Discuss Berlin Readings – All
1. How does Berlin position writing instruction in relation to cultural studies? What does cultural
studies do for Berlin? What are his goals in bringing together composition and cultural studies?
2. What do you make of Berlin’s acknowledgement that cultural critiques are often difficult—even
painful—for students? And what do you make of his concession that students often resist this
leftist critique? Cf. “Composition and Cultural Studies,” p. 53.
3. What resonated with you from the Alcorn and/or the Sanchez critiques? What appeals to you
about Berlin’s approach even after reading the critiques? Also, in light of them, what would you
change or jettison from Berlin’s pedagogy?
4. What can we do in the contemporary classroom to achieve similar goals to Berlin’s description?
Also, how might those goals change?
Narrative Description – Don
1. Overall Course
2. Unit Topics
3. Assignment Process
Contacting Former Mentees – Don
1. Finalize narrative description
2. Folks to contact: Lisa L, Libby M, Kris B. and Bruce M.
3. What should go in the email? (Narrative, website, password, looking for critiques, etc.).
4. Who will contact whom?
IRB Application – Kyle
1. Application and consent form done
2. Submit to Pat (P.I.) and then submit to IRB
CWPA – Kyle
1. Acceptance, dates, and other logistics
Proposal for Faculty Grant – Don
1. Submitted
Timeline – All
1. Phase I Focus Group:
2. Participants will need assignment sheet and have not taught the unit yet
Methods – Don & Kyle
1. Negotiate Journal Requirements
i. Information on every week of Berlin unit
ii. Information on the flow of the unit
iii. Information on student reactions
iv. Frequency or minimum requirements for each entry?
Project Teams – All
2. Traditional Article: Kyle, Sherri, and Nick
i. Berlin bibliography; critiques bibliography; articles that do something similar; or talk
through ideas for traditional article.
3. Web-Text: Jeff and Amelia
i. Example web-texts with accompanying traditional article; researching Kairos’ submission
requirements; or talk through ideas for web-text.
4. Coding: Don, Dan, and Jon
i. Articles about focus groups; start to look at software on grant budget; tracking down
resource room computer; or how we are going to record focus groups.
1. How does Berlin position writing instruction in relation to cultural studies? What does cultural
studies do for Berlin? What are his goals in bringing together composition and cultural studies?
2. What do you make of Berlin’s acknowledgement that cultural critiques are often difficult—even
painful—for students? And what do you make of his concession that students often resist this
leftist critique? Cf. “Composition and Cultural Studies,” p. 53.
3. What resonated with you from the Alcorn and/or the Sanchez critiques? What appeals to you
about Berlin’s approach even after reading the critiques? Also, in light of them, what would you
change or jettison from Berlin’s pedagogy?
4. What can we do in the contemporary classroom to achieve similar goals to Berlin’s description?
Also, how might those goals change?
Narrative Description – Don
1. Overall Course
2. Unit Topics
3. Assignment Process
Contacting Former Mentees – Don
1. Finalize narrative description
2. Folks to contact: Lisa L, Libby M, Kris B. and Bruce M.
3. What should go in the email? (Narrative, website, password, looking for critiques, etc.).
4. Who will contact whom?
IRB Application – Kyle
1. Application and consent form done
2. Submit to Pat (P.I.) and then submit to IRB
CWPA – Kyle
1. Acceptance, dates, and other logistics
Proposal for Faculty Grant – Don
1. Submitted
Timeline – All
1. Phase I Focus Group:
2. Participants will need assignment sheet and have not taught the unit yet
Methods – Don & Kyle
1. Negotiate Journal Requirements
i. Information on every week of Berlin unit
ii. Information on the flow of the unit
iii. Information on student reactions
iv. Frequency or minimum requirements for each entry?
Project Teams – All
2. Traditional Article: Kyle, Sherri, and Nick
i. Berlin bibliography; critiques bibliography; articles that do something similar; or talk
through ideas for traditional article.
3. Web-Text: Jeff and Amelia
i. Example web-texts with accompanying traditional article; researching Kairos’ submission
requirements; or talk through ideas for web-text.
4. Coding: Don, Dan, and Jon
i. Articles about focus groups; start to look at software on grant budget; tracking down
resource room computer; or how we are going to record focus groups.
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