Podcasts about basic writing

The Thrutopia Masterclass is designed to help us all generate the ideas, the frames and the stories we'll need to take us through to a future we'd be proud to leave to the generations that follow us.   If you've ever wanted to tell stories, it's for you. It's an ideas generator, a narrative incubator and a dissemination guide.  What is isn't, is a basic writing course.  This isn't a basic writing course, either - but it's a selection of things that I feel really matter if you're going to write, the basics for creating your own writing apprenticeship. If it's useful, let me know. If you want more depth in any particular area, let me know. If you want another one, ranging more widely, let me know... 

Hello! We at TMM Studios hope you've been well during this break in episodes, over the holiday break, and now here at the end of many people's semesters (shout-out to those on quarter systems). But we're back with regular episodes for your feeds—just in time for winter break! In this episode, we're joined by Stacy Wittstock, a sixth-year PhD candidate specializing in Writing, Rhetoric, & Composition Studies, as well as education studies, at the University of California, Davis. Stacy walks us through an article born from her dissertation project submitted to the Journal of Basic Writing, which examines a cross-institutional basic writing program that was shared between one university of California campus and a local community college. In this fascinating talk, Stacy walks us through the conditions under which the program was created and what eventually led to its demise—all while providing salient takeaways for writing studies today. You can learn more about Stacy's research and work at www.stacywittstock.com. And please email her, too, with any ideas or questions and to follow up on her fascinating project. Also, feel free to follow her on Twitter at @curiousmagpies! If you'd like to learn more about the show, find links to things we talked about, find transcripts, or sign up to be a guest, please check out tellmemorepod.com. Feel free to follow us on Twitter at @TMM_Pod, too. Continued well wishes as this the fourth pandemic semester continues. Be safe.

Kyle Stedman (@kstedman) reads the bad idea "The Five-Paragraph Essay Transmits Knowledge" by Susan Naomi Bernstein and Elizabeth Lowry. It's a chapter from Bad Ideas about Writing, which was edited by Cheryl E. Ball (@s2ceball) and Drew M. Loewe (@drewloewe). Don't miss the joke: the author of the chapter is disagreeing with the bad idea stated in the chapter's title. Keywords: academic writing, banking model of education, five-paragraph essay, problem posing, transition to postsecondary education Susan Naomi Bernstein is an adjunct assistant professor of English at Queens College, City University of New York, and a former co-coordinator of the Stretch Writing Program at Arizona State University–Tempe. Her publications include “Occupy Basic Writing: Pedagogy in the Wake of Austerity” in Nancy Welch and Tony Scott's collection Composition in the Age of Austerity; "An Unconventional Education: A Letter to Basic Writing Practicum Students” in Journal of Basic Writing 37.1; and "Theory in Practice: Halloween Write-In" co-authored with Ian James, William F. Martin, and Meghan Kelsey in BWe: Basic Writing e-Journal 16.1. She has published four editions of Teaching Developmental Writing with Bedford/St. Martin's and wrote the Bedford Bits blog, Beyond the Basics, from 2011-2019. (2020 bio) Elizabeth Lowry received her Ph.D. in rhetoric and composition from Arizona State University, where she now holds a lecturer position in rhetoric and composition. Her research interests include public spheres, material culture, and 19th-century women's rhetorics. Her work has been published in Rhetoric Review, Word and Text, and in edited collections. (2017 bio) As always, the theme music is "Parade" by nctrnm, and both the book and podcast are licensed by a Creative Commons Attribution 4.0 International license. The full book was published by the West Virginia University Libraries and Digital Publishing Institute; find it online for free at https://textbooks.lib.wvu.edu/badideas. All ad revenue will be split between the NAACP Legal Defense & Educational Fund and the Computers and Writing Graduate Research Network.

This episode of The Big Rhetorical Podcast is another entry in our Emerging Scholar Series. Dr. Amanda Sladek is an Assistant Professor of English and Composition Coordinator (her University's term for WPA) at the University of Nebraska-Kearney. Her research focuses on language diversity and multiliteracies in introductory composition and Basic Writing. She teaches Basic Writing, First-Year Writing, and graduate and undergraduate courses in World Englishes, literacy studies, and composition pedagogy. She is Chair of the CCCC Untenured and Alternative-Academic WPA Standing Group, which advocates for the needs of WPAs who operate without the protection of tenure, including pre-tenure faculty, academic support staff, and graduate students. When not teaching, writing, or administrating, she enjoys yoga, online advice columns, and watching Netflix with her 10-year-old cocker spaniel, Scout.

