The Thinking/Learning/Reading/Writing Process. The Study of Language

Transcription

1 Gretencord Process/3 Cycles p. 1 The Thinking/Learning/Reading/Writing Process (Derived from John Dewey, How We Think.) The Study of Language To learn to think more clearly, to speak and to write more effectively, and to listen and to read with greater understanding these are the goals of the study of language.... To understand how language works, what pitfalls it conceals, what its possibilities are is to understand a central aspect of the complicated business of living the life of a human being. To be concerned with the relation between language and reality, between words and what they stand for in the speaker s or the hearer s thoughts and emotions, is to approach the study of language as both an intellectual and a moral discipline. (S. I. Hayakawa & Alan R. Hayakawa, Language in Thought and Action. New York: Harcourt, 1991: x) HOW WE THINK = how we learn = HOW WE READ AND WRITE = how we persuade others = HOW WE MAKE KNOWLEDGE

2 Gretencord Process/3 Cycles p. 2 The Process in 3 Iterations (Cycles) Cycle #1 Writing an Autoethnography About Me and My Food Autoethnography is a form of self-reflection and writing that explores the researcher's personal experience and connects this autobiographical story to wider cultural, political, and social meanings and understandings. ( Authoethnography, Wikipedia, 8 July 2012) Recording What I Already Know About Myself Brainstorming Bubble charts Lists Freewriting Journaling Mapping Reflection (what I think/feel about myself and my decisions) Paying Attention to My Own Behavior Predicting (what I think I do, how I think I make decisions) Food diary (what I eat) List food acquisition sources (people, stores, garden, etc.) and what I traded for food (money, affection, labor, etc.) Reflection (what I think/feel about what I found out about myself and my decisions) Tracing Connections Origins (where my food comes from) and trade value (what is exchanged) Transport (how my food gets to me from its origin) and trade value (what is exchanged) Manufacturers (who adds value to my food before I get it) and trade value (what is exchanged) What it s worth to me (what I am willing to trade for what I get) Reflection (what I think/feel about what I found out about where my food comes from and what gets traded for it) Composing My Thoughts Audience (whom I want to communicate with, what they already believe about people and their food) Message (what I want to say about myself and my food)

3 Gretencord Process/3 Cycles p. 3 Goals (what I want my audience to believe or understand after reading my composition) Tools (appeals to ethos, pathos, and logos) Using Templates Expository writing First paragraph Second paragraph Etc. Final paragraph Citing sources Presentation style

4 Gretencord Process/3 Cycles p. 4 Cycle #2 Responding to Others Writing About Themselves and What They Make/Consume (Not Just Food) Faith in reason is not only a faith in our own reason but also and even more in that of others. Thus a rationalist, even if he believes himself to be intellectually superior to others, will reject all claims to authority since he is aware that, if his intelligence is superior to that of others (which is hard for him to judge), it is so only in so far as he is capable of learning from criticism as well as from his own and other people s mistakes, and that one can learn in this sense only if one takes others and their arguments seriously. Rationalism is therefore bound up with the idea that the other fellow has a right to be heard, and to defend his arguments. (Karl R. Popper, The Open Society and Its Enemies, Vol. 2. London: Routledge, 1945/2003: Ch. 24 Sec. 3, possibly pp ) Making Sense of What Others Say Brainstorming Bubble charts Lists Freewriting Journaling Mapping Reflection (what I think/feel about this writer and her/his choices) Summarizing What Others Say Writing summary paragraphs Writing summary essays Tracing Connections Writing essays that compare/contrast the writer s view/experience with my view/experience Writing essays that compare/contrast the writer s view/experience with another writer s view/experience

5 Gretencord Process/3 Cycles p. 5 Cycle #3 Persuading Others About the Ethics of Making and Consuming There are two ways, recognized in all ages, by which social order may be brought about: persuasion and compulsion. (Glen R. Morrow, Plato s Conception of Persuasion. In The Philosophical Review, Vol. 62, No. 2 [Apr., 1953]: 234. Durham, NC: Duke University Press.) Using Process #1 Using Process #2 Principles of Persuasion Audience (who I want to communicate with, what they already believe about my topic) Message (what I want to say about my topic) Goals (what I want my audience to believe or understand after reading my composition) Tools (appeals to ethos, pathos, and logos) Strategies of Persuasion Persuasion Strategy worksheet Writing proposals for persuasive writing Persuasive Writing Writing persuasive essays