Tag Archives: reflection

Final Class: Rough Draft Review, Evaluations, Tearful Goodbyes

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The Rogh dRft Revue!

Today we will do a rough draft review by simulating the grading of your papers.  First, however, let’s analyze the rubric.  With a partner, re-read the rubric and describe each of the grades in your own words.

For example, what are all the elements needed to give an A (“Excellent”) grade for outcome 1? Quantity of evidence? Use of evidence? Analysis? Context? Other elements necessary? How does that differ from a B (“Almost Excellent”) grade?  Another tactic may be to differentiate between “strong”,  “very effective”, “effective”, and “adequate” etc for the various learning outcomes. Try to be as specific as possible.  You might find it easier to detail an “A” paper versus a “C” or “C-” (“Almost Acceptable”).

“To get an “Excellent” ranking on Learning Outcome #1, I should include  a minimum of three pieces of evidence from at least two of the documents I have included in my portfolio that, ideally, shows growth and development.”

Once you’ve done that for all learning outcomes use those as a basis for the evaluation of rough drafts. Exchange papers and use the rubrics to grade the paper in front of you, giving an honest grade for each outcome. Explain in a sentence why you gave the grade you did.

When you’re done, if time permits, find another peer to work with. First, switch rubrics to see whether your analyses of the reading rubric coincide. If they don’t, try to come up with a common ground and discuss where your interpretations differ. Do the same for another paper. After you come to an agreement, grade each other’s papers and discuss your feedback for revision.


 

Final Word of Advice on the Reflection

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Don’t Panic!  Ever, really. Not just on this assignment.  Be sure to use enough, appropriate evidence from a variety of sources to discuss each learning outcome.  Weave your discussion as a narrative of your progress through the semester.


Rate Me!

It’s now your turn to evaluate me.  Don’t hold back. Don’t pull any punches. Tell them what you think of me.  Lay it all out on the line. As an instructor, I do value the feedback from student evaluations, and I have adjusted my teaching based on the feedback. As a department, evaluations, along with your reflections and portfolios, help us decide whether or not our changes are effective and well-received.  If there is anything you really like or dislike about this course or me, now is the time to air your grievances or lavish praises.

Course Info:

  • Instructor: Bradley Stabler
  • Course Name: English 1020
  • Course Section: 902
  • CRN (Course Reference Number or Call #): 11588

To preserve the authenticity of the evaluation process, I may not handle the materials and must be out of the room.  I will need a volunteer to gather the evaluations and drop them off at the front desk of this building.  I will be in the lounge area if anyone needs me.

It has truly been an honor and a pleasure working with and getting to know all of you. This class has been one of the most enjoyable groups I have had the pleasure to work with and, as it very well may be the last section I teach at Wayne State, I will remember each and everyone of you fondly. If there is anything you need from me after this semester (recommendations, writing assistance, Bigfoot hunting tips) please don’t hesitate to contact me.


Homework: Finish the Reflective argument.  Upload the entire portfolio to SafeAssign via BlackBoard by 11:59 pm Sunday, December 7. 

Submission Instructions

  1. Assemble your file as a single document in the following order (see attached template):
    1. Cover Page
    2. Reflective Argument
    3. Appendices
  1. Name your file using the following protocol: CRN_accessID_1020F2014
    Example: 11588_ba9104_1020F2014
  1. Upload your file to Blackboard. Post a copy to your blog.
Good luck on your exams and have a wonderful break! You’ve earned it!

 

Reflective Argument

Before launching into a description of the Reflective Argument, Project Five, let’s take a moment to reflect on Project Four.  First, however, pat yourselves or each other on the back. Well done!

Post Project Reflection

Post to your blog a short reflection on the following:

  • To what extent are you satisfied (or not) with your group’s final draft? What, if anything, do you feel your group overlooked?
  • To what extent do you feel that you could have completed the work performed by the group as a whole by yourself? What were some advantages and disadvantages of working with a group
  • How do you feel you have changed as a reader, writer, and researcher after completing the project? What skills do you feel you have gained from working on this project?
  • Do you foresee a need for these skill outside of this classroom?

Enough Reflecting.  On to the Reflection!


Homework:

Read Project Five description and this highly-developed 1020 reflection.

Write a Post Research Project Reflection on your blog (@ 200-300 words). Respond to the following:

To what extent are you satisfied (or not) with your group’s final draft? What, if anything, do you feel your group overlooked?

To what extent do you feel that you could have completed the work performed by the group as a whole by yourself? What were some advantages and disadvantages of working with a group

How do you feel you have changed as a reader, writer, and researcher after completing the project? What skills do you feel you have gained from working on this project?

