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Recommendation: Develop workgroups to identify suggested readings/content

Organize by

  • Genre
  • Subject
  • Life/task/problem
  • On writing

Organize by genre

  • Focus on what we are trying to write?
  • Unification and diversity—illustration of many ways to do this.
  • Literature on transfer talks about difficulties adults sometimes have with distinguishing academic from work or personal genres

Potential Genres:

  • Essay: Lots of subgenres-how much do we break it up? To what extent should these be “academic essays” of the sort they might expect to have to write?
  • Multimodal writing
  • Moving between business and academic writing
  • Sample student papers?
  • Autobiography/Biography
  • Creative Non-Fiction
  • Fiction—Short Story, excerpt
  • Poetry: Do we teach poetry enough? What do we get out of including poetry? Can it help to teach people how to read? Can we use it to teach them to write about text, about interpretation, about argument, without teaching them about poetry, which is not our task?

Organize by subject

  • Advantages—continuity of discussion about a subject?
  • Knowing what we are reading before we read it? Preparation?
  • Possibly focused around common challenges

Themes from Responsibilities, reader, Quinn:

  • Lifelong learning
  • Starting Over
  • Modern Times: Past and Present
  • The Job
  • Male/Female
  • Parenting
  • Cultural Contexts

Themes from Vision and Revision, reader, Uehling

  • Returning to school: coming back to school after an absence and lifelong learning; perhaps mid life crises and transitions
  • Relationships: Partner relationships and friendship
 * Family and parenting
  • Work: jobs and the work place
  • Recreation: hobbies, sports, and music.

Potential Subjects

  • Relationships: Romantic (male/female, or otherwise. Essay by Barrie Jean Borich, or other lesbian, feminist writer?); Parent/child—not necessarily from a child’s perspective?; Friendship, etc.
  • The Sandwich Generation
  • Employment/Work/Career Changing/Economy - see work ideas on pages 2–3
  • War and Peace
  • Education/Adult Education
  • Stories from adult students who’ve “made it”
  • Rights and Limitations
  • Getting Older/Changing Roles
  • Dreams/Hopes/Ambitions
  • Immigration/Acculturation
  • Globalization
  • Community

Organize by life/task/problem

Adults are characterized in educational research literature as highly motivated, having practical reasons to learn, and bringing to the classroom a wealth of life experience. Consequently, scholars argue that such students need instruction which is life‑, task‑, or problem‑centered rather than subject‑centered, instruction which values adults’ life experience and sense of self; this educational philosophy, usually credited to Malcolm Knowles, is termed “andragogy,” or the teaching of adults, as opposed to “pedagogy,” or the teaching of children (The Adult Learner, 53‑60). —Uehling, article in The Writing Instructor

On Writing

  • A series of drafts of a couple of texts to show the idea of revision
  • How one might write about the same idea in various forms such as email, business letter, academic essay, exploratory essay, personal journal
  • Writing about writing:
  • “Shitty First Drafts” by Anne Lamott
  • Maybe Nancy Sommers on revision
  • There are also a couple of accessible academic essays on challenges adult writers typically face (i.e. anxiety, negative transfer)
  • Sondra Perl and Mimi Schwartz from Writing True—”10 ways to a Draft”

Finding Sources

  • Studs Terkel on work
  • Mike Rose on work
  • Material on adult learners
  • The decades: historical events by decade
  • Student work: The Writing Instructor 15.2 (1996): special issue on adult learners
  • Student work: Christine ___ . “Cycle of Stress: The Life of a Title Examiner.” City at the Center. Spring 1998. 140–144. [Piece published by Barbra Gleason’s student] Possibly other pieces in 1993, 1994, 1995. February, 1996 [?]

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Page last modified on October 17, 2011, at 03:02 PM