CONVENTIONS, & GENRES

CONVENTIONS, & GENRES

Competency 108.1.3: Non-fiction – The graduate identifies and examines the unique issues associated with non-fiction, including issues related to the creation of the work and attempts to depict reality or truth through the work, and explores those issues through the genre.
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Introduction:

Ostensibly, nonfiction—especially biographies, newspaper articles, and essays—deals with the facts of a situation or person. Biographers strive to present a balanced portrayal of a person’s life, and reporters attempt to give an unbiased view of an event. The biographers’ and reporters’ biases, predispositions, and assumptions can affect how these events are portrayed, and readers’ opinions can color their interpretation of the writers’ works as well. The presence of these biases, predispositions, and personal assumptions go into writing from a subjective viewpoint.
In non-fiction writing, writing from a subjective viewpoint means that a writer presents a clear opinion that emphasizes their perspective on a specific topic or person. While writing from a subjective viewpoint means writing from an openly opinionated perspective, identifying subjectivity is the act of figuring out how an author’s identity is expressed through the opinions they state. In other words, discussing subjectivity means to tie an author’s or person’s opinion to who they are as people. Uncovering an author’s subjectivity is often speculative, so you must rely on what they say and how they say it, which in turn indicates who they are as people.
Put simply, identifying an author’s or your own subjectivity means tying your beliefs and opinions to specific aspects of their or your identity. It is a cause and effect relationship: “Since I identify as…, I believe….” The pairing of opinion to identity is subjectivity.
As a teacher, you may be faced with curriculums and classroom settings that challenge who you are a person and your own set of subjectivities. You will want to identify an aspect of your subjectivity that might clash with your students’ subjectivities or with what you are asked to teach in a classroom. Since expressing personal subjectivities in the classroom can potentially lead to isolation, alienation, and conflict for students and teachers alike, a teacher’s role is to mediate these potential hazards and to ensure their students have a safe and open learning space by setting aside their personal subjectivities and focusing on the learning outcomes.
In this task, you will be asked to find a short excerpt from a piece of nonfiction and analyze how the reader’s and writer’s subjectivity (their personal perspectives on the world around them) can affect the way real events or figures are portrayed. You will also be asked to consider your own subjectivities, which aspects of your subjectivities may impact or pose challenges to your teaching, and how you will mediate these challenges by first identifying and then setting aside your personal subjectivity.
Task:
A. Find a work of nonfiction. It can take the form of a newspaper or magazine article, a biography or autobiography, or a website dedicated to a person or event.Locate one ortwo paragraphs from your chosen text that reveal the author’s subjectivity and do the following:
1. Discuss the author’s subjectivity (suggested length of 2 paragraphs) as it is revealed through the opinions expressed in the piece of non-fiction, and discuss how their subjectivity has influenced his/her perspective, beliefs, or opinions onthe topic.
• Submit a copy of your chosen paragraph(s) with your task! (A good rule of thumb is to add these paragraphs after your reference list and to label them clearly to avoid any confusion.)

B. Choose and explain how an aspect of your own subjectivity might impact your role as a teacher. (suggested length of 1 page) This section of your task is not asking you to comment on the piece of non-fiction you wrote on in the first portion of the task!
• Explain an aspect of your subjectivity that might impact how and what you teach.
• Explain in what ways do you foresee your subjectivity affecting how and what you teach? Please provide a specific example (hypothetical or from experience).
• Explain what you will do if your subjectivity differs from a student in your class or from the school’s required curriculum? Please provide a specific example of what might happen if this occurs.
• Explain how you will mediate your own subjectivity with your role as a teacher. Please provide a specific example of how you will mediate your subjectivity with your role as a teacher.

C. If you use sources, include all in-text citations and references in APA format.

Note: Please save word-processing documents as *.rtf (Rich Text Format) or *.pdf (Portable Document Format) files.

Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points.

Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.

Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section.
RLCT Task 1
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Levels
Criteria Unsatisfactory
value: 0.00 Needs Revision
value: 1.00 Satisfactory
value: 2.00 Score/Level
Articulation of Response (clarity, organization, mechanics) The candidate provides unsatisfactory articulation of response. The candidate provides weak articulation of response. The candidate provides adequate articulation of response.
A1. Author’s Subjectivity The candidate does not provide a logical explanation of how the author’s subjectivity has affected the author’s perspective on the topic. The candidate provides a logical explanation, with insufficient support, of how the author’s subjectivity has affected the author’s perspective on the topic. The candidate provides a logical explanation, with sufficient support, of how the author’s subjectivity has affected the author’s perspective on the topic.
B. Personal Subjectivity The candidate does not provide a logical explanation of personal subjectivity and how it might impact the candidate’s role as a teacher. The candidate provides a logical explanation, with insufficient support, of personal subjectivity and how it might impact the candidate’s role as a teacher. The candidate provides a logical explanation, with sufficient support, of personal subjectivity and how it might impact the candidate’s role as a teacher.
C. Sources If the candidate uses sources, the candidate does not provide in-text citations and/or references for each source used. If the candidate uses sources, the candidate provides appropriate in-text citations and/or references with major deviations from APA style. If the candidate uses sources, the candidate provides appropriate in-text citations and/or references accurately or with only minor deviations from APA style, OR the candidate does not use sources.

 

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