Brown Bag Archive (Spring 2012)


Wednesday, February 15th – “Rigor in the Writing Class” by Gene Hammond
Participants will discuss the issue of rigor in their writing classes: how they define it for their various papers, and when it becomes an enemy of education rather than a fosterer of education. This pertains particularly to the WRT102 portfolio standards: rigor in argument, rigor in thesis statements, rigor in analysis of texts, and rigor in grammatical correctness.


Wednesday, February 29th – “The Readerly/Writerly Text” by William Marderness
Roland Barthes proposes the ideas of a readerly and a writerly text. The readerly text is a product; the writerly text is a process, or a production. It calls upon the reader to produce, or write, the text. How should we respond to students who turn in a writerly text? Do we ask them to revise it into a readerly one?


Wednesday, March 14th – “Teaching the Analysis Paper” by Robert Kaplan
Writing an analysis, rather than a summary, is a difficult task for first-year students, yet it is one of the key academic skills they need to learn. This brown bag will be an open discussion of the strategies we use to teach students that difference. What are we doing in our classes that is working? What is not? How can we design more effective assignments? Please bring copies of either low- or high-stakes analysis assignments that you use in your classes.


Wednesday, March 28th – "Global Issues in the Writing Classroom" by Rita Nezami
Many of our students have both limited writing skills and a low awareness of the major political, scientific, socio-cultural, and economic questions on the international agenda––debates with which intelligent adults can reasonably be expected to be familiar. I want to start a conversation that begins with the claim that higher-order literacy demands proficiency both in articulating thoughts on the page and familiarity with what is happening in the rest of the world. Toward that end, I'm interested in exploring the value of using what I call global issues (e.g., the Arab Spring, the European debt crisis, climate change, immigration, terrorism, outsourcing) as points of departure for research papers, visual-rhetoric analyses, and even personal essays.


Wednesday, April 18th – “Reading and Writing Connections” by Kristina Lucenko & Robert Kaplan
In our writing courses, we assign to students a range of genres to read and ask them to write summaries, analyses, and arguments in response. But what is the connection between readings and writing assignments? How do our readings determine how we teach writing? What is the relationship between our readings, the low-stakes assignments we assign with them, and the high-stakes writing students ultimately do? In this Brown Bag, instructors are invited to discuss low- and high-stakes research and writing in response to readings we assign to our students.


Wednesday and Thursday, April 25th & 26th – Calibration and Grading Session by Peter Khost
Please make every effort to attend one of these sessions in which PWR faculty discuss sample papers to achieve a reasonable degree of calibration heading into portfolio assessment and final paper grading.

 

Program in Writing and Rhetoric • Stony Brook University, Stony Brook, NY 11794-5340 • 631.632.7390
Writing Center • 631.632.7405