Do you foresee a need for these skill outside of this classroom?

Collect your evidence (everything you have written this semester) onto your blog.  This includes typing handwritten in-class reflections as blog posts and posting copies of all four major projects.

Post I-Search Reflection and Annotated Bibliographies

Post-project Reflection

Now that the I-Search is behind us (well, I still need to grade them) let’s pause to reflect on where we are in the course.  At this time please write a response and post it to your blog of about 300 words addressing the following:

  • To what extent are you satisfied (or not) with your findings in the ISearch essay?
  • How do you feel you have changed as a reader and writer after completing the Isearch?
  • In regards to writing and researching, what skills do you feel you have gained from working on the ISearch?
  • How will you apply those skills moving forward in this class as well as outside of this class (other classes, work, daily life, etc)?

    Annotated Bibliography Sample

Take a look at the annotated bibliography sample which I passed out.

What do you notice about it?

How do you feel it will help with Project Four?


 

Read Wayne Writer Ch. 5 pp. 145-159 and ch. 6 pp. 188-215 for class on Tuesday.
Write Annotated Bibliographies.

1020 Session Twelve: Research for your I-Search

In Class Reflection:

Spend a few minutes writing about your experiences as a researcher. What kinds of topics have you researched or written about before? How do you usually conduct research? What is important to you about the research process or what have you learned from research in the past? How do you see yourself tackling the research required for the I-Search?


 

Beginning your Search for Answers


Homework

Read Selections from Sharan Merriam’s Qualitative Research

Conducting Effective Interviews

Being a Careful Observer

How to Analyze Qualitative Data

Write on your blog, Part One of your I-Search.  This serves as an introduction to the larger project. Be sure to discuss what you already know, what you wish to learn, and why you want to learn more about your topic. Use your skills in crafting a narrative. Be creative. Throw in a picture or two (optional).

Sign up for a conference time via an email if you missed class.

1020 Session Eleven: Presentations

Your  Presentations!

Testing your questionshttps://i2.wp.com/www.ajoconnor.com/sites/default/files/images/Question_shutterstock_77267023.jpg

Look at the topic you wrote for the last blog post.  Apply teh following tests:

  • Is it stated as a question or set of questions, instead of a statement?
  • Do I need to clarify any terms to make my research question understandable to my audience?
  • Is my question about one of my secondary discourses/discourse communities, or one that I plan to/hope to join in the NEAR future?
  • Is my question related to the function of that d.c., communication in that d.c., ways of being in that d.c. or movement within that d.c.?
  • Am I personally invested in exploring this question? Why or how will exploring this question help me understand my discourse community?
  • Is my question something I can research using primary and secondary sources? What research site or scene do I plan to investigate? Can it be answered too easily, or do I need a diverse set of sources to understand the answer?
  • Is my question specific or concrete enough to explore in 1500-2000 words? Or is it too broad or too narrow?

Homework:

Read these sample I-Search essays:

erinn w isearch

kristin h isearch

david c isearch

Write a short response (@200-300 words) as a blog post answering the following:

What are the important writing moves the students make to convey his or her research process and findings to the audience? How do I see an I-Search paper as shaping up differently than a research paper? What changes should I make to my topic (last blog post) so that it conforms to these models?

 

1020 Session Six: Genre and Rhetoric 9/16/14

On Tap Today:

  • About your “About” pages and grading.
  • Tying up loose ends

Post Project Reflection:

We’ll start class today with a reflection about your reading and writing practices. Think through and write about the following ideas on your blog or in your notebook (you can work through them in whatever order makes sense to you):

  • What do I read on a regular basis? Include reading for school and pleasure.
  • What do I like to read?
  • Where do I read best?
  • Where or when is reading hard for me?
  • What is something new I have learned about reading since starting this semester (in any of my classes)?
    • Why was reading this information or reading this way important to me/to my learning?
  • What is something new I have learned about writing since starting this semester (in any of my classes)?
    • How will this information impact me or my learning?

graded document

graded document 1

 

Let’s connect all the dots between Gee, Swales, and the Wayne Writer.

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And take a more in-depth look at genre.

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Finally (time permitting), let’s take a closer look at the concept of the rhetorical situation.

Homework:

Read in WW and ch 7 pp216-229 AND ch. 8 pp. 253-266 and 283-296.

Write: Writing Project 8.4 on p. 295.  You will be using the information in Box 7.1 on p. 229 to analyze an academic genre from one of your classes.  This may be a textbook, an assignment sheet, or a website.  Bullet points are fine.  Handwrite or print out to bring to class on Thursday along with the item you are analyzing. We will work in small groups to compare analyses and prepare a final analysis.