaching and Learning’s `Teaching Controversial Topics `__ can help you consider different approaches to discussing these issues. +Though you may have already read the stories, be sure to review what the +students are reading for your class meeting. Make a list of what you +would like your students to learn from this exercise in order of +importance. -Remember that the common read discussion should always serve your course outcomes. If a student raises an issue with which you have no expertise or are uncomfortable tackling, you might respond by explaining the topic is more suited for discussion in a different course (such as English, Sociology, or Political Science). For example, you might say, “[Controversy X] is an important issue, and it’s one that you can study in depth in [Course Y]. [Course Y] is taught by an expert in that field. For the purposes of this course, let’s keep the focus on [your course outcome Z].” Additional guidelines are below. +- For instance, you might prioritize that students understand what they + read. -If a student raises a controversial issue unexpectedly, you may want to: +- Then, you might select a couple of scenes or events in the book that + seem important or interesting (or even puzzling – just because you + are leading class discussion does not mean you need to have all + the possible answers). -1. Acknowledge the student’s remark. -2. Acknowledge that other students may hold different views or positions. -3. Assess your willingness to continue the discussion further. -4. Assess other students’ willingness to continue the discussion further. +- Perhaps you have selected several themes in the stories as your + focus. You might choose scenes that relate to collegiality, + perseverance, or the influence of mentors. -The following guidelines may be helpful for facilitating planned discussions of controversial issues: +- You might also ask students to respond to a specific quotation or + passage. -1. Articulate a clear purpose for the discussion (for example, how the discussion is related to course objectives). -2. Establish ground rules, such as listening without interrupting the speaker, questioning ideas rather than criticizing individuals, offering at least one piece of evidence to support each point made, using “I” statements rather than “you” statements. -3. Be an active facilitator by redirecting students who are off topic or participating too actively, ensuring students are not put on the spot as spokespersons for certain groups, providing opportunities for all students to participate (orally or through writing), and being attuned to students’ emotions. -4. Summarize the discussion at the end of class and obtain student feedback. +- Jot down a few notes so you can access them easily during your class + discussion. -How do I build instruction around the stories’ themes? -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ -The essays weave many themes: risk and uncertainty, natural wonders, human impact on the planet, powers of observation, family ties, the value of art, mental health, wellbeing, and others. +- Annotate your own text. -1. A class focusing on the theme of human impact on the planet might look like this: +**Class time:** - a. Individually, students identify and write about a passage that illustrates the theme of human impact on the planet. (five to seven minutes) +- Establish respect. Class discussion is a time for exploration, and + the classroom is a safe environment for students to say what they + are thinking. Remind students of the first rule of the University + creed: “I believe in respect for the dignity of each person.” Be + sure students are listening carefully to each speaker and taking + his or her ideas seriously. - b. As a class, students discuss the passages they have chosen. (ten to fifteen minutes) +- Before discussion, ask students to reflect on a directed, yet open, + question in a five- to ten-minute writing. Encourage students to + keep writing throughout the allotted time even if they run out of + things to say. They will surprise themselves with this + unstructured writing. This writing is not a quiz with one correct + answer. Ask them questions such as, “What do you think is the + significance of X?”; “How has X changed over time?”; “Why did X do + what he or she did?” You could also ask them to do a close reading + of a particular passage, perhaps even comparing it to another + passage. - c. With partners, students list why human impact on the planet is important to individuals, communities, and the world. (five to ten minutes) +- Avoid general questions such as “What did you think of the reading + for today?” or “What did you find interesting?” These can be + dead-end questions that will lead to short discussions. - d. Student pairs report their findings to the entire class. (ten to fifteen minutes) +- To mix things up, you may also have them work together in small + groups to find discussion starters or answers to your questions. - e. Homework: Students write a personal appreciation of a place substantially impacted by humans. It could be somewhere in their hometowns, a place on campus, an area they have visited, etc. After describing why the place has personal value for them, students should discuss the value of that spot to the larger community. - -What library resources are available? -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ -Visit the `UM Libraries Common Reading Research Guide `__. Explore this website about \ *The Anthropocene Reviewed* featuring information about the author and book, upcoming events, podcasts and books by John Green, and more. +**Other ideas and approaches:** -Where can students find extra copies of the book? -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ +- Different classes have different personalities. Just make sure the + environment in which students speak is a safe one, and continue to + encourage discussion in different ways if something is not + working. -The J.D. Williams Library has four electronic copies of `The Anthropocene Reviewed `__ available for checkout by clicking on either the EBSCOhost link or Proquest Ebook Central link. Students can also find these books by entering the book title into the One Search box on the library's homepage. Students use their UM WebID and password to log into library databases to download or view ebooks. Electronic copies can be checked out anytime, but are limited to one user at a time. There is also a print copy of the book in the main stacks that students can check out using this call number: `HM621.G735 2021 `__. A copy of all Common Read titles are available in Archives & Special Collections (but these can only be viewed inside the library). Finally, one copy of the book is available for one-day checkout at the Reserve Desk under the instructor name: Melissa Dennis, Course: EDHE 105. If anyone needs help with finding books or finding other library materials for the Common Read, please email Melissa Dennis at `mdennis@olemiss.edu `_. +- Some students will direct their comments just to you. Encourage them + to talk with each other. -What events or speakers are being planned for the fall semester? -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ -Thought-provoking events are an excellent way to get students involved with the book outside of the classroom. Please consider encouraging your students to attend an event and reflect on the overall message being delivered. For the most up-to-date list, visit the `UM Libraries Common Reading Research Guide `__. +- If you had them write a response, invite students to share what they + wrote. -What if one of my students has a disability and needs a copy of the book in a different format? -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ -Students with disabilities should visit Student Disability Services in 234 Martindale as soon as possible at the beginning of the semester. SDS provides classroom accommodations to all students on campus who disclose a disability, request accommodations, and meet eligibility requirements. SDS will be able to help your student acquire a copy of the CRE book in an appropriate format. The SDS website, http://www.olemiss.edu/depts/sds/SDSFaculty.htm\ , has some helpful resources for instructors. +- If you had them work in groups, invite representatives from each + group to share what they found. +- Encourage students to point to specifics in the text. Ask them where + they see what they see. -*The Anthropocene Reviewed* Critical Thinking Exercises -------------------------------------------------------- -.. admonition:: Think Forward +- Invite students to read sections out loud. - The UM QEP, *Think Forward*, defines critical thinking as the ability to conceptualize problems, gather pertinent information, interpret data, appraise evidence, distinguish diverse points of view, and articulate personal insights, in order to present reasonable and effective arguments, responses, or conclusions. +- Be open to where the conversation takes you. Sometimes students will + pick up on details that you didn't see. - .. image:: /assets/qep.png - :align: center - :alt: Diagram of the Think Forward QEP Learning outcomes +- Try not to let the class discussion go over fifteen to twenty + minutes. Students are most productive in that time frame. -The small group exercises below help students develop critical thinking skills. +- At the end of the discussion, recap the major points made or ask + students to do so. -1. Green references etymology, directly and indirectly, often in *The Anthropocene Reviewed*. Some of the words he examines are difficult, such as “graupel” (217). Others are more common words that most people wouldn’t look up or research, such as “believe” (254). Why is Green interested in etymology? Why can it be valuable to research commonly used words such as “believe”? In small groups, select a review from the book and read it together. Then, decide on two-three words to examine more closely. You might choose one difficult word and one more common word to research. Look up the etymology of your chosen words, and then discuss what you discovered. Make an argument in which you cover your findings, including what you learned and how the work helps your understanding of language and communication. - +- Course-specific discussion prompts are included in the + course-specific sections of this guide. -2. Many sites, such as YouTube, Google, and Facebook, have switched to a thumbs up or thumbs down feature rather than a five-star scale for users to rate content. What are the benefits and drawbacks of the five-star scale that Green uses for his reviews in *The Anthropocene Reviewed* and that are so common online and in publications? In small groups, discuss the different formats for reviews. Then, select a site that features reviewable content and analyze its rating feature. Does the site use stars, thumbs up/down, or something else? What is effective and ineffective about the format the site uses? Does the format limit or enhance the opportunity to leave written feedback, and why does this matter? Make an argument about the format your chosen site uses and why it works well or could be more effective. - +How do I deal with controversial topics? +~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ + +Some issues in *Callings* may spark controversy in the classroom. Issues +that may generate controversy include but are not limited to gender +discrimination, mental health, and same-sex marriage. The Yale Poorvu +Center for Teaching and Learning's `Teaching Controversial +Topics `__ +can help you consider different approaches to discussing these issues. + +Remember that the common read discussion should always serve your course +outcomes. If a student raises an issue with which you have no expertise +or are uncomfortable tackling, you might respond by explaining the topic +is more suited for discussion in a different course (such as English, +Sociology, or Political Science). For example, you might say, +“[Controversy X] is an important issue, and it's one that you can study +in depth in [Course Y]. [Course Y] is taught by an expert in that field. +For the purposes of this course, let's keep the focus on [your course +outcome Z].” Additional guidelines are below. -3. The Anthropocene era is often characterized as a doomsday scenario with little hope for recovery or adaptation. In a `CNN interview `__, John Green explains he wrote *The Anthropocene Reviewed* as a “way to write myself back toward hope.” Similarly, some scientists and climate activists are trying to reframe the era as hopeful. Watch natural resource scientist Elena Bennett’s address to the World Economic Forum, `“Identifying Successful Socio-Ecological Initiatives,” `__ and visit the website she has helped to develop, `Seeds of Good Anthropocenes. `__ - - Divide into groups and use the site’s interactive map to choose one of the organizations identified as a seed. Do a little research on the organization and then answer the following questions. - +If a student raises a controversial issue unexpectedly, you may want to: - 1. What issue is this organization working on, and why is it a problem? + 1.     Acknowledge the student's remark. - 2. Who is affected by this problem? + 2.     Acknowledge that other students may hold different views or + positions. - 3. What is the organization doing to resolve the problem? + 1.     Assess your willingness to continue the discussion further. - 4. What data does the organization provide to suggest the resolution efforts are working? + 2.     Assess other students' willingness to continue the discussion + further. - 5. What’s your evaluation of their efforts? Will this organization make a difference? +The following guidelines may be helpful for facilitating planned +discussions of controversial issues: - 6. Can we build a “good” Anthropocene? Are you hopeful? Why? - + 1.     Articulate a clear purpose for the discussion (for example, + how the discussion is related to course objectives). -4. Green’s review “Three Farmers on Their Way to a Dance” contains some deep thinking about photos and how we view them differently over time. In the case of the titular photo in the review, the young men were soon to go off to war where one of them would die and the other two would be wounded. Green also recalls a photo of his friends and their children all huddled together with his family in the weeks before COVID-19 changed the way most people interacted. Read over the review as a class, and then divide into small groups. Each group should choose one of the following photos to examine: + 2.     Establish ground rules, such as listening without interrupting + the speaker, questioning ideas rather than criticizing individuals, + offering at least one piece of evidence to support each point made, + using “I” statements rather than “you” statements. -.. figure:: /assets/twintowers.jpg - :alt: A man standing in front of the World Trade Center before 9/11 - - Photo courtesy of `Mike Horan `_ + 3.     Be an active facilitator by redirecting students who are off + topic or participating too actively, ensuring students are not put on + the spot as spokespersons for certain groups, providing opportunities + for all students to participate (orally or through writing), and + being attuned to students' emotions. + 4.     Summarize the discussion at the end of class and obtain + student feedback. -.. figure:: /assets/mardigras.jpg - :alt: A large gathering of people on the street during Mardi Gras celebrations +How do I build instruction around the stories' themes? +~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ - Photo by `Rusty Costanza, AP `_ (February 25, 2020) +The stories capture many themes: formal vs. informal education, +happiness, work-life balance, friendship, family, mental health, money, +wellbeing, and others. -Now, discuss the following questions: +1. A class focusing on the theme of formal vs. informal education might + look like this: -- What does the photo make you think and feel? Why? + a. Individually, students identify and write about a passage that + examines formal and/or informal education. (five to seven + minutes) -- What are the purposes of photos? + b. As a class, students discuss the passages they have chosen. (ten + to fifteen minutes) -- What do you take photos of? Why? + c. With partners, students list why formal and/or informal education + is essential for a certain job/career and why this matters in a + larger context. (five to ten minutes) -- Why does Green quote Kurt Vonnegut’s words “[h]istory is merely a list of surprises” in the review? + d. Student pairs report their findings to the entire class. (ten to + fifteen minutes) -- Is Green correct that how we view a photo changes over time? Why or why not? Why does this matter in understanding ourselves and what we choose to document? + e. Homework: Students write a personal reflection on how formal + and/or informal education will play important roles in the + pursuit of their desired jobs/careers, perhaps examining why a + college degree (or degrees) is or is not required for the + positions or related positions they are interested in pursuing. +What library resources are available? +~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ -5. To encourage readers to think about what we value and why, Green begins “Kentucky Bluegrass” with a scenario of aliens asking why humans worship verdant lawns. This opener is a variation of the “tour guide for an alien” critical thinking exercise. As a class, read over Green’s scenario (165) and discuss its effectiveness as an opener for the essay. Then divide into small groups and try out the exercise for yourself by following the directions below (adapted from `ThoughtCo `__): +Visit the `UM Libraries Common Reading Research +Guide `__. Explore this library +research guide about *Callings* to learn more about the author, upcoming +events and the stories inside the book. Previous UM Common Read texts +and guide links are also available. - Your group is conducting a tour for aliens visiting earth to observe human life. As you ride along in a blimp, viewing the landscape