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Dr. Akua Duku Anokye

Associate Professor and Associate Director, Division of Humanities Arts and Cultural Studies, Arizona State University
Akua Duku Anokye

Educators' Conference
Area of Specialty:AP English Language

Akua Duku Anokye is Associate Professor of Africana Language, Literature and Culture and the Associate Director of the Division of Humanities Arts and Cultural Studies at Arizona State University. She is a storyteller, and her research focuses on African Diaspora orality, literacy, folklore, discourse analysis, and oral history; in the classroom she specializes in rhetorical practices that incorporate interviewing and oral history as a means for encouraging student community activism and engagement. She is currently researching a Ghanaian ancestress/deity as archetype for Africana women''s literature and activism. Among her publications are essays "Oral Connections to Literacy" in Journal of Basic Writing; "Private Thoughts, Public Voices: Letters from Zora Neale Hurston" in Women: A Cultural Review; and a book, Get it Together: Readings in African American Life, Longman Publishers. Dr. Anokye is past Chair of the Conference on College Composition and Communication (CCCC). She serves as Chair of the College Board’s Advanced Placement English Language and Composition Development Committ


Full Day Institute

Title From Story to Story
Programme Educators' Conference
Days Offered October 17th and 18th (Repeated)
Description This Institute involves activities that establish the place of narratives and storytelling in a curriculum. This approach is predicated by the belief that any curriculum, especially one in an African Diasporic setting, should capitalize on the close connection between oral and literate traditions. From the folk literature about Ananse the spider to the writings of Bessie Head, the art of storytelling informs and facilitates teaching and learning of literacy but also can be used across multiple disciplines. In the early years storytelling helps students transition from their home experiences their cultural groundings into the academic classroom. In later years, they use stories from their lives, their cultures, their histories to develop critical thinking, writing, and rhetorical skills. During the Institute we will explore oral literature including folktales, proverbs, folk epics, songs, creation tales and the like. Participants will learn methods for collecting oral stories (folktales, oral histories, personal narratives) and sharing them. During lunch, participants will collect a story (personal or folk narrative) from someone in the lunch room. Following lunch they will share the stories, discuss cultural factors, and, create lessons using storytelling. Participants may use the stories they collected to teach writing, reading, social studies, history, even math.
  1. To introduce oral literature examples from African Diaspora;
  2. To collect oral stories from conference participants and analyze the historical and cultural meanings;
  3. To create lessons for individual classes using the collected stories.
Target Audience Teachers
Conference Material

3-Hour Workshop

Title The Writing Portfolio: Program Assessment
Programme Educators' Conference
Day Offered October 19th
Description Throughout the high school curriculum students write. Whether history or biology or even math, a high premium is placed on the ability to communicate well. In fact, many universities admit students on the basis of their ability to write coherent well constructed, effective prose. Once admitted universities measure student success using a variety of tools, and one very popular and useful tool is the portfolio. This 3 hour workshop will be devoted to discussing the writing portfolio as a means for assessing both your programs and student success. The portfolio, a collection of student writings, demonstrates student growth and is guided by the outcomes set for each course. During the workshop we will discuss expectations (outcomes) for a high school writing program as a model for developing and measuring outcomes for other courses and programs. We will examine important ways that students can demonstrate their learning through a reflective exercise that introduces the portfolio. Finally, we talk about effective ways to measure student success including establishing rubrics.
  1. To introduce writing portfolios as an assessment tool;
  2. To share outcomes statements commonly used in high school and university writing courses;
  3. To share assignments and rubrics that lead to effective assessment.
Target Audience Administrators and Teachers
Conference Material None

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