Gul: February 22 Informal Writing Project 2

Gul was kind enough to email me his informal writing project! I've uploaded it to my google docs so you can view it. Unfortunately the arrows didn't transfer, so I'm still thinking of a way to make that work. I welcome ideas. Here's the link; at least we have the body of the text available!
http://docs.google.com/Doc?docid=0AUt8lTLn3nu_ZGM1M2ttM3NfMmcybTZmcnRu&hl=en

The Rhetoric of Social Action: College Mentors Inventing a Discipline

Definitions:

• literacy
• social action
• mentors
• writers
• interpretive lens
• a priori
• negotiation
• intercultural inquiry*
• homogeneity*
• productive friction*
• social equality*

Distinctions:

• mentors actively create the discipline for themselves
• four views of priorities for someone wanting to support literate social action:

1. Emphasize grammatical correctness
2. Support emancipation
3. Invite Free Expression
4. Support action-oriented problem solving

• Three ways to approach the disciplinary debate over literate social action:

1. read to uncover universal principles
2. text-based view to discern most convincing argument
3. take a cognitive rhetorical view to negotiate competing voices

• role of mentor-as-supporter is not to offer good advice, but to help writer-as-planner consider rhetorical strategy
• coming to understand a discipline as a site of contested knowledge is/ can be valuable learning
• mentoring is a site of mutual learning

How this pedagogy supports student's public literate actions:

•  Student's are mentors, supporters. 
• Mutual learning: mentors have something to teach writers, and writers have something to teach mentors

What they ask of teachers who desire to support such actions:

texts:

• Paulo Friere: 
• Graff:

*I'm not sure how to fit in the case studies, but these terms come from that section