below, you float over the Grove and Vaught-Hemingway stadium on game day. One of the aliens looks down and is confused. You explain that an SEC football game is in progress. The alien asks several important questions: What’s a game? What’s a team? Why are the teams in divisions? Why are there no female players? Why do people get so excited watching other people play games? Why can’t the people in the seats go on the field and join in? Why are people sitting in the Grove in tents? +Where can students find extra copies of the book? +~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ + +1. All first-year students received a paperback copy of *Callings* +during summer orientation. + +2. UM Libraries has one electronic copy of *Callings* that can be read +online or downloaded for up to three days on a single device. Go to +`libraries.olemiss.edu `__ and search for +"Callings Dave Isay" in the OneSearch box. You will have to log in with +your Ole Miss WebID and password to access the e-book. + +3. Inside the J.D. Williams Library, students may check out a +`Reserve `__ +copy of *Callings* at the main desk on the 1st floor for one day. On +Reserve for EDHE 105/305 are two copies of *Callings*, one copy of *The +A Game*, and one copy of *The Ole Miss Experience*, under the instructor +name: Melissa Dennis. + +4. There is one print copy of the book in the main stacks of the library +that students can check out using this call number: +`H `__\ `D8072.I83 +2017 `__. + +5. Finally, a copy of all Common Read titles (`2011 - +present `__) +are available in Archives & Special Collections (but these can only be +viewed inside the library). + +If anyone needs help with finding books or finding other library +materials for the Common Read, please email Melissa Dennis at +mdennis@olemiss.edu - With your group members, try to answer the questions as fully as possible. Share your group’s answers with the class and then discuss the assumptions and values that underlie the answers. Why do humans value sports? Why do we support a certain team? Why do we insist on winners and losers? Why are we fascinated with elite athletes? Why do we tailgate? +What events or speakers are being planned for the fall semester? +~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ -CRE Community of Voices Essay ------------------------------- -**An Essay Challenge Connecting Diverse Ideas, Experiences, Disciplines, and People** +Thought-provoking events are an excellent way to get students involved +with the book outside of the classroom. Please consider encouraging your +students to attend an event and reflect on the overall message being +delivered. For the most up-to-date list, visit the `UM Common Reading +Experience 2023 Callings Library +Guide. `__ -The Creed characterizes the University of Mississippi as “a community of learning dedicated to nurturing excellence in intellectual inquiry and personal character in an open and diverse environment.” As part of that mission, the UM Common Reading Experience helps students develop a sense of community among diverse peers, neighbors, and instructors, while making connections across varied ideas, experiences, and disciplines. The CRE Diverse Voices Essay Challenge provides an opportunity for students to further engage with that mission by examining issues related to the common book. Below are some of the essay details and the web address for additional information and submission: +What if one of my students has a disability and needs a copy of the book in a different format? +~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ + +Students with disabilities should visit Student Disability Services in +234 Martindale as soon as possible at the beginning of the semester. SDS +provides classroom accommodations to all students on campus who disclose +a disability, request accommodations, and meet eligibility requirements. +SDS will be able to help your student acquire a copy of the CRE book in +an appropriate format. The SDS website, +https://sds.olemiss.edu/faculty/, has some helpful resources for +instructors. + +Chapter 2: *Callings* Critical Thinking Exercises +------------------------------------------------- + +**The UM QEP, Think Forward, defines critical thinking as the ability to +conceptualize** + +**problems, gather pertinent information, interpret data, appraise +evidence, distinguish diverse points of view, and articulate personal +insights in order to present reasonable and effective arguments, +responses, or conclusions.** + +.. image:: vertopal_2cca697af5f448a088297004e347d686/media/image4.png + :width: 6.73438in + :height: 3.65296in + +**(Diagram from Think Forward Quality Enhancement Plan)** + +**These small group exercises may help students develop critical +thinking skills.** + +(1) Barbara Abelhauser says she took a pay cut to go to a job she loves, +being a bridgetender, and leave behind a job where she was “miserable” +(17-21). Many people have to weigh pay vs. happiness when considering +work. Why do you think this is an either-or scenario for so many people? +In small groups, discuss careers you are considering, and then research +salaries for those careers and possibly related ones (consider sites +such as the U.S. Bureau of Labor Statistics at +https://www.bls.gov/oes/current/oes_nat.htm). How much can people expect +to make as beginners in the positions you looked at? What is the typical +pay range? Does it meet your expectations? Research information on how +happy people are in that line of work. Do the results meet your +expectations? How so or not? Consider the particular career paths you +researched, potentially including related careers/jobs, and then discuss +the results as a group. You might also discuss areas such as benefits, +travel expectations, balancing work with a family, etc. Finally, make an +argument as a group about how people might best balance the type of pay +they seek with the happiness level they expect and why such balance is +meaningful. + +(2) Several women featured in *Callings* overcame gender barriers to +reach their career/job goals. Anne Lucietto's father Ledo says people +asked him, “What do you want to send her to college for? She's only a +girl. They're only good for making babies” (66). Anne went on to become +a mechanical engineer. Dr. Dorothy Warburton explains that her own +father couldn't see her in science (43-4), yet she became a leading +genetic researcher. Why are women still so underrepresented in STEM +(science, technology, engineering, and math) fields? In small groups, +discuss Lucietto, Warburton, and/or any other women from *Callings* who +had to fight through gender barriers. Also, do some research in places +such as the American Association of University Women website: +https://www.aauw.org/resources/research/the-stem-gap/. What can we do in +America to make sure more women are in STEM jobs? Each group should make +an argument about why the numbers of women in STEM fields are what they +are today and what might occur if the numbers become more balanced. + +(3) In the introduction to *Callings*, Isay says, “Listening has always +been at the heart of StoryCorps' mission” (3). Watch the TED Talk, “\ `5 +Ways to Listen +Better `__,” +by author and sound consultant Julian Treasure. Discuss Treasure's +contention that we are losing our ability to listen well. Then divide +students into pairs or small groups to practice Treasure's mixer +exercise. Ask them to leave the classroom and find a place, inside or +out, to sit together. Groups should remain at their chosen locations for +5-10 minutes, with each group member listing the channels of sound they +hear. Then group members should compare notes, making a master list of +all the sound channels they heard. Groups should then return to class to +share their results and consider how those channels affected their +environments. Following the sharing, discuss the channels operating in +other environments, like the classroom. How do these channels (students +whispering to one another, students watching online videos, students +listening through headphones to something else, etc.) affect the +classroom experience? What about the channels operating in the dorms? On +the Square? + +(4) Use this exercise, adapted from `StoryCorps +Lessons `__, +to encourage students to consider and practice the role of wait time in +active listening. + +- Display and discuss author Diana Senechal's quote: “Listening . . . + involves a certain surrender, a willingness to sit with what one + does not already know . . . [it] requires us to stretch a little + beyond what we know, expect, or want.” + +- Ask students to interview each other, using the following prompt: + *Who has been the most important person in your life?* As they + interview each other, they will practice using short silences. + Whenever the interviewee stops speaking, the interviewer should + pause for six to eight seconds (counting quietly to themselves) + before asking a follow-up question. During this silence, the + interviewee is free to add any details to their story. The + interviewer will then need to wait for another opportunity to ask + a follow-up question. Each interview should last five minutes. + +- Following the interviews, bring the class back together to discuss + the following questions: How did it feel to pause before the + follow-up question? Do you think people generally use these short + silences in real life conversations? What does it feel like when + someone interrupts you? Why do people interrupt? + +Chapter 3: CRE Community of Voices Essay +----------------------------------------- + +**An Essay Challenge Connecting Diverse Ideas, Experiences, Disciplines, +and People** + +The Creed characterizes the University of Mississippi as “a community of +learning dedicated to nurturing excellence in intellectual inquiry and +personal character in an open and diverse environment.” As part of that +mission, the UM Common Reading Experience helps students develop a sense +of community among diverse peers, neighbors, and instructors, while +making connections across varied ideas, experiences, and disciplines. +The CRE Diverse Voices Essay Challenge provides an opportunity for +students to further engage with that mission by examining issues related +to the common book. Below are challenge and submission details: - The annual challenge is open to all UM undergraduate students. @@ -241,231 +512,746 @@ The Creed characterizes the University of Mississippi as “a community of learn - The winner will receive $400. -- Entries must be submitted through the online submission portal. - -- The deadline to submit is Dec. 31, 2022, with the winners and finalists announced in early 2023. +- There is no length requirement. Writers will determine the + appropriate length required to effectively answer the prompt -- For additional information and submission, visit the DWR Awards webpage at https://rhetoric.olemiss.edu/awards/. +.. -Fall 2022 Prompt -^^^^^^^^^^^^^^^^^^^^ + Submission details: -In *The Anthropocene Reviewed*, Green features the review “CNN” in which he recalls watching coverage of the U.S. invasion of Iraq in 2003. At one point, the camera focused on a house featuring graffiti in Arabic while the reporter spoke of the “anger in the street, and the hatred” (132). Green’s roommate Hassan, who spoke Arabic, began to laugh because the graffiti spelled out “Happy birthday, sir, despite the circumstances” (132). Green gives CNN just two stars, but the message about news services and human communication stretches more broadly than just that network. Re-read the review, and consider why many people would assume that the graffiti spelled out something negative or hateful. What is Green saying about communication, a global community, and understanding others? Later in the review, Green writes, “I imagine lives that feel different from mine monolithically” (132). What does he mean here, and how does it apply to us all as people who share the planet? What are the benefits of understanding others who differ from us? What are the complications? What does Green want readers to think about at the individual level? Compose a thesis-driven essay in which you examine Green’s intent and make an argument about community and understanding. Be sure to cite the text. +- All essays should include the student's name, ID number, and + classification (first-year, sophomore, junior, senior). +- Entries must be submitted through the online submission portal. -Integrating *The Anthropocene Reviewed* into EDHE 105/305 ------------------------------------------------ -The common reading book selection is used each year in EDHE 105/305 courses primarily as a framework for class discussions, projects, and writing assignments that explore social themes and/or issues from the book. EDHE 105/305 instructors use the text (with a focus on those themes and issues) to teach students how to explore their personal reactions, to understand and appreciate both the things that make them different from their peers and the things that they have in common, and to effectively and respectfully voice their own opinions and viewpoints. +- The deadline to submit is Dec. 31, 2023, with the winners and + finalists announced in early 2024. -.. admonition:: Definition of Anthropocene +- Submit essays through the online portal by following these steps: - The Anthropocene is the proposed, unofficial term for the current geologic period when human activity has been the dominant force on the planet. `The National Geographic Resource Library `__ has a succinct discussion of the origins of the term and its current status among geologists. + - Access the Department of Writing and Rhetoric Awards site at + https://rhetoric.olemiss.edu/awards/. - **Affordances of *The Anthropocene Reviewed** - The short essay structure of *The Anthropocene Reviewed* affords instructors and students some options previous Common Reading Texts have not. Most of the essays are short enough to be read in the first ten-fifteen minutes of class. Each essay can stand independently from the others, so each can be treated as a primary text. + - Click the Common Reading Experience: Community of Voices + Outstanding Essay button. + - Click the Submit an Essay button. -Class Discussion/Writing Prompts -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ + - Fill out the form and attach the essay. -1. John Green’s *The Anthropocene Reviewed* is about reviewing what it means to be a human. Think about an experience you have had that has greatly impacted your life and review it in the same manner he does in his book. +**Fall 2023 Prompt** -2. “Bonneville Salt Flats” – This story is about a lake that transformed into salt flats. Think about all of the different iterations of yourself and the path that brought you to UM. Knowing everything you know now, what would you tell the younger version(s) of yourself? +In Dave Isay's 2016 book *Callings*, he presents stories of people +describing the career paths they chose to pursue, their inspirations for +choosing those paths, and the connections to their communities created +through their work. The book is part of the StoryCorps project, whose +mission is to “preserve and share humanity's stories in order to build +connections between people and create a more just and compassionate +world.” Our UM community is also built from these connections shared +among students who are pursuing their callings, and like the people in +Isay's book, the diversity of those stories creates a vibrant portrait +of our students' lived experiences. For this year's Community of Voices +essay contest, we want to hear your stories. What calling are you +pursuing? What inspired you to follow that path? What challenges have +you faced along the way, and how have you worked to overcome those +challenges? Why is your calling important, and how do you plan to use it +to connect to your community both now and in your future? Consider these +questions and write a personal narrative that tells the story of your +own calling. -3. “Scratch ’n’ Sniff Stickers” – This story is about childhood longing. Think about the nostalgia of home. Is there something in your life that transports you back to a specific space and time? Reflect on these feelings in relation to your new home at UM. +While the Common Read is a text provided to incoming first-year +students, we encourage participation from all UM undergraduate students. +The following links lead to some of the recorded interviews that are +included in *Callings*. Each recording is around two minutes. Students +who don't have access to the book might consider listening to some of +these stories on the StoryCorps site for inspiration. Note, though, that +the recordings are interviews and not essays. Use them for inspiration +to think about your own story, but present your work as a narrative +essay for the contest. For more links to the interviews behind the +essays, use the `UM Common Reading Experience Library +Guide. `__ -4. “Lascaux Cave Paintings” – This story is about discovery and preservation of the past. You are not the first student to come to UM, and you will not be the last. Think about what kind of mark you want to leave while you are here for future students to behold. +https://storycorps.org/stories/barbara-moore-and-olivia-fite/ -5. “Halley’s Comet” – College is a once-in-a-lifetime experience, similar to experiencing Halley’s Comet. Think about the roadmap you would like to take as you navigate UM. Write about five things that are on your bucket list to complete while you are a student here. +https://storycorps.org/stories/don-and-mackenzie-byles/ -6. “You’ll Never Walk Alone” – This story is about the crowd experience. While you are an individual at UM, you are sharing these four years with other groups such as other freshmen, others in your major or school, and/or others in your student groups. Write about a time at UM when you felt as though you were part of a larger collective and not walking alone. +https://storycorps.org/stories/carl-mcnair/ -7. “Three Farmers on Their Way to a Dance” – This story is about the known and unknown. First, it’s about