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====== A Series of Lessons for Teaching that Writing Is Linked to Identity ======
Sarah Hurst, Tiffany Elder, and Bailey Rhodes

===== Lesson 1: 3.1 Writing is Linked to Identity =====
By Sarah Hurst

**Objective:** This lesson will make visible the ways in which writing constructs both communal and individual identities. Additionally, it will reveal the dual purpose of writing as both a construction and display of identity. 

**Instructional Process:** The instructor will demonstrate the ways in which writing is utilized in the construction of political identity by comparing and contrasting the GOP’s official website with the Democratic party’s official website via class discussion. Discussion questions may include: Based on the content of each website, what do you think each party wishes to be known for? How does their verbiage reflect this wish? How does the verbiage of each group differ? How is it similar? What does their visual data communicate about the identity of the party? How is the website structure and design a reflection of the group’s identity? What topics are covered? Which topics are neglected? How do these construct and display the identity of the group? 

**Guided Practice:** Students will work in two groups to construct a fake social media post advocating for a specific candidate or a particular issue of their pre-assigned party. The post must include at least 50 words and can optionally include visual data (photos, memes, videos, etc.) 

**Independent Practice/Assessment:** Students will choose a piece of writing they have personally created (a social media post, resumé, blog post, essay, journal entry, etc.). The students will then identity what the piece of writing reveals about their identity (religious, professional, political and social groups, etc. they are affiliated with and their degree of alignment with the beliefs and practices of the group). 


===== Lesson 2: 3.2 Writers’ Histories, Processes, and Identities Vary =====
By Tiffany Elder

**Objective:** Students will demonstrate an understanding of the relationship between the individual writer, the genre being composed, and the rhetorical situation in composition based on the author’s personal and historical/cultural context. 

**Instructional Process:** Class discussion is intended to continue student understanding of identity as it relates to composition by examining the connections between identity, personal history, and historical/cultural context. Students will read, discuss, and construct authorial identities that include historical/cultural context for the chosen readings and images. 

**Guided Practice:** In-class analysis of “The Man I Killed” and “Jennifer Lawrence's Facebook Response to Her ‘Revealing’ Dress Controversy Is Epic” and images. Discussion questions may include: What is occurring historically and culturally at the time? How is the author constructing/controlling his/her identity? How does the genre affect communication between the author and audience? 

**Independent Practice/Assessment:** Analyze the //Correspondence Between John and Abigail Adams//. Create headings, and using full sentences, address the following: 1) The text: What is the genre/method of communication being used and how does it influence the conversation? 2) The author(s): Identify both authors and explain what factors (age, culture, gender, etc.) are influencing each of them. 3) The purpose: What are the various agenda(s) of each author, and 4) The setting: What time, place, and historical context both personally and culturally surround their communication and influence the discussion(s) they are having?  

===== Lesson 3: 3.4 Disciplinary and Professional Identities are Constructed Through Writing =====
By Bailey Rhodes

**Objective:** Students will demonstrate an understanding of how disciplinary and professional identities are constructed through the use of specialized language in writing. 

**Instructional Process:** Class discussion is intended to further student understanding of identity as it relates to composition by examining connections between identity, specialized language of a given field, and professionalization. Students will read and analyze several examples of emails in order to identify the specialized language in each email and what it reveals about the writer’s disciplinary and professional identity.  

**Guided Practice:** In-class analysis of emails written by a businessperson, an artist, and a medical doctor, along with identification of the specialized language used by each and how it shapes and expands the identities of each writer within their field of specialization. Discussion questions may include: What words in this business email reveal to us the writer’s identity as a businessperson/artist/medical doctor? What does the format of the email communicate about the writer’s identity? How do these specialized terms expand each writer’s identity? 

**Independent Practice/Assessment:** (Part One) On your own, think of a professional field that interests you or that you plan to pursue in the future. Using all the specialized language of that field with which you are familiar, draft an email to a fellow professional in your field. Keep that person in mind as your audience as your write. When you are finished, read over your email. What does it communicate to you about your identity as a professional, and how can you tell? (Part Two) Trade emails with another student. Circle words used by that student that reveal their professional identity. Try to determine the disciplinary/professional identity of your classmate based on the specialized language they use and explain how you have drawn this conclusion.  


===== Resource Materials List =====

**Lesson 1:** 

//Democratic National Committee//. Democratic National Committee, 2020, https://democrats.org/. 
 
//House Republicans//. House Republicans, 2020, https://www.gop.gov/. 
 
Roozen, Kevin. “Writing Is Linked to Identity.” //Naming What We Know: Threshold Concepts of Writing Studies//, edited by Linda Adler-Kassner and Elizabeth Wardle. University Press of Colorado, 2016, pp. 50-52.
 

**Lesson 2:** 

“Abigail Adams to John Adams, 31 March 1776.” //National Archives//, https://founders.archives.gov/documents/Adams/04-01-02-0241. 
 
“Internet Gets Furious About this Photo of Jennifer Lawrence with Her Co-Stars.” //Owemesome//, http://www.owemesome.com/internet-gets-furious-photo-jennifer-lawrence-co-stars/. 
 
O’Brien, Tim. “The Man I Killed.” //The Things They Carried//, Broadway Books, 1990, pp. 124-130. 
 
Yancey, Kathleen Blake. “Writers’ Histories, Processes, and Identities Vary.” N//aming What We Know: Threshold Concepts of Writing Studies//, edited by Linda Adler-Kassner and Elizabeth Wardle. University Press of Colorado, 2016, pp. 52-54. 


**Lesson 3:** 

Carevoyance Blog, Posted by. “Email Marketing Templates for Outreach to Physicians and 
Hospitals.” //Carevoyance//, 30 June 2019, www.carevoyance.com/blog/email-marketing-templatesphysicians.  
 
Clayton, Chris. “Business Email Examples.” //Business Email Examples// | //Blair English//, 2017, www.blairenglish.com/exercises/emails/exercises/business-email-examples/business-emailexamples.html.  
 
Estrem, Heidi. “Disciplinary and Professional Identities Are Constructed through Writing.” //Naming What We Know: Threshold Concepts of Writing Studies//, edited by Linda Adler-Kassner and Elizabeth Wardle. University Press of Colorado, 2016, pp. 55-56. 
 
thepracticalartworld, Posted by. “Approaching a Gallery: The Initial Email (an Example of What to Send).” //The Practical Art World//, 29 June 2011, thepracticalartworld.com/2011/06/28/approaching-a-gallery-theinitial-email-an-example-of-what-to-send/.
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