Resources

=HWP 2011 RESOURCES=

Burkean Parlor
Kenneth Burke writes in The Philosophy of Literary Form, p. 110-111 "Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally's assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress."


 * My Bad Angel by Danny Shot**


 * Summary of Ways of Responding, from Peter Elbow and Pat Belanoff's //A Community of Writers//**

[|CalkinsWriting.pdf]
 * Writing Workshop (drawing on Atwell and Calkins)**

[|AnnBibProfBooks07.docx]
 * Annotated Bibliography of Professional Books**


 * "Peer Response That Works" by Jane Schaffer**

SIX TRAITS RESOURCES
NWREL 5-point scale rubric (not sure if this has been changed or if there are other versions--see Education Northwest website for latest resources: [|Education Northwest Six Traits]

National Writing Project version of the rubric, which can only be used by NWP teachers supposedly. NWP version developed for use in research on student writing and is designed to yield consistent, reliable scoring. Not necessarily better for teaching or student use. You will notice several differences from the NWREL rubric: § Expanded to 6 pt. Scale (from 4 or 5) for greater sensitivity to change—greater discrimination § Focus on writing, not writer (or anything going on in writer's or readers' head) § Converted to discipline language of measurement (descriptive—not “boring,” “interests reader”)—even changed some of the attribute names (Ideas changed to Content, including Quality and Clarity of Ideas and Meaning; Voice changed to Stance)—in NWP model, ONLY conventions retains “correctness” notion § Incrementally increasing from 1 to 6 in describing attributes, indicates __threads__ through scores

WRITER'S STATEMENT IN FIRST-YEAR WRITING AT IUPUI
//here are a couple of assignment sheets I have used in first-year writing at IUPUI; on each one are the guidelines for the writer's statement.// //below is one student's writer's statement, and then her entire final portfolio, which includes a portfolio reflective essay as well as (truncated) writer's statements for each paper. She gave me permission to share this portfolio with other teachers and students.//

Technical Writing Demo
//Go to this 2008 Wiki page and scroll down to Goller Demo. Other demos on this page, too.// 2008 Demos