three farmers on their way to a dance, but they do not know they are on their way to war as well. You are also experiencing a transitional moment in your life. Think about a picture that was taken in the last year. What were your expectations and goals in relation to where you are now? (Bonus: Share the picture with the class.) +https://storycorps.org/stories/barb-abelhauser-and-john-maycumber-160415/ -8. “Academic Decathlon” – This story is about rising to the occasion as part of a team, and it shows that all team members are important and contribute to the success of the collective. Write about an experience in which you exceeded your own expectations. +https://storycorps.org/stories/james-taylor-and-darlene-lewis/ -9. “The Hot Dogs of Bæjarins Beztu Pylsur” – This story is about an experience meeting (or exceeding) the expectations of that experience. Think about your journey at UM so far. How has the experience met the hype? +https://storycorps.org/stories/al-siedlecki-and-lee-buono/ -10. “Auld Lang Syne” - This story is about longing for something past. Think about something in your life that you would miss if it were not there. Write about the kind of longing that is related in this story with regard to that subject. +https://storycorps.org/stories/ayodeji-ogunniyi/ -GROUP/INDIVIDUAL PROJECT ASSIGNMENTS -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ +https://storycorps.org/stories/dawn-maestas/ -1. **Research Project/Presentation**: Think about what it means to be a human. Express this in pictures taken from all different forms of media in a presentation to your peers. +https://storycorps.org/stories/burnell-cotlon-and-lillie-cotlon-150821/ -2. **Talk Response**: *The Anthropocene Reviewed* is also a podcast that can be found on all major podcast platforms. Listen to the episode from September 19, 2019, “QWERTY and the Kauaʻi ʻōʻō.” The Kauaʻi ʻōʻō is an extinct bird. In this story, John Green recounts playing the call of the last Kauaʻi ʻōʻō and having that same bird come back in response to its own call. Talk as a group about the effect of a human-centered planet on non-human entities. Think also about how we make change, good or bad, as a collective human society. +Chapter 4: Integrating *Callings* into EDHE 105/305 +--------------------------------------------------- -3. **Vignette Writing Assignment:** All of the stories in *The Anthropocene Reviewed* connect humans as a collective. Think about your life both before UM and now, during your first semester at UM. Connections to other humans are a backdrop to our everyday lives. Often, we are walking through it, but not connecting ourselves to that experience. How can you connect your life experiences to people around you? Write a vignette (experience) that you can intentionally connect to the people around you. +The Common Reading Text is used each year in EDHE 105/305 courses +primarily as a framework for class discussions, projects, and writing +assignments that explore social themes and/or issues from the book. EDHE +105/305 instructors use the book (with a focus on those themes and +issues) to teach students how to explore their personal reactions, to +understand and appreciate both the things that make them different from +their peers and the things that they have in common, and to effectively +and respectfully voice their own opinions and viewpoints. -CLASS ACTIVITIES -^^^^^^^^^^^^^^^^^ +Affordances of *Callings* +~~~~~~~~~~~~~~~~~~~~~~~~~ -1. **Welcome Week**: Pick a welcome week activity for your class to do together or in groups. Have the students write a reflection and rate the experience. +The short story structure of *Callings* affords instructors and students +some options previous Common Reading Texts have not. Most of the stories +are short enough to be read in the first ten-fifteen minutes of class. +Also, each story can stand independently from the others, so each can be +treated as a primary text. -2. **Scavenger Hunt**: Have your class complete the scavenger hunt in groups while following the directions for that activity. After they have completed it, have them write a reflection about the experience and rate the experience. +**Class Discussion/Writing Prompts** +^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ -3. **Walk in Bailey’s Woods**: Meet your class there and enjoy a meditative, silent walk through Bailey’s Woods. Have the students write a reflection and rate the experience. +1. Dave Isay's *Callings* is about finding and living your passion. + Think about your major and your aspirations for after college. Do + they inspire the passion that we find in the stories we have + read? + +2. Library Assistant Storm Reyes talks about a chance encounter with a + bookmobile staff member that set her on her path to loving books, + which ultimately broadened her view of the world. Reflect on an + interaction you've had with someone who turned out to be pivotal + in changing your perspective or view of the world. + +3. Bridgetender Barbara Abelhauser discusses leaving the corporate job + that she was *miserable* in to go to the lower paying but more + Zen-like job of bridgetending. What are some of the pros and cons + of choosing happiness over monetary compensation? + +4. Tool and Die Maker Phil Kerner reflects on the difficulty of losing + his business and talks about how it inspired him to start an + organization to help small businesses. Think about a time in your + life where you had to face a “crushing” disappointment. How did + you respond to it? Were you able to find a way to use the + experience for growth? + +5. Farmer Johnny Bradley remembers his father saying, “Son, you can't + whip a man that don't quit.” Think about a time when you + persevered through adversity; share the situation and the + outcome. + +6. Street-corner astronomer Herman Heyn was inspired by “Miss Wicker's + class” to share his love of astronomy. Think back on the + interactions you have had in your life; write/discuss how a + teacher may have influenced your life's direction. + +7. Angelo Bruno and Eddie Nieves were the sanitation workers who found + a great partnership in helping their community. Think about the + ways the people around you can help fuel your ability to find + your calling. + +8. Beekeeper Ted Dennard talks about being totally in the moment when + he's working with his bees. What is an activity or pursuit that + keeps you completely engaged? Reflect on what you experience + through your various senses “in the moment.” + +9. Marc Anderson Lawson discusses his video game inventor father with + his sister. When he decided to go to college, he said to himself, + “What could I do for a living that I would want to do for free?” + He decided to do programming, like his father. If asked that + question, how would you answer? + +10. Building contractor Lyle Link talks about how successes don't teach + you much, but mistakes are learning situations. In college you'll + encounter both successes and failures. Think back on your life; + what is a mistake you learned more from than you did from any of + your successes? -Integrating *The Anthropocene Reviewed* into WRIT 100/101 --------------------------------------------------- -The first-semester, first-year writing courses—WRIT 100 and WRIT 101—use the Common Reading Text as the basis for a major writing project. This project emphasizes the critical reading, critical thinking, analysis, research, and synthesis skills that are vital to college writing. In this assignment, students are given a prompt pertaining to the Common Reading Text and asked to compose an essay that integrates the Common Reading Text with outside sources and/or the student’s own ideas. The prompts are intentionally complex to introduce students to the expectations of college thinking and writing. First-year writing courses use the Common Reading Text as a basis for student reading and writing rather than as a literary study. +GROUP/INDIVIDUAL PROJECT ASSIGNMENTS +^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ -.. admonition:: Definition of Anthropocene - - The Anthropocene is the proposed, unofficial term for the current geologic period when human activity has been the dominant force on the planet. `The National Geographic Resource Library `__ has a succinct discussion of the origins of the term and its current status among geologists. - - **Affordances of *The Anthropocene Reviewed*** - - The short essay structure of *The Anthropocene Reviewed* affords instructors and students some options previous Common Reading Texts have not. Most of the essays are short enough to be read in the first ten-fifteen minutes of class. Each essay can stand independently from the others, so each can be treated as a primary text. +1. **Research Project/Presentation**: Think about your own calling. + Interview a person who is in that field. Ask them about their + pathway to finding their calling. Present your findings to the + class. + +2. **Research Project/Presentation**: Create a PowerPoint presentation + on the career of your choice. Include pertinent information, such + as salary, education requirements, nature of the work, working + conditions, occupational outlook, and pros/cons of the career. + +3. **Talk Response**: *Callings* (*StoryCorps*) is also a podcast that + can be found on all major podcast platforms. Go to the `StoryCorps + website `__ and search for your favorite + story by the person's name. While the written word can be very + powerful, think about how you feel after you listen to the podcast + in their own words. Links to the stories in each chapter of the + book are available for your convenience on the `UM Common Reading + Experience Library + Guide. `__ + +4. **Vignette Writing Assignment:** All of the stories in *Callings* + connect humans to their passion. Think about your life at the + University of Mississippi and how you will be able to connect with + your future self as you find your passion. How do you see yourself + in five, ten, and/or fifteen years? Write a vignette (experience) + about your future self in the midst of your own calling. + +5. **Outside-of-Class Activity**: Choose a `Career + Fair `__ that piques + your interest and attend. Write a reflection on your attendance + and interactions. + +6. **Research Project/Presentation**: Write an aspirational resume that + will help you realize what you should be striving for with regard + to skills for the job you aspire to attain. + +Chapter 5: Integrating *Callings* into WRIT 100/101 +--------------------------------------------------- + +The first-semester, first-year writing courses—WRIT 100 and WRIT 101—use +the Common Reading Text as the basis for a major writing project. This +project emphasizes the critical reading, critical thinking, analysis, +research, and synthesis skills that are vital to college writing. In +this assignment, students are given a prompt pertaining to the Common +Reading Text and asked to compose an essay that integrates the Common +Reading Text with the student's own ideas and perhaps outside sources. +The prompts are intentionally complex to introduce students to the +expectations of college thinking and writing. First-year writing courses +use the Common Reading Text as a basis for student reading and writing +rather than as a literary study. + +.. _affordances-of-callings-1: + +Affordances of *Callings* +~~~~~~~~~~~~~~~~~~~~~~~~~ + +The short story structure of *Callings* affords instructors and students +some options previous Common Reading Texts have not. Most of the stories +are short enough to be read in the first five minutes of class. Also, +each story can stand independently from the others, so each can be +treated as a primary text. Discussion Starters -^^^^^^^^^^^^^^^^^^^^^^ - -1. *The Anthropocene Reviewed* began as a podcast before Green turned it into a full-length book. Listen to one of the episodes, and then read the same section of the book. What are the differences? Why do you suppose some parts have been changed, even slightly? What are the complications in turning a podcast into a book? - -2. In a `June 10, 2021 review of The Anthropocene Reviewed for The Michigan Daily `__, Meera S. Kumar claims that Green “writes with such unconditional love for the world.” What does she mean by this? Do you agree or disagree? Why? Point to an example of a review from the book to explore Kumar’s assessment. - -3. In “The Notes” (279-93), Green shares his inspirations for the reviews and thanks the individuals who helped him, including a middle school teacher who complimented his writing (281). Read over the notes. Which notes surprised you? Which did you find interesting? Where do writers get their ideas? - -4. Near the end of “Viral Meningitis,” Green considers human beings’ ability to listen and empathize. He writes, “The challenge and responsibility of personhood, it seems to me, is to recognize personhood in others – to listen to others’ pain and take it seriously, even when you yourself cannot feel it” (203). Why do you think Green uses the words “challenge” and “responsibility” in this passage? How well do you think you listen to and empathize with others? How well do you think we empathize with others as a country? What are the benefits of listening and empathizing? - -5. *The Anthropocene Reviewed* features 44 titled reviews as part of the regular text. The book also features three hidden reviews. Find and read the hidden reviews. Why do you think Green includes them? Is it for comedic effect or something more serious? What do the hidden reviews add or take away from the book as a whole? Why? - -6. Reviewer `Samantha Penn `__ says *The Anthropocene Reviewed* is not a “pick up and read project” but rather a “bathroom reader or coffee table book” where a reader should “jump around . . . and pick a topic that sound[s] interesting.” How is reading a book of essays different from reading a full-length book, like a novel or a biography? How did you approach reading this book? - -7. The subtitle of the book is “Essays on a Human-Centered Planet.” Would you describe our planet as “human-centered”? Why, or why not? - -8. Despite beginning the review “Indianapolis” (159-63) sounding less than impressed with the city, even once playing with the motto “Indianapolis: You gotta live somewhere,” Green goes on to explain the benefits of living there. He ends the review by giving the city four out of five stars. How would you review your hometown? How many stars would you give it? Why? Do you feel like most others from the place would agree? Why? - -Reflection Prompts ^^^^^^^^^^^^^^^^^^^ -1. Green often uses pop culture as a jumping off point for his essays (“Diet Dr Pepper,” “Scratch ’n’ Sniff Stickers,” “You’ll Never Walk Alone”). What pop culture items might you choose to write about. Why? What’s the fascination for you? - -2. In the essay “The Yips” (139-44), Green uses the stories of tennis player Ana Ivanovic and baseball player Rick Ankiel to examine the human capacity for change and accommodation. What tendencies or aspects of human nature intrigue you? What stories come to mind in relation to those tendencies? - -3. Nostalgia and memory are components of many essays in the book (“Teddy Bears,” “The Hall of Presidents”). What childhood memories, items, or places stay with you? Why are they so powerful? - -4. In “Bonneville Salt Flats” (185-90), Green writes about visiting a natural wonder for the first time. What are the natural wonders you would like to see but haven’t yet? Why do they interest you? - -5. In “Canada Geese” (55-59), Green writes about geese as part nuisance/part wonder. What natural phenomena do you feel ambivalence toward? Why? - -6. In the “Postscript” to *The Anthropocene Reviewed*, Green writes that for him “reading and rereading are an everlasting apprenticeship” (272). Reflect on your own reading habits. Have they changed in college? Why or why not? Is rereading important to you as a student? Why or why not? If you feel you are a good reader, what helps you? If not, what can you do to be a better reader? And why does being a good reader matter? - -7. *The Anthropocene Reviewed* is a series of reviews based on the five-star scale. Practice writing your own review by reflecting on your time in college and your college-level writing so far. What have been the positive and negative experiences? How have you been challenged and evolved as a writer and learner? Why is growing as a writer important to you as you progress in college? Finish your reflection by assigning your experiences up until now a value on the five-star scale. +(1) Some people learn early in life what their passions, or callings, +are. Lee Buono, for example, was encouraged by his eighth grade science +teacher, Al Siedlecki, and knew he wanted to be a neurosurgeon (177-81). +What are the advantages and disadvantages to being sure of your +passion/calling at a young age? How does school, in particular, college, +help or muddle people's pursuit of their passions/callings? Why does +this matter? + +(2) Ricardo Pitts-Wiley, an actor, says about talent, “you only get a +portion of the gift, and if you're patient, the rest of it will come” +(95). What does Pitts-Wiley mean by this statement? Do you agree with +him? Is being “patient” the way to maximize a talent? Why or why not? + +(3) In her 2018 commencement address to the Annenberg School of +Communication and Journalism, Oprah Winfrey shared this career advice: +“Your job is not always going to fulfill you. There will be some days +that you just might be bored. Other days, you may not feel like going to +work at all—go anyway.” Choose a few of the stories you have read in +*Callings*, and consider when or how those jobs might be boring or +unfulfilling. How do you imagine people cope with the less engaging +parts of their work? What keeps them moving forward despite boredom or +fatigue? + +(4) The subtitle to *Callings* is *The Purpose and Passion of Work*. As +a class, read or listen to Samantha Todd Ryan's *Forbes* article, +“\ `The ‘Why' Behind Our Work: What Is ‘Purpose' and Do We Need +It? `__\ ” +Then, discuss what purpose means. Can you agree on a definition? If