Mary P. Sheridan (PhD in Writing Studies from the U of Illinois, Urbana-Champaign) writes and teaches on questions relating to digital composing, community engagement, and feminist methodologies. She has written Girls, Feminism, and Grassroots Literacies: Activism in the GirlZone and Design Literacies: Learning and Innovation in the Digital Age (with Jennifer Rowsell) and has co-edited Writing Studies Research in Practice: Methods and Methodologiesas well as Feminism and Composition: A Critical Sourcebook. Her articles have appeared in CCC, Computers & Composition, Kairos, JAC, Written Communication, Feminist Teacher, Composition Studies, and Journal of Basic Writing. Sheridan won the 2010 Winifred Bryan Horner Outstanding Book Award from Coalition of Women Scholars in the History of Rhetoric and Composition; the 2009 Civic Scholarship/Book of the Year Award from Reflections: A Journal of Writing, Service-Learning, and Community Literacy; and, as part of a collaborative group, the Computer and Composition’s Michelle Kendrick Outstanding Digital Production/Scholarship Award for 2008. Education PhD, University of Illinois at Urbana-Champaign MA, University of Illinois at Chicago BA, University of Notre Dame Mary P. Sheridan, Megan Bardolph, Megan Hartline, and Drew Holladay (Eds). Writing for Engagement: Responsive Practice for Social Action. Latham, MD: Lexington P (A division of Rowman & Littlefield). 2018. Rick Wysocki and Mary P. Sheridan (Eds). Making Future Matters. Logan: Computers and Composition Digital P/Utah State UP, 2018. Writing Studies Research in Practice: Methods and Methodologies (SIU Press, 2012). Co-edited with Lee Nickoson. Design Literacies: Learning and Innovation in the Digital Age (Routledge, 2010). With Jennifer Rowsell. Girls, Feminism, and Grassroots Literacies: Activism in the GirlZone (Albany: SUNY Press, 2008). Feminism and Composition: A Critical Sourcebook (Bedford/NCTE, 2003). Edited with Gesa Kirsch, Faye Spencer Maor, Lance Massey, Lee Nickoson-Massey.

Sequencing words

Passage 1 : How chocolate is madeplease, click this link to see the video on Youtube

Present Simple Passive : please, click this link to see the video on Youtube

sequencing words : please, click this link to see the video on Youtube.

Passage 2 : How bread is madeplease, click this link to see the video on Youtube

Learning objectives By completing this unit, the student will be able to: 3.1 Recognize the form of present simple passive. 3.2 Recall the present simple and present participle of verbs. 3.3 Write sentences in the present simple passive form. 3.4 Apply the functions of using the passive. 3.5 Practice free use of passive form in their own sentences. 3.6 Write a description of the process using the passive form and sequencing words (with the help of guided words).

Learning Objectives

Research indicates that there may be a connection between visiting the Writing Center three times and students' growth in confidence, skill, and motivation. Max and Claire discuss these findings, their own experiences working with students in the Writing Center, and strategies for scheduling and making the most of a Writing Center paper review appointment.Resources:Third Time's the Charm: The Magic of Multiple Paper Review AppointmentsThird Time's the Charm: Strategies for Your 1st, 2nd, and 3rd Paper Review AppointmentsFurther Research:Irvin, L. L. (2014). What a difference three tutoring sessions make: Early reports of efficacy from a young writing center. Writing Lab Newsletter, 39(1-2), 1-5. Retrieved from https://wlnjournal.org/Lerner, N. (1997). Counting beans and making beans count. Writing Lab Newsletter, 22(1), 1-4. Retrieved from https://wlnjournal.org/Robinson, H. M. (2009). Writing center philosophy and the end of basic writing: Motivation at the site of remediation and discovery. Journal of Basic Writing, 28(2), 70-92. Retrieved from https://wac.colostate.edu/jbw/Williams, J. D., Takaku, S., & Bauman, K. (2006). Effects of self-regulatory behavior on ESL student writing. Tohoku Psychological Folia, 65, 24-36. Retrieved from https://www2.sal.tohoku.ac.jp/psychology/folia/index.htmlYeats, R., Reddy, P., Wheeler, A., Senior, C., & Murray, J. (2013). What a difference a writing centre makes: A small scale study. Education + Training, 52(6/7), 499-507. doi:10.1108/00400911011068450 See acast.com/privacy for privacy and opt-out information.