A Beat in Time: Jazz into Prose
Project Overview
The purpose of this Real World Learning Object (RWLO) is to engage
developmental writing students in analyzing historical Beat Generation jazz
interviews and performances as a vehicle to written expression.
Students will be able to hear these jazz giants and extrapolate their insights into
student generated compositional reflections.
This RWLO is especially recommended for students who are taking entrylevel/freshmen English Composition developmental writing courses. Instructors
can use this RWLO in a cross disciplinary setting. For example, music and
history classes can utilize this RWLO to enhance students’ composition skills.
This RWLO is well suited for sociology and cultural studies classes where writing
is an essential component.
1
Student Learning Objectives
For this RWLO, the student will be able to:

Identify the use of rhetorical modes of expression appropriate to
college/university level composition courses.

Write an expository, analytical essay using primary sources on the
selected interviews.

Conduct research and find criticisms regarding post-Modern jazz.

These objectives are transferable to all writing dependent classes where
college level composition skills are requisite for academic success.
2
Procedure
Time: Each assignment covers at least one class session (approximately 1
hour).The lesson can also be extended to cover multiple class sessions where
appropriate.
Materials:
 Computer with Internet access, in-class with computer projection machine.
 http://www.nypl.org/research/sc/scl/MULTIMED/JAZZHIST/jazzhist.html.
This links to the jazz archive that contains multiple video streams and
audio clips.
 Post-Modern American Jazz Note-taking Chart (available on page ten )
 http://mrbraiman.home.att.net/lit.htm (This is the link to literary devices)
Prerequisites:
 Discussion of post-modern American Jazz scene.
 Research basic concepts and historical background that inspired theses
jazz giants.
 Understand how to transfer their insights into student compositions.
Implementation: This RWLO can be implemented during a class lesson or as an
extra mural homework assignment.
Steps: (For in-class use with projection machine or computer screen
projector)
1. Access link in class at
http://www.nypl.org/research/sc/scl/MULTIMED/JAZZHIST/jazzhist.html
2. Distribute Post-Modern American Jazz Note-taking Handout.
3. Play selected interviews and audio clips.
4. As students listen, explain some essential background information to
place audio in context. Encourage students to take active note taking
using the note-taking guide.
5. After note-taking and review, students will generate a college-level essay
reflecting upon the creativity that inspired at least three artists’ works.
3
Content Material
Student Directions: (Students, complete this in a computer-lab or at home)
1. Student, access the link to the Post-Modern American Jazz interviews,
available at:
http://www.nypl.org/research/sc/scl/MULTIMED/JAZZHIST/jazzhist.html.
2. Utilize your Post-Modern American Jazz Note-taking Handout. You will
need this to take notes.
3. Access three artists’ interviews/audio clips.
4. As you listen, please take notes, using the handout.
5. During next class session, receive additional instructions regarding the
rhetorical reflection assignment that you will complete. It may be helpful to
reference the links listed below for proper MLA format.
Referenced URLs:



http://www.nypl.org/research/sc/scl/MULTIMED/JAZZHIST/jazzhist.html
(this is the link to the Post-Modern American Jazz interview sessions.
http://mrbraiman.home.att.net/lit.htm (This is the link to literary devices).
http://webster.commnet.edu/mla/index.shtml (This is a link to writing
Modern Language Association [MLA] style papers).
4
Assessment
*Grading Criteria for Rhetorical Reflection on Post-Modern American
Jazz assignment:
ENC instructors follow a rubric similar to the one below. Instructors may have modified
versions of this rubric. Be sure to discuss the grading standards with your instructor.
A
An A paper is extraordinary work that more than fulfills the requirements of the
assignment. This essay tackles the topic in an innovative way, with a clear sense of
audience and purpose, an insightful thesis, and an appropriate and effective organization.
The structure is carefully planned; each section of the essay develops the thesis with
logical arguments and specific, conclusive evidence which has been interpreted and
clearly related to the writer's point. The style is energetic and precise: the sentence
structure is varied and the words are carefully chosen. How the writer says things is as
excellent as what the writer says. There is evidence of careful editing since the essay
contains few grammatical and/or mechanical errors and, if necessary, is correctly
documented using MLA format.
B
A B paper is clearly above-average and more than meets the requirements of the
assignment. Like the "A" paper, it has a clear thesis and organizational strategy; and each
paragraph provides unified, coherent, and developed support for its thesis and
subordinate assertions. If necessary, it properly documents sources. While the essay takes
some "risks," attempts complex strategies of development, and pays attention to
audience, it falls short of the "A" essay in one or more of the following ways: the thesis
may not be as interesting or insightful; there may be weaknesses in organizational
strategy or its execution; the support may not be uniformly conclusive and convincing;
and the style may not be as energetic or the diction as thoughtful. The essay shows strong
evidence of editing since there are relatively few grammatical and/or mechanical errors.
C
A C paper is average work that solidly meets the requirements of the assignment.
The essay has a thesis and organizational plan which demonstrate thought on the writer's
part, a generally clear style, and adequate documentation, if required. Paragraphs
contribute unified and coherent support, but the writer may have difficulty with any of
5
the following: the thesis may be too general; the evidence may be predictable, may not be
thoroughly interpreted, or may not be clearly related to the writer's point; the paragraphs
may be uneven in development and transition. Even in the "C" essay, there should be
relatively few grammatical or mechanical errors--not enough to interfere with readability;
the student has done some editing, even though it may be superficial.
D
A D paper is below average work that demonstrates a serious attempt to fulfill the
assignment and shows some promise but does not fully meet the requirements of the
assignment. The essay may have one or several of the following weaknesses. It may have
a general or implied thesis; but the idea may be too broad, vague, or obvious. The
organizational plan may be inappropriate or inconsistently carried out. Evidence may be
too general, missing, not interpreted, irrelevant to the thesis, or inappropriately repetitive.
Documentation may be incomplete or inaccurate. The style may be compromised by
repetitive or flawed sentence patterns and/or inappropriate diction and confusing syntax.
Grammatical and mechanical errors may interfere with readability and indicate a lessthan-adequate attempt at editing or an unfamiliarity with some aspects of Standard
Written English.
F
An F paper is substantially below average for the assignment. It exhibits one or
several of the following. It may be off-topic. It may be an attempt to meet the
requirements of the assignment, but it may have no apparent thesis or a self-contradictory
one, or the essay's point is so general or obvious as to suggest little thinking-through of
the topic. It may display little or no apparent sense of organization; it may lack
development; evidence may be inappropriate and/or off-topic or may consist of
generalizations, faulty assumptions, or errors of fact. This essay may fail to handle
borrowed material responsibly and/or to document appropriately. The style suggests
serious difficulties with fluency which may be revealed in short, simple sentences and
ineffective diction. Grammatical/mechanical errors may interfere with reader
comprehension or indicate problems with basic literacy or a lack of understanding of
Standard English usage.
6
How Things Link to Course Competencies
This RWLO is applicable to the following courses: ENC 0021 (Remedial Writing
3) and ENC 1101 (Freshmen English Composition 1). Specifically, this RWLO
meets the following course competencies:

Demonstrated skills in composing multi-paragraph essays with a thesis
statement, supporting details and examples, appropriate use of language,
unity in writing, and logical conclusions.

Understanding/familiarity of basic writing process (which includes
prewriting, drafting, revising/editing, and final drafting).

Demonstrated knowledge of conventional rules of grammar and syntax.

Demonstrated knowledge of literary devices and other figurative language
terms.
7
Supplementary Resources

http://mrbraiman.home.att.net/lit.htm (a website that provides definitions of
all literary devices).

http://webster.commnet.edu/grammar/index.htm (a website that provides a
comprehensive review of diction and syntax).

http://www.americanjazzmuseum.com (a website that provides general
background information on American Jazz).

http://www.si.edu/ajazzh (a website that provides essential overview and
specific details on the primary American art form.

Link to Post Modern American Jazz Note-taking handout: (click here).
8
Recommendations
Recommendations for Integration:

Implement this RWLO as either an entry-level freshmen English
Composition assignment or as an advanced project for ENC 1101 or ENC
1102.

Instructors must familiarize themselves with the essential, historical factors
that influenced and created the American Jazz art form.

This RWLO may work better in a computer lab or in a class with power
projector capabilities for universal student view.
Back-up:

If technology is temporarily unavailable, instructors can supplement the
class assignment with pre-prepared background handouts. (Note: This is
only a temporary fix).
9
Post-Modern American Jazz
Note-taking Chart
Name of Artist
Musical
Specialty
10
Three Key
Insights