not, +why? Borrowing from the question in the article title, do we need +purpose in our work? Why or why not? + +(5) Introductions and conclusions are hard to write. Look at the opening +and closing of your favorite story. What techniques does the storyteller +use to draw the reader in? What techniques help bring the story to a +graceful close? + +(6) *Callings* is broken into five sections: Dreamers, Generations, +Healers, Philosophers, and Groundbreakers. Some of the stories, though, +seem like they could be classified under different sections. Discuss the +stories in *Callings* and select one you feel is in the wrong section or +at least could be in a different section. Why does or could the story +fit somewhere else? Where should it or could it go? Should the book even +feature sections? Why or why not? Why do we feel the need to label or +categorize so much? How is it helpful? How is it limiting? + +(7) Isay ends his introduction with the line, “May their words help give +you the strength to listen to that still, small voice inside—that voice +which can help you discover the work that you were born to do.” Discuss +the idea that we are each born to do a certain type of work. Is that +thought limiting or inspiring? Would the individuals featured in the +stories all agree they were born to do the work they are doing? -8. In “Academic Decathlon” (89-94), Green covers how he came to join his high school’s team and how that team, by rule, featured students with GPAs ranging from excellent to average. One of Green’s points, whether directly or indirectly, is that you don’t have to be an “A” student to be intelligent and to be an interested learner. During his time on the academic decathlon team, Green started to earn better grades through better study skills and by building confidence. Reflect on ways you can become a better student and gain from the experiences in your writing and other classes. How does writing help you become a better learner and student? How much do grades matter to you and why? Are grades always a reflection of how much you learn and grow from academic experiences? Why or why not? How might better study skills help you in ways beyond grades? - -9. Green is a co-founder of the educational video YouTube channel *Crash Course*. Watch the following video about writing papers: https://thecrashcourse.com/courses/papers-essays-crash-course-study-skills-9/. Then, reflect on what you watched. Do you already use some of the approaches covered in the video? If so, what? How do the approaches work for you? If not, what did you learn that you might try on future papers? Why did certain ideas stand out to you from the video? - -10. Green notes that the world is full of awe-inspiring beauty and wonder in “Our Capacity for Wonder” (29-33). He suggests, though, that “our attentiveness … is in short supply, our ability and willingness to do the work that awe requires” (33). College is a time when there is so much competing for your attention; however, it should also be a time when your sense of wonder helps you grow as a learner, a student, and a person. It is a time when people become involved in classes, majors, organizations, and activities that help shape them. Reflect on how well you keep your sense of attention and wonder. What can you do to expand your sense of wonder? Why does a sense of wonder matter? How might a better sense of wonder help you as a student and in your life? - -11. On page 11, Green includes a footnote explaining that he has been a fan of the Liverpool Football Club for years. Read the footnote, and think about your own preferences and beliefs. Where did they come from? Can you trace any of them to a specific childhood interaction like Green does? - -12. Green has a curious mind, something that is of great benefit to college students. He makes a habit of noticing, questioning, and exploring the world around him. Those habits can be built and improved through practice. Start with these questions: What surprised you or aroused your curiosity today? What do you already know about that topic or idea? What more do you want to know? Where or how would you start learning more? - -Spotlight Essay Prompt: Your Own Anthropocene Reviewed -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ -(created by Jenny Bucksbarg, DWR Lecturer) - -**Assignment:** - - -In *The Anthropocene Reviewed,* John Green combines personal narrative and researched information. For this project, you will be doing something similar. We’ll be using *The Anthropocene Reviewed* as a model and inspiration to create a collection of three 1-2 page narratives. Please choose three (3) of the following prompts to guide your narratives: - -- Using “Scratch ’n’ Sniff Stickers,” one of your narratives should explore how a specific smell is connected with an experience (positive, negative, or a complicated mixture of both) that has stuck with you and shaped you in some way. What do you want the reader to take away from reading about this experience? - -- Using “Velociraptors,” one narrative should explore a memory of when you discovered something that you had thought was “real” or “true” that you learned from pop culture actually was not accurate according to science, history, or sociology, etc. What is significant about this discovery that you want to share with your reader? +Reflection Prompts +^^^^^^^^^^^^^^^^^^ + +(1) Herman Heyn, a street-corner astronomer whose story is featured on +pages 11-16, says he was inspired by his grade school teacher Miss +Wicker. Reflect on who inspired a particular interest for learning in +you. Have you told that person? If so, how did that make you feel? If +not, what would you say to them now if you could? Why? + +(2) *Callings* features short excerpts from interviews and includes a +picture of the people at the end of each story. Reflect on how the +photos impacted your reading process. Why do you think they are +included? Do they make you think differently about the people you just +read about when you see them at the end? Why or why not? Did you always +wait until the end of each story to look at the picture? Why or why not? + +(3) Some of the stories in *Callings* feature people who are in their +70s—some even beyond that—well past the average retirement age in +America. Why do you think these people still work? Reflect on whether +these stories make you think more about your choice for a future career +or future careers. Why do they or don't they? + +(4) In the “Introduction” to *Callings*, Dave Isay quotes author and +activist Parker Palmer when he writes, “Before you tell your life what +you intend to do with it, listen for what it intends to do with you.” +Reflect on how you might take this advice as a student new to college. +What opportunities might college provide to help you “listen to your +life”? Why does listening to your life matter in the bigger picture? + +(5) Sharon Long, a forensic artist, says that she can get lost in her +work, forgetting about everything else for hours. Reflect on what type +of work or activity makes you lose track of time. Why? What does this +tell you about yourself and what you might like to do for a career/job? + +(6) When library assistant Storm Reyes was a little girl she visited a +bookmobile at the farm fields where her migrant family worked. During +one visit to the bookmobile, the person working told her “the more you +know about something, the less you will fear it” (41). Reflect on what +this means when applied to work. Does this mean we should follow a +career/job path in something familiar? Does this mean we should not be +afraid to chase dream careers/jobs? What does it mean to you, and why? + +(7) *Callings* features dozens of short stories about work, some of +which feature people who went into their line of work because of +something important that happened to them in their childhood or teenage +years. Reflect on something from your childhood or teenage years that +has helped shape your career/job goals. What and/or who helped shape +you? Why was this meaningful? Did your approach to academics change in +any ways afterward? If so, how? If not, why? + +(8) When Noramay Cadena was at M.I.T. she managed school and having a +young daughter by focusing on one week at a time and telling herself +“next week will be better” (79). Cadena knew that graduating was the one +thing that could help her and her family the most. Reflect on your own +approaches to getting through difficult times in school. Do you have +something that you do or tell yourself to help stay focused? If so, +what, and why does it help? If not, why, and is that something that +might be valuable to you in college? + +(9) Some of the people featured in *Callings* followed in the footsteps +of a parent or parents for their careers/jobs. Reflect on the influence +your parents, or other close relatives, have had on your thoughts about +future careers/jobs. Have you been heavily influenced by family or not? +Whatever your answer, what impact has this had on your choices and why? + +(10) In a review of *Callings* for NACADA, the Global Community for +Academic Advising, Ashley Wegener writes that a “theme present +throughout the book was the importance of mentors in providing +accountability, support, and inspiration for callings.” Reflect on the +role of mentors in your life. What does the word “mentor” mean to you? +Do you have a mentor? If so, who, and how does this person help you? If +not, why, and do you have someone who might serve as a mentor? Why is +college an important time to have or consider having a mentor? Are +mentors people who just help with areas such as school or careers/jobs? +Why or why not? + +(11) In one of the stories in *Callings*, firefighter Dekalb Walcott Jr. +says of his career aspirations, “you shoot for the stars, and if you +land somewhere in between, you're still in good shape” (55). Reflect on +your preparedness to handle changes or even setbacks if college or your +plans beyond college don't go exactly as you thought they would. Do you +need to accomplish all of your goals to be truly happy? Why or why not? +What do you think Walcott Jr. means when he uses the words “land +somewhere in between” and “good shape”? What would that mean for you? + +(12) StoryCorps' website includes this statement: “At StoryCorps, we +know the power of one great question. When we sit down face to face, ask +to hear someone's truth, and listen to it, we begin to recognize where +our lives intersect.” Reflect on a moment of “intersection” that you +felt when you read one of the stories in *Callings*. What was that +connection like for you? Why do you think it resonated? -- Using “The Internet” and/or “Googling Strangers,” one narrative should focus on sharing an experience of using the Internet, an app, or a different specific form of technology. What does this experience suggest about your relationship with technology? What could sharing this suggest about humans' relationship with technology? +Essay Prompts +^^^^^^^^^^^^^ + +(1) In the “Author's Note” section, Dave Isay points out that “[w]ords +and phrases that read well are not always the strongest spoken moments, +and the reverse is also the case.” Many of the stories in *Callings* are +available as audio recordings on +`storycorps.org `__ (enter an interviewee's +name on the top of the page using the “Search” feature). You can also +find some of them in the `UM Common Reading Experience Library +Guide `__. Select one story to +work with that is available on audio, and listen to the recording a +couple of times. Then, compose a thesis-driven essay in which you +analyze the differences between the written and spoken story, arguing +which is more rhetorically effective to you and why. Think about the +differences rhetorically, that is, how the different formats work to +reach you and other readers or listeners. Is one more emotionally +impactful? If so, why? Do the editing differences between the audio +recording and the written story impact the experiences in any ways? If +so, how? To Isay's point, are there words or phrases in either the +recording or the story that are stronger or more clear in one form over +the other? If so, why? How does hearing the voices in the interview +differ from reading their words, and why does that matter in considering +the subject matter? Be sure to cite from the text and the interview. + +(2) In his story, Lyle Link reflects back on being a contractor and says +that he was essentially a “salesman” (256). Really, a lot of jobs that +aren't classified as sales involve being a salesperson in some way(s). +Why is this? Select two other stories from *Callings* to work with, and +examine how the people are selling something in one form or another. +Keep in mind that you might be liberal with your definition of sales. +Then, compose a thesis-driven essay in which you define how you are +using the term “sales” or “salesperson,” and examine how you see your +chosen subjects as being salespeople. You might construct a thesis that +lets you contrast your subjects or focus on similarities, or perhaps +some combination. Be sure to cite from the text. + +(3) Sharon Long says of her field, forensic artistry, that now “they +have state-of-the-art equipment” (25) and that “technology is moving so +fast” that she would be left behind if she were to keep working. What +roles might technology and artificial intelligence play in the +careers/jobs people currently hold? Select two other stories from +*Callings* for a focus, and examine how AI or technology in general +might impact the fields in the future. Will humans still be necessary +for these positions? If so, will it be in the same ways as in the past? +Do you see the technology having a positive or negative impact on the +positions? Do the stories you selected contain any information that +helps you shape your argument? Consider doing a little research to help +you, and then compose a thesis-driven essay in which you argue how +technology will impact your chosen positions in the coming years. You +are welcome to bring in outside sources, but be sure to cite *Callings*, +as well. + +(4) Read the StoryCorps mission statement below: + + StoryCorps' mission is to preserve and share humanity's stories in + order to build connections between people and create a more just and + compassionate world. We do this to remind one another of our shared + humanity, to strengthen and build the connections between people, to + teach the value of listening, and to weave into the fabric of our + culture the understanding that everyone's story matters. At the same + time, we are creating an invaluable archive for future generations. + -- About StoryCorps, storycorps.org + +How can reading about the work some people do help “strengthen and build +the connections between people”? Why does “everyone's story” matter? +Think about StoryCorps' mission statement, and consider the different +stories in *Callings*. Then, select two stories to focus on. Why should +we care about what your chosen subjects have to say? What do they help +us understand about humanity? How do they make us or help us think about +being “more just and compassionate”? What does reading these stories +teach us about listening? And why does this matter in relation to +StoryCorps' mission statement? Why is compiling an “archive for future +generations” important? Construct a thesis-driven essay in which you +argue how the stories and people you chose exemplify and help perpetuate +StoryCorps' mission statement. Be sure to cite from the text. + +(5) Read Jeremy Hsu's *Scientific American* article, “\ `The Secrets of +Storytelling: Why We Love a Good +Yarn `__,” +paying particular attention to his discussion of narrative transport +factors (familiarity, empathy, learning, and social cohesion). Choose +two or three stories in *Callings* that appeal to you and apply those +narrative transport factors to your experience in reading the stories. +Construct a thesis-driven essay analyzing how these factors affected +your experience as a reader of these stories. Be sure to include +evidence from Hsu's article and from the *Callings* stories to support +your argument. + +(6) Read “\ `Speaking my truth: Why personal experiences can bridge +divides but +mislead `__,”Van Bavel +et al.'s commentary in *PNAS* (Proceedings of the National Academy of +Sciences). Consider their argument that stories of personal experience +can help readers engage with outgroups, build respect, and humanize +marginalized individuals. Choose one or two *Callings* stories featuring +individuals whom you perceive as very different from you. How did these +stories help you understand these individuals in new and positive ways? +Which of the factors that Van Bavel et al. covered were in play? Then +consider Van Bavel et al.'s point that stories of personal experience +can be exploited. How might the stories you have chosen be subject to +exploitation in larger cultural conversations about income inequality, +fair labor practices, gender or racial stereotyping, etc.? Construct a +thesis-driven essay in which you analyze how the stories you have chosen +may bridge divides but also mislead. Be sure to include evidence from +the *PNAS* article as well as the *Callings* stories to support your +analysis. + +(7) The stories in *Callings* paint a portrait of work as fulfilling and +life-enriching. Is that how everyone views work? Watch Gallup's “\ `The +State of the Global Workplace 2022 +Report `__\ ” and download +the +`report `__. +Pay particular attention to the key findings on global +engagement/well-being and employee stress. Think about how the stories +in *Callings* address those issues. Construct a thesis-driven argument +about how and why workplace leaders should or should not address these +issues, using evidence from the Gallup report and the first-hand +accounts in *Callings*. + +(8) In an *Oral History Review* article, “\ `Under Storytelling's Spell? +Oral History in a Neoliberal +Age `__,”Alexander +Freund cautions against conflating storytelling and history, arguing our +current fascination with storytelling is rooted in