Navigating genres kerry dirk summary

English 102 Annotated Bibliography The final project for this semester will be an annotated bibliography—a relatively straightforward assignment that will encourage you to review some of the readings of the semester and consolidate what you've learned about writing in English 102. In an annotated bibliography, you compile a list of the sources you consulted, providing full citations according to some documentation system (MLA, APA, Chicago, etc.) and including for each cited work a summary and an evaluation of the work. The sources should be listed in alphabetical order by author. On the back of this assignment sheet you'll find an example of an entry in an annotated bibliography (I'm using MLA documentation style; I suggest you do the same for your bibliographies). Use this sample as a template for your own entries. But what will you include in your bibliography? There are different types of annotated bibliographies. All include a summary of each source. Yours will also include an evaluation. You'll select four (4) texts we read in this class this semester, which you'll choose yourself from among the list below. You don't need to go and find additional sources; you only need to go back and review with some care the texts we've already read. I'm dividing our assigned texts into two categories according to length and complexity. I.

• Deborah Brandt: "Sponsors of Literacy" • Keith Grant-Davie: "Rhetorical Situations and Their Constituents" • Margaret Kantz: "Helping Students Use Textual Sources Persuasively" • Charles Bazerman and Bill Hart-Davidson: " Writing Speaks to Situations through Recognizable

Forms" and "Genres Are Enacted by Writers and Readers." From Linda Adler-Kassner and Elizabeth Wardle, eds. Naming What We Know: Theshold Concepts of Writing Studies. Logan: Utah UP, 2015.

II.

• Wardle & Downs: "Literacies: Where Do Your Ideas About Reading and Writing Come From?" from Elizabeth Wardle & Doug Downs, Writing about Writing: A College Reader. Boston: Bedford/St Martin's 2014. 40 – 42.

• Wardle & Downs: "Rhetoric: How Is Meaning Constructed in Context?" from Elizabeth Wardle & Doug Downs, Writing about Writing: A College Reader. Boston: Bedford/St Martin's 2014. 318 – 324.

• Karen Rosenberg: "Reading Games: Strategies for Reading Scholarly Sources" • Richard Straub: "Responding—Really Responding—to Other Students' Writing" • Kerry Dirk: "Navigating Genres" • Laura Bolin Carroll: "Backpacks Vs. Briefcases: Steps Towards Rhetorical Analysis" • Donald Murray: "The Maker's Eye: Revising Your Own Manuscripts"

For your annotated bibliography, you'll choose two titles from the first list and two titles from the second. For each of those texts you'll produce an accurate, appropriately formatted Works Cited entry according to MLA documentation conventions; one single-spaced paragraph that summarizes the text; and another single-spaced paragraph that evaluates the text's usefulness for students in a first-year writing class. As you review these texts, keep in mind how they've changed your understanding of reading and producing written texts.

Wardle, Elizabeth and Doug Downs. Writing about Wri ting: A College Reade r. 2nd ed. Boston:

Bedford/St. Martin's, 2014.

Wardle and Downs' textbook for first-year composition introduces students to writing studies as a field through the organizing principle of "threshold concepts"—the concepts that "learners must become acquainted with in order to progress in that area of study" (vii). They identify five threshold concepts: 1. Writing performance is informed by prior literacy experiences; 2. Writing mediates activity; 3. Good writing is dependent on situation, readers, and purpose; 4. Writing is a knowledge-making process that is not perfectible; 5. Writing is by nature a technology. The text contains readings drawn from scholarly sources in writing studies. It asserts that students learn more about writing when writing is the subject matter of the class (rather than the arbitrary topics typically assigned in first-year composition classes) and that such knowledge will "transfer" to other writing situations. This is a challenging but ultimately rewarding introduction to writing studies. The text itself is perhaps more dense than it needs to be, making it unnecessarily intimidating to first-year students (and heavy for students to carry to class regularly). It contains a number of other resources that students should welcome, such as articles on providing effective feedback to work-in-progress, John Swales' CARS Model of Research Introductions, and additional readings accessible online for classes that have adopted the book as an official course text.

Commented [MMA1]: MLA Works Cited entry (note that it's double-spaced and formatted with a "hanging indent": that is, all lines after the first line of the entry are indented ½ inch. ALL OF YOUR ENTRIES IN THE ANNOTATED BIBLIOGRAPHY MUST CONFORM TO MLA FORMATTING FOR SUCH ENTRIES.

Commented [MMA2]: The first paragraph provides a summary of the text. Because this summary covers an entire book, it doesn't go into as much detail as your summaries will.

Commented [MMA3]: A second paragraph evaluates the usefulness of the text for first-year writing students. Note that both paragraphs are single-spaced.