Information Processing & Writing Load
LI 100 · Writing With Joy: Self-Regulated Learning · Instructor: Dr. Greer-Effs
Today's Focus
Information Processing Theory: attention, working memory, retrieval, and writing load.
Read by today:
- Berea Writes! Ch. 2 (Rhetorical Analysis)
Adams, S. & Nichols, A. (2025) · Berea Writes! Handbook
- A Dam Good Argument Ch. 2: What Does the Instructor Want? Understanding the Assignment
Guptill, A., Delf, L., Drummond, R., & Kelly, K. · Oregon State University
- Confusion log and strategy reflection (activity below)
Guided notes: Berea Writes! Ch. 2 — Rhetorical Analysis
Rhetoric & Rhetorical Analysis
Rhetoric is the art and study of how people use language and symbols to influence, persuade, and make meaning. Rhetorical analysis is the practice of examining how a text works on its audience: what choices the writer made, why they made them, and what effects those choices have. To analyze rhetorically, you move from what a text says to how and why it says it.
Guided notes: A Dam Good Argument Ch. 2 — What Does the Instructor Want?
Understanding the Assignment
These guided notes accompany A Dam Good Argument, Chapter 2: What Does the Instructor Want? Understanding the Assignment. The chapter's central message: a writing assignment is a purposeful invitation, and reading it carefully is the first move of good writing.
Agenda at a Glance
| Time | Segment | Min |
|---|---|---|
| 1:00 – 1:05 PM | Mindful Minute | 5 |
| 1:05 – 1:25 PM | Continuing Critical Reading Discussion (write, then share out) | 20 |
| 1:25 – 1:45 PM | Writing for Audiences Portfolio: review + add a piece | 20 |
| 1:45 – 2:10 PM | Writing Identity Self-Narrative: begin drafting | 25 |
| 2:10 – 2:35 PM | Information Processing Theory & Writing Load: discussion | 25 |
| 2:35 – 2:50 PM | Confusion Log & Strategy Reflection activity | 15 |
1. Mindful Minute
Let's settle in with one minute of mindful breathing before we begin.
1-Minute Mindful Breathing
Before we begin, let's settle in. Sit comfortably, soften your shoulders, and follow the circle for one minute.
2. Continuing Our Critical Reading Discussion
Picking up from last class on critical reading (Berea Writes! Ch. 1), take a few minutes to write your response to the prompt below. Then we will share out as a whole class.
Looking back at your curiosity questions and today's readings, what is one critical-reading move you want to practice on Berea Writes! Ch. 2 or A Dam Good Argument Part II? Write your response first, then share out.
3. Writing for Audiences Portfolio: Review & Add a Piece
A quick review of the Writing for Audiences Portfolio, then time to add a short-writing piece of your choice. Each piece includes brief revision notes on tone, purpose, and context. Choose one from the list below (or propose your own) and begin.
Short-writing pieces (from the Aug 27 list):
- An email to a professor or instructor
- A poem on any topic
- An email to a labor supervisor
- A graphic novella or storyboard
- An advertisement notice
- A CV for a future job position
- A job advertisement for a position at your future company
- Any other short piece of writing you wish to engage in
4. Writing Identity Self-Narrative: Begin Drafting
Begin engaging with your Writing Identity Self-Narrative (750-word maximum, due Thu Sep 8). Use the guiding questions below to find a concrete memory to start from. You can capture a starting passage or a memory on the board, then keep drafting on your own.
Full assignment sheet is on the Aug 27 agenda.
Guiding questions (use several):
- What is your earliest memory of writing?
- Who has shaped how you see yourself as a writer (a teacher, family member, peer)?
- What kinds of writing come easily to you, and what kinds feel hard?
- What does writing with joy mean to you right now, and how does that compare to how you have experienced writing in the past?
- What is one goal you have for yourself as a writer this semester?
5. Information Processing Theory & Writing Load
Information Processing Theory, explained
Definition: Information Processing Theory (IPT) is a cognitive framework that compares the human mind to a computer: we take in information (input), encode and store it, and retrieve it when needed (output). Learning is the process of moving information through a limited-capacity system, from fleeting sensory impressions to durable long-term memory.
The processing pipeline
Sensory Input
Sight, sound, touch enter the senses
Attention
Selects what moves forward
Working Memory
Hold & manipulate ~4-7 items
Long-Term Memory
Encoded, durable store
Retrieval
Pull knowledge back into use
- Information processing theory describes attention, working memory, and retrieval as limited cognitive resources. Which of these three bottlenecks your writing most often, and why?
- Writing load is the cognitive demand a writing task places on you at once. Describe a writing task this semester with high writing load. What made it heavy, and how could you reduce the load (for example, offloading to notes, chunking, or retrieval practice)?
- Retrieval practice (pulling information from memory) strengthens learning more than re-reading. How could you use retrieval practice while drafting your Writing Identity Self-Narrative or your next course reading?
6. Confusion Log & Strategy Reflection
A confusion log is a self-regulated learning tool: naming what is still unclear helps you notice gaps and choose a strategy to close them. Log one confusion from today's readings and one concrete strategy you will use to work through it before next class.
Your confusion log entry
Class confusion log
No entries yet. Be the first to log a confusion!