neoliberalism, +hyperindividualism, and therapy culture. Read Freund's article and think +about the stories in *Callings*. Construct a thesis-driven argument +agreeing with or refuting Freund's case, using the stories in *Callings* +as evidence. + +(9) Read Simone Stolzoff's essay, “\ `Please Don't Call My Job a +Calling `__,” +in *The New York Times* and his *Forbes* interview, “\ `Understanding +What is the Good Enough +Job `__.” +Think about his arguments that the term “calling” can lead to worker +exploitation and that work-centric lives may not be healthy. Then think +about *Callings* as a complete text. In what ways does the book +intrinsically or extrinsically foster worker exploitation and +work-centric lives? In what ways does it not? Compose a thesis-driven +argument supporting or refuting Stolzoff's argument, using evidence from +*Callings* to shore up your points. + +(10) *Multimodal option*: For this assignment, you will create your own +story like the ones featured in *Callings*. The process should help with +skills such as interviewing and writing interview questions, editing +through making rhetorical choices about content, and thinking critically +about different forms of media. + +- First, you will decide on a subject to interview. The person you + select should be someone whose career/job is interesting to you + and something you would like to learn more about. Whom you + interview is entirely up to you. + +- Write a series of interview questions that will get your interviewee + talking about their career/job. These questions may range from + origin stories (how the person became interested in or got into + the career/job) to questions about the day-to-day work to + questions about how the work is rewarding and fulfilling. + +- Obtain permission from the interviewee to record and edit the + interview for your assignment purposes. + +- Interview the subject, ideally recording at least ten minutes of + material either through video/audio or just audio. + +- Edit the interview so your final product is between three-five + minutes in length (editing should cut down the length of the + project, not change meaning). + +- Make sure the interviewee is the focus of the final product (i.e., + even if you are part of the final product asking questions or + participating in small ways, the interviewee should be the one + mainly featured). + +- Submit the final product as an audio file or a video using approved + file forms or platforms. + +Remember, the subtitle of *Callings* is *The Purpose and Passion of +Work*, so your goal should be to interview someone who enjoys their work +and/or feels fulfilled. An interview featuring a subject complaining a +lot about a job wouldn't fit well in *Callings*, so it won't work well +for this assignment either. -- Using “Academic Decathlon,” one of your narratives should explore how your relationship with a specific person has helped shape your identity. How have they taught you something that has stayed with you? What message do you want your reader to understand about who you are? +Appendix +-------- -- Using “Harvey” and/or “Auld Lang Syne,” one narrative should explore how a specific piece of pop culture helped you when you were in a negative or challenging place in your life. What was this movie, TV/streaming show, or song? How did it help you cope and make things seem more manageable? +Sample Rubrics +~~~~~~~~~~~~~~ -**Process and Requirements**: +**Sample Group Presentation Rubric** -As a class we will read and discuss many of the essays from *The Anthropocene Reviewed*, but we won’t have time for all of them--you may want to read more on your own to get a better understanding of Green’s style and for more inspiration. At the end of each of your narratives, rate the experiences/topics of your narratives like Green does at the end of each of his essays. +1. Was the content of the presentation well organized and presented with +compelling evidence? -Based on your message, or the significance of what you explore, the “why” of your rating should be clear to your reader. +1 2 3 4 5 -Your narratives will need to be multimodal. This means that you will need to have at least one other mode of communication besides written text. For example, you may decide to include images or video/audio clips. But, you are also encouraged to challenge yourself and try out a format/style/software/platform that you haven’t used before. However, each narrative should include 1-2 pages of written text. +Comments:___________________________________________________________________\_ -You can also include researched information like Green does if you would like. If you decide to include outside sources, you’ll want to add links in your narrative to your sources. We will discuss how to properly cite sources via hyperlinks in class. +2. Did the visual component enhance the presentation? -You will peer review each of the narratives; however, feel free to schedule a session with the Writing Center and/or conference with me for extra support. + 1 2 3 4 5 -Essay Prompts -^^^^^^^^^^^^^^^ +Comments:___________________________________________________________________\_ -*1. Practice critical reading, mentor text analysis, synthesis, argument, integrating sources, and reflection.* +3. Was the verbal presentation clear and engaging? -Studying techniques used by other writers is a great way to improve your own writing. Choose one of Green’s reviews you found particularly effective. Examine the review closely by responding to the following questions (adapted from the `Iowa Reading Research Center `__): + 1 2 3 4 5 -- In five sentences or less, describe the main point and content of the review. +Comments:___________________________________________________________________\_ -- From what point of view was this review written? How would the text change if written from a different point of view? +4. Did the group engage the class in a discussion? -- What do you notice about the review’s structure or organization? Can you be specific about what text structure was used (e.g., description, cause and effect, comparison/contrast, order/sequence, problem-solution)? What was Green trying to accomplish overall with the review, and how did his text structure choices help with that? + 1 2 3 4 5 -- What do you notice about the word choice in the review? Identify a word or phrase Green uses effectively. Why did he use that word or phrase? What was he trying to accomplish? +Comments:___________________________________________________________________\_ -- Identify another technique Green uses in the review. What did you like about this technique? How might this technique influence the reader? +5. Did the group follow the time limits? -- Describe the technique or approach Green uses for the first paragraph of the review. Why did he choose that technique or approach? + 1 2 3 4 5 -- Describe the technique or approach Green uses for ending the review. Why did he choose that technique or approach? +Comments:___________________________________________________________________\_ -Following your analysis of Green’s choices, prepare to write your own review, using Green’s review as a mentor text. You might choose the same subject or an entirely new one. As you work on your review, consult your analysis of Green’s review. Which of Green’s strategies or techniques might help you? In writing the review, also keep in mind the core elements of Green’s reviews (definition of subject, basic research, personal connections, rating). For more information on those core elements, see `Lincolnwood Library’s Fandom Kit `__. +**Sample Group Presentation Peer Evaluation** -2. *Practice critical reading, audience analysis, text analysis, argument, integrating sources, comparison/contrast, and reflection.* +**Your name: \_____________________________________\_** -Reading an essay collection is an interesting experience. Some of the essays really resonate with a specific reader. Others, not so much. Delve into this experience for yourself. Choose two reviews from the book, one you liked a lot and one you didn’t care for. Analyze the essays in terms of your reading experience. What did you respond to in the one you liked? What was unfavorable about the one that fell flat? What did John Green do (or not do) in each review that prompted your reaction? Then, analyze yourself as a reader. Which of your personal characteristics might have affected your response? Which of your life experiences might have influenced your reaction? Finally, think about the context in which the book was written and in which you are reading it. What forces outside of Green’s efforts and your personal characteristics might have had an impact on your response to each text? Finally, write a thesis-driven essay in which you analyze your reading experience of *The Anthropocene Reviewed*, focusing specifically on your two chosen essays and considering Green’s strategies, your reading identity, and the context in which the book was written and read. Be sure to cite from the text. +1) Team member name: + \_______________________________________________________\_ -3. *Practice critical reading, synthesis, analysis, argument, integrating sources, reflection, and comparison/contrast.* +This team member contributed fairly to the creation of the outline. Yes +No -Green quotes poets, authors, and others regularly throughout *The Anthropocene Reviewed*. For example, the book is barely a page old when Green quotes author Allegra Goodman about writing her life story. In the “Postscript,” Green even writes that the book is “maybe overfilled with [quotes]” (272). Why does Green bring in so many other voices to his reviews of the Anthropocene? What do we as readers gain or lose from the exposure to so many voices? Compose a thesis-driven essay in which you select one review where Green includes at least two quotations, and analyze how the quoted material adds to or detracts from the reading experience. Do the quoted parts relate directly to the rating? Do they help you think about the issue more clearly, or do they complicate your understanding? Is one quote more effective than the other(s)? Why or why not? Make an argument about how the material impacts the reading experience, and be sure to cite the text. +If no, please explain: +\__________________________________________________________________________\_ -4. *Practice critical reading, synthesis, analysis, argument, integrating sources, reflection, and comparison/contrast.* +This team member contributed fairly to the creation of the presentation. +Yes No -*The Anthropocene Reviewed* covers some upsetting material such as disease, climate change, depression, and death. However, many of the reviews feature hope as a theme, for both Green and the human race. Compose a thesis-driven essay in which you select two reviews that you find as hopeful, and analyze how Green uses hope to inspire readers. Why does Green want readers to be optimistic or hopeful, even when the subject matter might not be positive? What does Green write to inspire hope? What emotions might readers feel when reading the reviews you selected? How are the reviews you selected similar and/or different, and why does that matter in thinking about inspiring hope? Can reading influence changes in people’s behaviors and/or attitudes? Make an argument about how Green tries to encourage hope in his readers and how successful he is, and be sure to cite the text. +If no, please explain: +\__________________________________________________________________________\_ -5. *Practice critical reading, analysis, argument, integrating sources, and exploration.* +2) Team member name: +\_______________________________________________________\_ -Reviews, by nature, are subjective. People have different reactions to movies, books, albums, restaurants, etc. However, these things are all traditional subjects for reviews. In *The Anthropocene Reviewed*, Green covers subjects such as geese, grass, whispering, sunsets, etc. Pick one or two chapters with a focus not typically a subject(s) for review, and compose a thesis-driven essay in which you analyze what Green is saying about modern society by reviewing it or them. What is the bigger picture commentary Green is making about people in the current age? Why is a one- to five-star scale an appropriate or inappropriate way to examine your chosen area(s) of focus? Why are we as a society so interested in rating our experiences? How does Green work to provide a rating for subjects not typically reviewed? Explore both Green’s writing and the nature of reviews, and be sure to cite the text. +This team member contributed fairly to the creation of the outline. Yes +No -6. *Practice critical reading, analysis, argument, integrating sources, and exploration.* +If no, please explain: +\__________________________________________________________________________\_ -In a `May 17, 2021 review `__ of *The Anthropocene Reviewed* for the *San Francisco Chronicle*, Elizabeth Greenwood writes that the book is a great read “whenever you need a reminder of what it is to feel small and human, in the best possible way.” What does Greenwood mean when she says the book makes readers “feel small and human”? Select two of the reviews from the book, and compose a thesis-driven essay in which you examine how the sections might make readers “feel small and human.” Why is this a positive experience, as Greenwood says it is? What might readers gain by thinking about the topics in the sections you have chosen? Do the title or the format of the book contribute to readers’ feelings? Is feeling “small and human” empowering or humbling, or both, and why does this matter? Explore Greenwood’s assessment of the reading experience, and be sure to cite the text. +This team member contributed fairly to the creation of the presentation. +Yes No -7. *Practice critical reading, analysis, argument, integrating sources, and research.* +If no, please explain: +\__________________________________________________________________________\_ -In the “Introduction” to *The Anthropocene Reviewed* and in an `interview with Elisabeth Egan of The New York Times (June 10, 2021) `__, Green says that he doesn’t “want to write in code anymore” (2). He goes on in the *NYT* interview to say about writing this book that he “wanted to try to write as myself because I’ve never done that in any formal way. I wanted to try to think about how I was looking at the world.” One can assume that he is referring to the differences between writing fiction and non-fiction. Consider the differences between fiction and non-fiction. What are the benefits and drawbacks of each form? Then, do some research on Green. Why do you think he felt that this book was the right time to make this switch? Compose a thesis-driven essay in which you identify one review from the book that you think especially captures Green’s desire not to write in code, and make an argument why this is. You should bring in information from your research on Green, and be sure to cite from *The Anthropocene Reviewed*. +3) Team member name: +\_______________________________________________________\_ -8. *Practice critical reading, analysis, argument, integrating sources, and research.* +This team member contributed fairly to the creation of the outline. Yes +No -What makes someone a good writer? Listed below are eight habits of mind, or intellectual characteristics, that the National Council of Teachers of English identify as essential to success in college and professional writing. Green is a successful writer. Which of these habits of mind are exemplified in *The Anthropocene Reviewed*? How do these essays reveal these characteristics? Are any of these habits of mind absent? Write an essay analyzing how the reviews in *The Anthropocene Reviewed* demonstrate (or fail to demonstrate) three or four of these habits of mind. Give specific examples from the text to support your analysis. +If no, please explain: +\__________________________________________________________________________\_ -- Curiosity – the desire to know more about the world +This team member contributed fairly to the creation of the presentation. +Yes No -- Openness – the willingness to consider new ways of being and thinking in the world +If no, please explain: +\__________________________________________________________________________\_ -- Engagement – a sense of investment and involvement in learning +4) Team member name: +\_______________________________________________________\_ -- Creativity – the ability to use novel approaches for generating, investigating, and representing ideas +This team member contributed fairly to the creation of the outline. Yes +No -- Persistence – the ability to sustain interest in and attention to short- and long-term projects +If no, please explain: +\__________________________________________________________________________\_ -- Responsibility – the ability to take ownership of one’s actions and understand the consequences of those actions for oneself and others +This team member contributed fairly to the creation of the presentation. +Yes No -- Flexibility – the ability to adapt to situations, expectations, or demands +If no, please explain: +\__________________________________________________________________________\_ -- Metacognition – the ability to reflect on one’s own thinking as well as on the individual and cultural processes used to structure knowledge +Other comments or concerns about your group and how you worked together? +(use back) -Appendix ----------- +**ASSESSMENT RUBRIC FOR RESPONSE PAPERS** -.. raw:: html +STUDENT'S NAME: \___________________________\_ - +ASSIGNMENT TITLE: \_______________________________________\_ +SCORE: \____________\_ + ++-----------------------+-----------------------+-----------------------+ +| **CO | | | +| NVENTIONS/MECHANICS** | | | ++=======================+=======================+=======================+ +| Ineffective | Partially-effective | Effective | ++-----------------------+-----------------------+-----------------------+ +| Multiple errors in | Minimal errors in | The writing meets | +| writing hamper | standard English, | guidelines