How would each of the teachers below use use Mother Tongue in a developmental writing class? What kind of pre-reading, during reading, and post reading activities would would they do? What kind of writing might they assign? How might they structure the writing process? How might they evaluate the writing?
1 a traditional remedial teacher (e.g. Fry)
2 a teacher who aligns with SFSU's IRW philosophies
3 a teacher who aligns with Discovery of Competence
4 a teacher who aligns with Facts, Artifacts, and Counterfacts
5 a cognitivist teacher
6 an expressivist teacher
7 a socio-cultural teacher
8 a teacher who aligns with McCormick's ideological approach
Post 1. Traditional remedial. Pre-reading: Exerpt on Amy Tan (bio) OR Introduce a grammar function (subordinate clauses). Reading: "Mother Tongue." Post-reading: comprehension q's and/or review of subordinate clauses in "Mother Tongue." Writing: one paragraph on "the main idea" of "Mother Tongue." Structure: Focus on grammar: try to incorporate 2-3 subordinate clauses. Evaluate: teacher reads and gives a check, check plus or check minus.
Post 2. IRW. Pre-reading: KWL+ Students read exerpt on Amy Tan, discuss what they know her, her novels or the movie. Reading: MT
Post-reading: Discuss how they relate (or don't) to MT. Writing: Free-write response: reaction to MT, or how home dialect made you feel re: parents and self; include metacog. memo about how this helped you (or didn't). Structure: Descriptive essay. Evaluate: Peer evaluations.
Post 3. TDOC. Pre-reading: Interview students about home dialects. Reading: MT
Post-reading: Discuss sim's/dif's btw interview and MT. Writing: 2-3 pages comparing/contrasting per discussion. Structure: ethnographic report. Evaluate: peer evalutation and/or correspondence with teacher on the process of interview and writing.
Post 4. FAC. Pre-reading: Exerpt on Amy Tan and home dialects. Reading: MT. Keep track of how long you spent reading on 3"x5" index card; don't take notes, but mark any page for later discussion if you note something of interest.
Post-reading: MT Worksheet: Name as many char's in the story as you can; list the events; star those events you find most significant. Writing: write in your journal for 1 hour: what stands out in the story? why? Structure: journal Evaluate: journals will be handed in as Assignment A. You will be expected to discuss the story and your feelings at the next class meeting.
Post 5. Cognitivist. Pre-reading: KWL+: discuss/write what you know about home dialect (schema). Reading: MT
Post-reading: Comprehension q's Writing: paper on home dialects. Structure: 1-pg paper (thesis supplied by teacher). Evaluate: Teacher reads; gives check, check plus or check minus.
Post 6. Expressivist. Pre-reading: Exerpt on Tan and home dialects. Reading: MT
Post-reading: Discuss any "responses" you felt significant in MT. Writing: Any significant responses you felt about MT. Structure: Freewrite. Evaluate: Self-evaluation of writing and of process.
Post 7. Socio-cultural. Pre-reading: Exerpt about socio-cultural implications of home dialect vs. dominant discourse (SE); also about the history of immigrants from Asia vs. immigrants, esp. in language acquisition; the implications of class struggle for immigrants vs. White middle class, esp. in education and earnings. Reading: MT
Post-reading: Discuss impact of SE on home dialects; advantages/disadvantages for minority writers; socio-cultural limitations/opportunities of minority writers. Writing: Using 2-3 sources, write 3-5-pg. essay on the challenges of losing home dialect, the challenge to maintain it, and the economic challenges for those who can not make the switch to SE; or compare and contrast your relationship with your mother vs. Tan's to her mother, focusing on the differences/similarities in the way your family or Tan's shows respect for parents. Structure: essay with citations. Evaluate: teacher will read and assess.
Post 8. McCormick's ideological approach. Pre-reading: Same as Socio-cultural. Reading: Same as Socio-Cultural.
Post-reading: Discuss sim's/dif's btw your repertoire as a reader and the text's repertoire. To what degree do they match? Writing: Same as Socio-cultural. Structure: Short essay. Evaluate: Self-evaluations of writing and of process.
Right on, Troy! I found your FAC class enlightening.
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