for | +| communication, and | grammar, punctuation, | standard English | +| text does not | and/or usage are | grammar, punctuation, | +| demonstrate standard | present in some of | and usage, with very | +| English grammar, | the writing, and/or | few minor errors | +| punctuation, and/or | the text does not | present. Meets | +| usage, and/or does | meet requirements for | requirements for | +| not meet the | assignment length | assignment length and | +| requirements for | and/or format. | format. | +| length and format. | | | ++-----------------------+-----------------------+-----------------------+ +| D / F | C | B | ++-----------------------+-----------------------+-----------------------+ + ++----------------+-----------------+----------------+-----------------+ +| **INFORMATION | | | | +| PRESENTED** | | | | ++================+=================+================+=================+ +| Ineffective | Part | Effective | Exceptional | +| | ially-effective | | | ++----------------+-----------------+----------------+-----------------+ +| Does not | Demonstrates | Introduces and | Demonstrates | +| introduce or | only minimal or | integrates | exceptionally | +| integrate | ineffective use | information | strong, | +| information | of integrating | relevant to | integrated | +| relevant to | information | the | information | +| the | relevant to the | topic/event. | that enhances | +| topic/event, | topic/event. | Writing | credibility of | +| or includes | Writing only | addresses | writing. | +| inappropriate | barely | details of | Writing | +| use of | addresses | event or class | includes | +| sources. In | details of | materials and | skillfully | +| the case of an | event or class | places | represented | +| event paper, | materials. | information | details about | +| it is unclear | | within a | event or class | +| that the event | | larger | materials. | +| was attended. | | context. | | ++----------------+-----------------+----------------+-----------------+ +| D / F | C | B | A | ++----------------+-----------------+----------------+-----------------+ + ++----------------+-----------------+----------------+-----------------+ +| **REFLECT | | | | +| ION/RESPONSE** | | | | ++================+=================+================+=================+ +| Ineffective | Part | Effective | Exceptional | +| | ially-effective | | | ++----------------+-----------------+----------------+-----------------+ +| Fails to | Begins | Explores ideas | Exhibits a | +| explore new | exploration of | unfamiliar to | significant | +| ideas and/or | new ideas but | the reader, | investigation | +| works without | could push | and questions | of new ideas by | +| making any | further. | different | way of | +| connection | Experience of | thinking. Puts | exploring an | +| between event | event or class | experience of | event or class | +| or class | materials is | event or class | materials. | +| materials and | put in a | materials in a | | +| a personal | personal | personal | Shows signs of | +| context. | context but | context, is | personal growth | +| | lacks | w | and/or | +| | development of | ell-developed, | considerable | +| | ideas. | and includes | s | +| | | se | elf-evaluation. | +| | | lf-evaluation. | | ++----------------+-----------------+----------------+-----------------+ +| D / F | C | B | A | ++----------------+-----------------+----------------+-----------------+ + +**Write additional comments on the back of the rubric.** \ No newline at end of file From 9eb7770175911e9b85f4f2a3cfc7dd42b48d4fca Mon Sep 17 00:00:00 2001 From: Andrew Davis Date: Fri, 14 Jul 2023 18:52:53 -0500 Subject: [PATCH 10/11] update cre guide format --- source/guides/commonread.rst | 904 +++++------------------------------ 1 file changed, 118 insertions(+), 786 deletions(-) diff --git a/source/guides/commonread.rst b/source/guides/commonread.rst index 498ad6c..17569ff 100644 --- a/source/guides/commonread.rst +++ b/source/guides/commonread.rst @@ -15,7 +15,7 @@ Common Reading Resource Guide :local: :depth: 1 -Chapter 1: Using *Callings* in the Classroom +Using *Callings* in the Classroom -------------------------------------------- Why does UM have a Common Reading Experience Program? @@ -39,19 +39,15 @@ What are the Common Reading Experience student learning outcomes? By reading, writing, and learning together through the shared venture of the UM Common Reading Experience, students: -- Develop critical thinking, reading, writing, and research skills and - abilities. +- Develop critical thinking, reading, writing, and research skills and abilities. -- Gain an emerging sense of confidence as learners, thinkers, readers, - and writers. +- Gain an emerging sense of confidence as learners, thinkers, readers, and writers. - Develop a sense of community among peers, neighbors, and instructors. -- Develop connections among ideas, experiences, disciplines, and - academic and personal goals. +- Develop connections among ideas, experiences, disciplines, and academic and personal goals. -- Relate the issues raised by the common book to their lives as new or - returning students. +- Relate the issues raised by the common book to their lives as new or returning students. Why was *Callings* selected? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~ @@ -102,51 +98,29 @@ How do I encourage students to read? **Before assigning reading:** -- Preview *Callings* with students. Introduce the book during class. - Explain how the book will be used in the course and how it will - help students meet learning outcomes. Share your own excitement - about the book, perhaps describing some favorite passages, events, - or people. +- Preview *Callings* with students. Introduce the book during class. Explain how the book will be used in the course and how it will help students meet learning outcomes. Share your own excitement about the book, perhaps describing some favorite passages, events, or people. -- Help students understand the depth of reading required. Display a - passage, and model critical reading strategies such as text - annotation and marginalia. +- Help students understand the depth of reading required. Display a passage, and model critical reading strategies such as text annotation and marginalia. **As students read:** -- Provide focused questions for students to consider while they are - reading. Ask them to respond to those questions in writing before - the next class. +- Provide focused questions for students to consider while they are reading. Ask them to respond to those questions in writing before the next class. -- Have students identify and submit a discussion topic or question via - email or Blackboard after they have read an assignment but before - the next class meeting. Use their topics and questions as the - basis for class activities. +- Have students identify and submit a discussion topic or question via email or Blackboard after they have read an assignment but before the next class meeting. Use their topics and questions as the basis for class activities. -- Require students to keep a reading response journal in which they - comment on or question the reading assignment. +- Require students to keep a reading response journal in which they comment on or question the reading assignment. -- Ask students to underline/highlight several passages from a reading - assignment. In class, ask students to discuss one of their - underlined/highlighted passages. +- Ask students to underline/highlight several passages from a readingassignment. In class, ask students to discuss one of their underlined/highlighted passages. **After students have read:** -- Use class time and activities to build on, rather than summarize, the - reading assignment. +- Use class time and activities to build on, rather than summarize, the reading assignment. -- At the start of class, assign a one-minute paper in which students - identify both the most crucial part of the reading assignment and - an unanswered question they have about the reading assignment. +- At the start of class, assign a one-minute paper in which students identify both the most crucial part of the reading assignment and an unanswered question they have about the reading assignment. -- During the first few minutes of class, ask students to write about - links between the reading assignment and the topic being discussed - in class. +- During the first few minutes of class, ask students to write about links between the reading assignment and the topic being discussed in class. -- Distribute one or two questions that build on the reading assignment. - Use the think-pair-share protocol. Students first consider the - question(s) on their own. Then they discuss the question(s) with a - partner. Finally, they share their results with the class. +- Distribute one or two questions that build on the reading assignment. Use the think-pair-share protocol. Students first consider the question(s) on their own. Then they discuss the question(s) with a partner. Finally, they share their results with the class. How do I lead a class discussion? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ @@ -163,85 +137,49 @@ students are reading for your class meeting. Make a list of what you would like your students to learn from this exercise in order of importance. -- For instance, you might prioritize that students understand what they - read. +- For instance, you might prioritize that students understand what they read. -- Then, you might select a couple of scenes or events in the book that - seem important or interesting (or even puzzling – just because you - are leading class discussion does not mean you need to have all - the possible answers). +- Then, you might select a couple of scenes or events in the book that seem important or interesting (or even puzzling – just because you are leading class discussion does not mean you need to have all the possible answers). -- Perhaps you have selected several themes in the stories as your - focus. You might choose scenes that relate to collegiality, - perseverance, or the influence of mentors. +- Perhaps you have selected several themes in the stories as your focus. You might choose scenes that relate to collegiality, perseverance, or the influence of mentors. -- You might also ask students to respond to a specific quotation or - passage. +- You might also ask students to respond to a specific quotation or passage. -- Jot down a few notes so you can access them easily during your class - discussion. +- Jot down a few notes so you can access them easily during your class discussion. - Annotate your own text. **Class time:** -- Establish respect. Class discussion is a time for exploration, and - the classroom is a safe environment for students to say what they - are thinking. Remind students of the first rule of the University - creed: “I believe in respect for the dignity of each person.” Be - sure students are listening carefully to each speaker and taking - his or her ideas seriously. - -- Before discussion, ask students to reflect on a directed, yet open, - question in a five- to ten-minute writing. Encourage students to - keep writing throughout the allotted time even if they run out of - things to say. They will surprise themselves with this - unstructured writing. This writing is not a quiz with one correct - answer. Ask them questions such as, “What do you think is the - significance of X?”; “How has X changed over time?”; “Why did X do - what he or she did?” You could also ask them to do a close reading - of a particular passage, perhaps even comparing it to another - passage. - -- Avoid general questions such as “What did you think of the reading - for today?” or “What did you find interesting?” These can be - dead-end questions that will lead to short discussions. - -- To mix things up, you may also have them work together in small - groups to find discussion starters or answers to your questions. +- Establish respect. Class discussion is a time for exploration, and the classroom is a safe environment for students to say what they are thinking. Remind students of the first rule of the University creed: “I believe in respect for the dignity of each person.” Be sure students are listening carefully to each speaker and taking his or her ideas seriously. + +- Before discussion, ask students to reflect on a directed, yet open, question in a five- to ten-minute writing. Encourage students to keep writing throughout the allotted time even if they run out of things to say. They will surprise themselves with this unstructured writing. This writing is not a quiz with one correct answer. Ask them questions such as “What do you think is the significance of X?”; “How has X changed over time?”; “Why did X dowhat he or she did?” You could also ask them to do a close reading of a particular passage, perhaps even comparing it to another passage. + +- Avoid general questions such as “What did you think of the reading for today?” or “What did you find interesting?” These can be dead-end questions that will lead to short discussions. + +- To mix things up, you may also have them work together in small groups to find discussion starters or answers to your questions. **Other ideas and approaches:** -- Different classes have different personalities. Just make sure the - environment in which students speak is a safe one, and continue to - encourage discussion in different ways if something is not - working. +- Different classes have different personalities. Just make sure the environment in which students speak is a safe one, and continue to encourage discussion in different ways if something is not working. -- Some students will direct their comments just to you. Encourage them - to talk with each other. +- Some students will direct their comments just to you. Encourage them to talk with each other. -- If you had them write a response, invite students to share what they - wrote. +- If you had them write a response, invite students to share what they wrote. -- If you had them work in groups, invite representatives from each - group to share what they found. +- If you had them work in groups, invite representatives from each group to share what they found. -- Encourage students to point to specifics in the text. Ask them where - they see what they see. +- Encourage students to point to specifics in the text. Ask them where they see what they see. - Invite students to read sections out loud. -- Be open to where the conversation takes you. Sometimes students will - pick up on details that you didn't see. +- Be open to where the conversation takes you. Sometimes students will pick up on details that you didn't see. -- Try not to let the class discussion go over fifteen to twenty - minutes. Students are most productive in that time frame. +- Try not to let the class discussion go over fifteen to twenty minutes. Students are most productive in that time frame. -- At the end of the discussion, recap the major points made or ask - students to do so. +- At the end of the discussion, recap the major points made or ask students to do so. -- Course-specific discussion prompts are included in the - course-specific sections of this guide. +- Course-specific discussion prompts are included in the course-specific sections of this guide. How do I deal with controversial topics? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ @@ -265,34 +203,34 @@ outcome Z].” Additional guidelines are below. If a student raises a controversial issue unexpectedly, you may want to: - 1.     Acknowledge the student's remark. + 1. Acknowledge the student's remark. - 2.     Acknowledge that other students may hold different views or + 2. Acknowledge that other students may hold different views or positions. - 1.     Assess your willingness to continue the discussion further. + 1. Assess your willingness to continue the discussion further. - 2.     Assess other students' willingness to continue the discussion + 2. Assess other students' willingness to continue the discussion further. The following guidelines may be helpful for facilitating planned discussions of controversial issues: - 1.     Articulate a clear purpose for the discussion (for example, + 1. Articulate a clear purpose for the discussion (for example, how the discussion is related to course objectives). - 2.     Establish ground rules, such as listening without interrupting + 2. Establish ground rules, such as listening without interrupting the speaker, questioning ideas rather than criticizing individuals, offering at least one piece of evidence to support each point made, using “I” statements rather than “you” statements. - 3.     Be an active facilitator by redirecting students who are off + 3. Be an active facilitator by redirecting students who are off topic or participating too actively, ensuring students are not put on the spot as spokespersons for certain groups, providing opportunities for all students to participate (orally or through writing), and being attuned to students' emotions. - 4.     Summarize the discussion at the end of class and obtain + 4. Summarize the discussion at the end of class and obtain student feedback. How do I build instruction around the stories' themes? @@ -305,25 +243,15 @@ wellbeing, and others. 1. A class focusing on the theme of formal vs. informal education might look like this: - a. Individually, students identify and write about a passage that - examines formal and/or informal education. (five to seven - minutes) + a. Individually, students identify and write about a passage that examines formal and/or informal education. (five to seven minutes) - b. As a class, students discuss the passages they have chosen. (ten - to fifteen minutes) + b. As a class, students discuss the passages they have chosen. (ten to fifteen minutes) - c. With partners, students list why formal and/or informal education - is essential for a certain job/career and why this matters in a - larger context. (five to ten minutes) + c. With partners, students list why formal and/or informal education is essential for a certain job/career and why this matters in a larger context. (five to ten minutes) - d. Student pairs report their findings to the entire class. (ten to - fifteen minutes) + d. Student pairs report their findings to the entire class. (ten to fifteen minutes) - e. Homework: Students write a personal reflection on how formal - and/or informal education will play important roles in the - pursuit of their desired jobs/careers, perhaps examining why a - college degree (or degrees) is or is not required for the - positions or related positions they are interested in pursuing. + e. Homework: Students write a personal reflection on how formal and/or informal education will play important roles in the pursuit of their desired jobs/careers, perhaps examining why a college degree (or degrees) is or is not required for the positions or related positions they are interested in pursuing. What library resources are available? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ @@ -337,31 +265,15 @@ and guide links are also available. Where can students find extra copies of the book? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ -1. All first-year students received a paperback copy of *Callings* -during summer orientation. +1. All first-year students received a paperback copy of *Callings* during summer orientation. -2. UM Libraries has one electronic copy of *Callings* that can be read -online or downloaded for up to three days on a single device. Go to -`libraries.olemiss.edu `__ and search for -"Callings Dave Isay" in the OneSearch box. You will have to log in with -your Ole Miss WebID and password to access the e-book. +2. UM Libraries has one electronic copy of *Callings* that can be read online or downloaded for up to three days on a single device. Go to `libraries.olemiss.edu `__ and search for "Callings Dave Isay" in the OneSearch box. You will have to log in with your Ole Miss WebID and password to access the e-book. -3. Inside the J.D. Williams Library, students may check out a -`Reserve `__ -copy of *Callings* at the main desk on the 1st floor for one day. On -Reserve for EDHE 105/305 are two copies of *Callings*, one copy of *The -A Game*, and one copy of *The Ole Miss Experience*, under the instructor -name: Melissa Dennis. +3. Inside the J.D. Williams Library, students may check out a `Reserve `__ copy of *Callings* at the main desk on the 1st floor for one day. On Reserve for EDHE 105/305 are two copies of *Callings*, one copy of *The A Game*, and one copy of *The Ole Miss Experience*, under the instructor name: Melissa Dennis. -4. There is one print copy of the book in the main stacks of the library -that students can check out using this call number: -`H `__\ `D8072.I83 -2017 `__. +4. There is one print copy of the book in the main stacks of the library that students can check out using this call number: `H `__\ `D8072.I83 2017 `__. -5. Finally, a copy of all Common Read titles (`2011 - -present `__) -are available in Archives & Special Collections (but these can only be -viewed inside the library). +5. Finally, a copy of all Common Read titles (`2011-present `__) are available in Archives & Special Collections (but these can only be viewed inside the library). If anyone needs help with finding books or finding other library materials for the Common Read, please email Melissa Dennis at @@ -389,22 +301,15 @@ an appropriate format. The SDS website, https://sds.olemiss.edu/faculty/, has some helpful resources for instructors. -Chapter 2: *Callings* Critical Thinking Exercises +*Callings* Critical Thinking Exercises ------------------------------------------------- -**The UM QEP, Think Forward, defines critical thinking as the ability to -conceptualize** +The UM QEP, Think Forward, defines critical thinking as the ability to conceptualize problems, gather pertinent information, interpret data, appraise evidence, distinguish diverse points of view, and articulate personal insights in order to present reasonable and effective arguments, responses, or conclusions. -**problems, gather pertinent information, interpret data, appraise -evidence, distinguish diverse points of view, and articulate personal -insights in order to present reasonable and effective arguments, -responses, or conclusions.** + .. image:: /assets/qep.png + :align: center + :alt: Diagram of the Think Forward QEP Learning outcomes -.. image:: vertopal_2cca697af5f448a088297004e347d686/media/image4.png - :width: 6.73438in - :height: 3.65296in - -**(Diagram from Think Forward Quality Enhancement Plan)** **These small group exercises may help students develop critical thinking skills.** @@ -469,28 +374,26 @@ Lessons `__ - -https://storycorps.org/stories/barbara-moore-and-olivia-fite/ - -https://storycorps.org/stories/don-and-mackenzie-byles/ - -https://storycorps.org/stories/carl-mcnair/ - -https://storycorps.org/stories/barb-abelhauser-and-john-maycumber-160415/ - -https://storycorps.org/stories/james-taylor-and-darlene-lewis/ - -https://storycorps.org/stories/al-siedlecki-and-lee-buono/ - -https://storycorps.org/stories/ayodeji-ogunniyi/ +**Class Discussion/Writing Prompts** +^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ -https://storycorps.org/stories/dawn-maestas/ +1. Dave Isay’s Callings is about finding and living your passion. Think about your major and your aspirations for after college. Do they inspire the passion that we find in the stories we have read? +2. Library Assistant Storm Reyes talks about a chance encounter with a bookmobile staff member that set her on her path to loving books, which ultimately broadened her view of the world. Reflect on an interaction you’ve had with someone who turned out to be pivotal in changing your perspective or view of the world. +3. Bridgetender Barbara Abelhauser discusses leaving the corporate job that she was miserable in to go to the lower paying but more Zen-like job of bridgetending. What are some of the pros and cons of choosing happiness over monetary compensation? +4. Tool and Die Maker Phil Kerner reflects on the difficulty of losing his business and talks about how it inspired him to start an organization to help small businesses. Think about a time in your life where you had to face a “crushing” disappointment. How did you respond to it? Were you able to find a way to use the experience for growth? +5. Farmer Johnny Bradley remembers his father saying, “Son, you can’t whip a man that don’t quit.” Think about a time when you persevered through adversity; share the situation and the outcome. +6. Street-corner astronomer Herman Heyn was inspired by “Miss Wicker’s class” to share his love of astronomy. Think back on the interactions you have had in your life; write/discuss how a teacher may have influenced your life’s direction. +7. Angelo Bruno and Eddie Nieves were the sanitation workers who found a great partnership in helping their community. Think about the ways the people around you can help fuel your ability to find your calling. +8. Beekeeper Ted Dennard talks about being totally in the moment when he’s working with his bees. What is an activity or pursuit that keeps you completely engaged? Reflect on what you experience through your various senses “in the moment.” +9. Marc Anderson Lawson discusses his video game inventor father with his sister. When he decided to go to college, he said to himself, “What could I do for a living that I would want to do for free?” He decided to do programming, like his father. If asked that question, how would you answer? +10. Building contractor Lyle Link talks about how successes don’t teach you much, but mistakes are learning situations. In college you’ll encounter both successes and failures. Think back on your life; what is a mistake you learned more from than you did from any of your successes? -https://storycorps.org/stories/burnell-cotlon-and-lillie-cotlon-150821/ -Chapter 4: Integrating *Callings* into EDHE 105/305 ---------------------------------------------------- - -The Common Reading Text is used each year in EDHE 105/305 courses -primarily as a framework for class discussions, projects, and writing -assignments that explore social themes and/or issues from the book. EDHE -105/305 instructors use the book (with a focus on those themes and -issues) to teach students how to explore their personal reactions, to -understand and appreciate both the things that make them different from -their peers and the things that they have in common, and to effectively -and respectfully voice their own opinions and viewpoints. - -Affordances of *Callings* -~~~~~~~~~~~~~~~~~~~~~~~~~ +GROUP/INDIVIDUAL PROJECT ASSIGNMENTS +^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ -The short story structure of *Callings* affords instructors and students -some options previous Common Reading Texts have not. Most of the stories -are short enough to be read in the first ten-fifteen minutes of class. -Also, each story can stand independently from the others, so each can be -treated as a primary text. +1. Research Project/Presentation: Think about your own calling. Interview a person who is in that field. Ask them about their pathway to finding their calling. Present your findings to the class. +2. Research Project/Presentation: Create a PowerPoint presentation on the career of your choice. Include pertinent information, such as salary, education requirements, nature of the work, working conditions, occupational outlook, and pros/cons of the career. ->>>>>>> a84026c0d91396fc85341817ed044816835cd2bb -**Class Discussion/Writing Prompts** -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ -1. Dave Isay's *Callings* is about finding and living your passion. - Think about your major and your aspirations for after college. Do - they inspire the passion that we find in the stories we have - read? - -2. Library Assistant Storm Reyes talks about a chance encounter with a - bookmobile staff member that set her on her path to loving books, - which ultimately broadened her view of the world. Reflect on an - interaction you've had with someone who turned out to be pivotal - in changing your perspective or view of the world. - -3. Bridgetender Barbara Abelhauser discusses leaving the corporate job - that she was *miserable* in to go to the lower paying but more - Zen-like job of bridgetending. What are some of the pros and cons - of choosing happiness over monetary compensation? - -4. Tool and Die Maker Phil Kerner reflects on the difficulty of losing - his business and talks about how it inspired him to start an - organization to help small businesses. Think about a time in your - life where you had to face a “crushing” disappointment. How did - you respond to it? Were you able to find a way to use the - experience for growth? - -5. Farmer Johnny Bradley remembers his father saying, “Son, you can't - whip a man that don't quit.” Think about a time when you - persevered through adversity; share the situation and the - outcome. - -6. Street-corner astronomer Herman Heyn was inspired by “Miss Wicker's - class” to share his love of astronomy. Think back on the - interactions you have had in your life; write/discuss how a - teacher may have influenced your life's direction. - -7. Angelo Bruno and Eddie Nieves were the sanitation workers who found - a great partnership in helping their community. Think about the - ways the people around you can help fuel your ability to find - your calling. - -8. Beekeeper Ted Dennard talks about being totally in the moment when - he's working with his bees. What is an activity or pursuit that - keeps you completely engaged? Reflect on what you experience - through your various senses “in the moment.” - -9. Marc Anderson Lawson discusses his video game inventor father with - his sister. When he decided to go to college, he said to himself, - “What could I do for a living that I would want to do for free?” - He decided to do programming, like his father. If asked that - question, how would you answer? - -10. Building contractor Lyle Link talks about how successes don't teach - you much, but mistakes are learning situations. In college you'll - encounter both successes and failures. Think back on your life; - what is a mistake you learned more from than you did from any of - your successes? +3. **Talk Response**: *Callings* (*StoryCorps*) is also a podcast that can be found on all major podcast platforms. Go to the `StoryCorps website `__ and search for your favorite story by the person's name. While the written word can be very powerful, think about how you feel after you listen to the podcast in their own words. Links to the stories in each chapter of the book are available for your convenience on the `UM Common Reading Experience Library Guide. `__ -GROUP/INDIVIDUAL PROJECT ASSIGNMENTS -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ +4. Vignette Writing Assignment: All of the stories in Callings connect humans to their passion. Think about your life at the University of Mississippi and how you will be able to connect with your future self as you find your passion. How do you see yourself in five, ten, and/or fifteen years? Write a vignette (experience) about your future self in the midst of your own calling. -1. **Research Project/Presentation**: Think about your own calling. - Interview a person who is in that field. Ask them about their - pathway to finding their calling. Present your findings to the - class. - -2. **Research Project/Presentation**: Create a PowerPoint presentation - on the career of your choice. Include pertinent information, such - as salary, education requirements, nature of the work, working - conditions, occupational outlook, and pros/cons of the career. - -3. **Talk Response**: *Callings* (*StoryCorps*) is also a podcast that - can be found on all major podcast platforms. Go to the `StoryCorps - website `__ and search for your favorite - story by the person's name. While the written word can be very - powerful, think about how you feel after you listen to the podcast - in their own words. Links to the stories in each chapter of the - book are available for your convenience on the `UM Common Reading - Experience Library - Guide. `__ - -4. **Vignette Writing Assignment:** All of the stories in *Callings* - connect humans to their passion. Think about your life at the - University of Mississippi and how you will be able to connect with - your future self as you find your passion. How do you see yourself - in five, ten, and/or fifteen years? Write a vignette (experience) - about your future self in the midst of your own calling. - -5. **Outside-of-Class Activity**: Choose a `Career - Fair `__ that piques - your interest and attend. Write a reflection on your attendance - and interactions. - -6. **Research Project/Presentation**: Write an aspirational resume that - will help you realize what you should be striving for with regard - to skills for the job you aspire to attain. - -Chapter 5: Integrating *Callings* into WRIT 100/101 +5. **Outside-of-Class Activity**: Choose a `Career Fair `__ that piques your interest and attend. Write a reflection on your attendance and interactions. + +6. Research Project/Presentation: Write an aspirational resume that will help you realize what you should be striving for with regard to skills for the job you aspire to attain. + +Integrating *Callings* into WRIT 100/101 --------------------------------------------------- The first-semester, first-year writing courses—WRIT 100 and WRIT 101—use @@ -978,7 +708,6 @@ to hear someone's truth, and listen to it, we begin to recognize where our lives intersect.” Reflect on a moment of “intersection” that you felt when you read one of the stories in *Callings*. What was that connection like for you? Why do you think it resonated? -<<<<<<< HEAD Essay Prompts ^^^^^^^^^^^^^ @@ -1130,34 +859,14 @@ skills such as interviewing and writing interview questions, editing through making rhetorical choices about content, and thinking critically about different forms of media. -- First, you will decide on a subject to interview. The person you - select should be someone whose career/job is interesting to you - and something you would like to learn more about. Whom you - interview is entirely up to you. - -- Write a series of interview questions that will get your interviewee - talking about their career/job. These questions may range from - origin stories (how the person became interested in or got into - the career/job) to questions about the day-to-day work to - questions about how the work is rewarding and fulfilling. +- First, you will decide on a subject to interview. The person you select should be someone whose career/job is interesting to you and something you would like to learn more about. Whom you interview is entirely up to you. +- Write a series of interview questions that will get your interviewee talking about their career/job. These questions may range from origin stories (how the person became interested in or got into the career/job) to questions about the day-to-day work to questions about how the work is rewarding and fulfilling. +- Obtain permission from the interviewee to record and edit the interview for your assignment purposes. +- Interview the subject, ideally recording at least ten minutes of material either through video/audio or just audio. +- Edit the interview so your final product is between three-five minutes in length (editing should cut down the length of the project, not change meaning). +- Make sure the interviewee is the focus of the final product (i.e., even if you are part of the final product asking questions or participating in small ways, the interviewee should be the one mainly featured). +- Submit the final product as an audio file or a video using approved file forms or platforms. -- Obtain permission from the interviewee to record and edit the - interview for your assignment purposes. - -- Interview the subject, ideally recording at least ten minutes of - material either through video/audio or just audio. - -- Edit the interview so your final product is between three-five - minutes in length (editing should cut down the length of the - project, not change meaning). - -- Make sure the interviewee is the focus of the final product (i.e., - even if you are part of the final product asking questions or - participating in small ways, the interviewee should be the one - mainly featured). - -- Submit the final product as an audio file or a video using approved - file forms or platforms. Remember, the subtitle of *Callings* is *The Purpose and Passion of Work*, so your goal should be to interview someone who enjoys their work @@ -1171,384 +880,7 @@ Appendix Sample Rubrics ~~~~~~~~~~~~~~ -**Sample Group Presentation Rubric** - -1. Was the content of the presentation well organized and presented with -compelling evidence? - -1 2 3 4 5 - -Comments:___________________________________________________________________\_ - -2. Did the visual component enhance the presentation? - - 1 2 3 4 5 - -Comments:___________________________________________________________________\_ - -3. Was the verbal presentation clear and engaging? - - 1 2 3 4 5 - -Comments:___________________________________________________________________\_ - -4. Did the group engage the class in a discussion? - - 1 2 3 4 5 - -Comments:___________________________________________________________________\_ - -5. Did the group follow the time limits? - - 1 2 3 4 5 - -Comments:___________________________________________________________________\_ - -**Sample Group Presentation Peer Evaluation** - -**Your name: \_____________________________________\_** - -1) Team member name: - \_______________________________________________________\_ - -This team member contributed fairly to the creation of the outline. Yes -No - -If no, please explain: -\__________________________________________________________________________\_ - -This team member contributed fairly to the creation of the presentation. -Yes No - -If no, please explain: -\__________________________________________________________________________\_ - -2) Team member name: -\_______________________________________________________\_ - -This team member contributed fairly to the creation of the outline. Yes -No - -If no, please explain: -\__________________________________________________________________________\_ - -This team member contributed fairly to the creation of the presentation. -Yes No - -If no, please explain: -\__________________________________________________________________________\_ - -3) Team member name: -\_______________________________________________________\_ - -This team member contributed fairly to the creation of the outline. Yes -No - -If no, please explain: -\__________________________________________________________________________\_ - -This team member contributed fairly to the creation of the presentation. -Yes No - -If no, please explain: -\__________________________________________________________________________\_ - -4) Team member name: -\_______________________________________________________\_ - -This team member contributed fairly to the creation of the outline. Yes -No - -If no, please explain: -\__________________________________________________________________________\_ - -This team member contributed fairly to the creation of the presentation. -Yes No - -If no, please explain: -\__________________________________________________________________________\_ - -Other comments or concerns about your group and how you worked together? -(use back) - -**ASSESSMENT RUBRIC FOR RESPONSE PAPERS** -======= - -Essay Prompts -^^^^^^^^^^^^^ - -(1) In the “Author's Note” section, Dave Isay points out that “[w]ords -and phrases that read well are not always the strongest spoken moments, -and the reverse is also the case.” Many of the stories in *Callings* are -available as audio recordings on -`storycorps.org `__ (enter an interviewee's -name on the top of the page using the “Search” feature). You can also -find some of them in the `UM Common Reading Experience Library -Guide `__. Select one story to -work with that is available on audio, and listen to the recording a -couple of times. Then, compose a thesis-driven essay in which you -analyze the differences between the written and spoken story, arguing -which is more rhetorically effective to you and why. Think about the -differences rhetorically, that is, how the different formats work to -reach you and other readers or listeners. Is one more emotionally -impactful? If so, why? Do the editing differences between the audio -recording and the written story impact the experiences in any ways? If -so, how? To Isay's point, are there words or phrases in either the -recording or the story that are stronger or more clear in one form over -the other? If so, why? How does hearing the voices in the interview -differ from reading their words, and why does that matter in considering -the subject matter? Be sure to cite from the text and the interview. - -(2) In his story, Lyle Link reflects back on being a contractor and says -that he was essentially a “salesman” (256). Really, a lot of jobs that -aren't classified as sales involve being a salesperson in some way(s). -Why is this? Select two other stories from *Callings* to work with, and -examine how the people are selling something in one form or another. -Keep in mind that you might be liberal with your definition of sales. -Then, compose a thesis-driven essay in which you define how you are -using the term “sales” or “salesperson,” and examine how you see your -chosen subjects as being salespeople. You might construct a thesis that -lets you contrast your subjects or focus on similarities, or perhaps -some combination. Be sure to cite from the text. - -(3) Sharon Long says of her field, forensic artistry, that now “they -have state-of-the-art equipment” (25) and that “technology is moving so -fast” that she would be left behind if she were to keep working. What -roles might technology and artificial intelligence play in the -careers/jobs people currently hold? Select two other stories from -*Callings* for a focus, and examine how AI or technology in general -might impact the fields in the future. Will humans still be necessary -for these positions? If so, will it be in the same ways as in the past? -Do you see the technology having a positive or negative impact on the -positions? Do the stories you selected contain any information that -helps you shape your argument? Consider doing a little research to help -you, and then compose a thesis-driven essay in which you argue how -technology will impact your chosen positions in the coming years. You -are welcome to bring in outside sources, but be sure to cite *Callings*, -as well. - -(4) Read the StoryCorps mission statement below: - - StoryCorps' mission is to preserve and share humanity's stories in - order to build connections between people and create a more just and - compassionate world. We do this to remind one another of our shared - humanity, to strengthen and build the connections between people, to - teach the value of listening, and to weave into the fabric of our - culture the understanding that everyone's story matters. At the same - time, we are creating an invaluable archive for future generations. - -- About StoryCorps, storycorps.org +.. raw:: html -How can reading about the work some people do help “strengthen and build -the connections between people”? Why does “everyone's story” matter? -Think about StoryCorps' mission statement, and consider the different -stories in *Callings*. Then, select two stories to focus on. Why should -we care about what your chosen subjects have to say? What do they help -us understand about humanity? How do they make us or help us think about -being “more just and compassionate”? What does reading these stories -teach us about listening? And why does this matter in relation to -StoryCorps' mission statement? Why is compiling an “archive for future -generations” important? Construct a thesis-driven essay in which you -argue how the stories and people you chose exemplify and help perpetuate -StoryCorps' mission statement. Be sure to cite from the text. - -(5) Read Jeremy Hsu's *Scientific American* article, “\ `The Secrets of -Storytelling: Why We Love a Good -Yarn `__,” -paying particular attention to his discussion of narrative transport -factors (familiarity, empathy, learning, and social cohesion). Choose -two or three stories in *Callings* that appeal to you and apply those -narrative transport factors to your experience in reading the stories. -Construct a thesis-driven essay analyzing how these factors affected -your experience as a reader of these stories. Be sure to include -evidence from Hsu's article and from the *Callings* stories to support -your argument. - -(6) Read “\ `Speaking my truth: Why personal experiences can bridge -divides but -mislead `__,”Van Bavel -et al.'s commentary in *PNAS* (Proceedings of the National Academy of -Sciences). Consider their argument that stories of personal experience -can help readers engage with outgroups, build respect, and humanize -marginalized individuals. Choose one or two *Callings* stories featuring -individuals whom you perceive as very different from you. How did these -stories help you understand these individuals in new and positive ways? -Which of the factors that Van Bavel et al. covered were in play? Then -consider Van Bavel et al.'s point that stories of personal experience -can be exploited. How might the stories you have chosen be subject to -exploitation in larger cultural conversations about income inequality, -fair labor practices, gender or racial stereotyping, etc.? Construct a -thesis-driven essay in which you analyze how the stories you have chosen -may bridge divides but also mislead. Be sure to include evidence from -the *PNAS* article as well as the *Callings* stories to support your -analysis. - -(7) The stories in *Callings* paint a portrait of work as fulfilling and -life-enriching. Is that how everyone views work? Watch Gallup's “\ `The -State of the Global Workplace 2022 -Report `__\ ” and download -the -`report `__. -Pay particular attention to the key findings on global -engagement/well-being and employee stress. Think about how the stories -in *Callings* address those issues. Construct a thesis-driven argument -about how and why workplace leaders should or should not address these -issues, using evidence from the Gallup report and the first-hand -accounts in *Callings*. - -(8) In an *Oral History Review* article, “\ `Under Storytelling's Spell? -Oral History in a Neoliberal -Age `__,”Alexander -Freund cautions against conflating storytelling and history, arguing our -current fascination with storytelling is rooted in neoliberalism, -hyperindividualism, and therapy culture. Read Freund's article and think -about the stories in *Callings*. Construct a thesis-driven argument -agreeing with or refuting Freund's case, using the stories in *Callings* -as evidence. - -(9) Read Simone Stolzoff's essay, “\ `Please Don't Call My Job a -Calling `__,” -in *The New York Times* and his *Forbes* interview, “\ `Understanding -What is the Good Enough -Job `__.” -Think about his arguments that the term “calling” can lead to worker -exploitation and that work-centric lives may not be healthy. Then think -about *Callings* as a complete text. In what ways does the book -intrinsically or extrinsically foster worker exploitation and -work-centric lives? In what ways does it not? Compose a thesis-driven -argument supporting or refuting Stolzoff's argument, using evidence from -*Callings* to shore up your points. - -(10) *Multimodal option*: For this assignment, you will create your own -story like the ones featured in *Callings*. The process should help with -skills such as interviewing and writing interview questions, editing -through making rhetorical choices about content, and thinking critically -about different forms of media. - -- First, you will decide on a subject to interview. The person you - select should be someone whose career/job is interesting to you - and something you would like to learn more about. Whom you - interview is entirely up to you. - -- Write a series of interview questions that will get your interviewee - talking about their career/job. These questions may range from - origin stories (how the person became interested in or got into - the career/job) to questions about the day-to-day work to - questions about how the work is rewarding and fulfilling. - -- Obtain permission from the interviewee to record and edit the - interview for your assignment purposes. - -- Interview the subject, ideally recording at least ten minutes of - material either through video/audio or just audio. - -- Edit the interview so your final product is between three-five - minutes in length (editing should cut down the length of the - project, not change meaning). - -- Make sure the interviewee is the focus of the final product (i.e., - even if you are part of the final product asking questions or - participating in small ways, the interviewee should be the one - mainly featured). - -- Submit the final product as an audio file or a video using approved - file forms or platforms. - -Remember, the subtitle of *Callings* is *The Purpose and Passion of -Work*, so your goal should be to interview someone who enjoys their work -and/or feels fulfilled. An interview featuring a subject complaining a -lot about a job wouldn't fit well in *Callings*, so it won't work well -for this assignment either. - -Appendix --------- - -Sample Rubrics -~~~~~~~~~~~~~~ ->>>>>>> a84026c0d91396fc85341817ed044816835cd2bb - -STUDENT'S NAME: \___________________________\_ - -<<<<<<< HEAD -ASSIGNMENT TITLE: \_______________________________________\_ - -SCORE: \____________\_ - -+-----------------------+-----------------------+-----------------------+ -| **CO | | | -| NVENTIONS/MECHANICS** | | | -+=======================+=======================+=======================+ -| Ineffective | Partially-effective | Effective | -+-----------------------+-----------------------+-----------------------+ -| Multiple errors in | Minimal errors in | The writing meets | -| writing hamper | standard English, | guidelines for | -| communication, and | grammar, punctuation, | standard English | -| text does not | and/or usage are | grammar, punctuation, | -| demonstrate standard | present in some of | and usage, with very | -| English grammar, | the writing, and/or | few minor errors | -| punctuation, and/or | the text does not | present. Meets | -| usage, and/or does | meet requirements for | requirements for | -| not meet the | assignment length | assignment length and | -| requirements for | and/or format. | format. | -| length and format. | | | -+-----------------------+-----------------------+-----------------------+ -| D / F | C | B | -+-----------------------+-----------------------+-----------------------+ - -+----------------+-----------------+----------------+-----------------+ -| **INFORMATION | | | | -| PRESENTED** | | | | -+================+=================+================+=================+ -| Ineffective | Part | Effective | Exceptional | -| | ially-effective | | | -+----------------+-----------------+----------------+-----------------+ -| Does not | Demonstrates | Introduces and | Demonstrates | -| introduce or | only minimal or | integrates | exceptionally | -| integrate | ineffective use | information | strong, | -| information | of integrating | relevant to | integrated | -| relevant to | information | the | information | -| the | relevant to the | topic/event. | that enhances | -| topic/event, | topic/event. | Writing | credibility of | -| or includes | Writing only | addresses | writing. | -| inappropriate | barely | details of | Writing | -| use of | addresses | event or class | includes | -| sources. In | details of | materials and | skillfully | -| the case of an | event or class | places | represented | -| event paper, | materials. | information | details about | -| it is unclear | | within a | event or class | -| that the event | | larger | materials. | -| was attended. | | context. | | -+----------------+-----------------+----------------+-----------------+ -| D / F | C | B | A | -+----------------+-----------------+----------------+-----------------+ - -+----------------+-----------------+----------------+-----------------+ -| **REFLECT | | | | -| ION/RESPONSE** | | | | -+================+=================+================+=================+ -| Ineffective | Part | Effective | Exceptional | -| | ially-effective | | | -+----------------+-----------------+----------------+-----------------+ -| Fails to | Begins | Explores ideas | Exhibits a | -| explore new | exploration of | unfamiliar to | significant | -| ideas and/or | new ideas but | the reader, | investigation | -| works without | could push | and questions | of new ideas by | -| making any | further. | different | way of | -| connection | Experience of | thinking. Puts | exploring an | -| between event | event or class | experience of | event or class | -| or class | materials is | event or class | materials. | -| materials and | put in a | materials in a | | -| a personal | personal | personal | Shows signs of | -| context. | context but | context, is | personal growth | -| | lacks | w | and/or | -| | development of | ell-developed, | considerable | -| | ideas. | and includes | s | -| | | se | elf-evaluation. | -| | | lf-evaluation. | | -+----------------+-----------------+----------------+-----------------+ -| D / F | C | B | A | -+----------------+-----------------+----------------+-----------------+ - -**Write additional comments on the back of the rubric.** -======= ->>>>>>> a84026c0d91396fc85341817ed044816835cd2bb + From aa14aa7308a611c88477f1bb3ed1d4ff106ec6c9 Mon Sep 17 00:00:00 2001 From: Andrew Davis Date: Fri, 14 Jul 2023 18:58:05 -0500 Subject: [PATCH 11/11] update links on cre guide --- source/guides/commonread.rst | 4 ++-- 1 file changed, 2 insertions(+), 2 deletions(-) diff --git a/source/guides/commonread.rst b/source/guides/commonread.rst index 17569ff..194208c 100644 --- a/source/guides/commonread.rst +++ b/source/guides/commonread.rst @@ -5,8 +5,8 @@ Common Reading Resource Guide .. admonition:: See Also - * `Callings Resource Guide (pdf) `__ - * `Callings Resource Guide (docx) `__ + * `Callings Resource Guide (pdf) `__ + * `Callings Resource Guide (docx) `__ * :doc:`/alib/writing/writ101` .. sidebar:: Contents