Monday, November 29, 2010

Blog #10

Yeah! Last one. This is due before your final exam (the week of the 13th). HAVE IT DONE BY THE TIME YOU SHOW UP FOR YOUR FINAL EXAM.

What did you learn in this class? Be specific! Telling me what a great teacher I am and how you have learned SOOOO much is NOT what I'm after (although the "great teacher" part is always appreciated). I want specifics--what will you do in your writing in the future that you didn't do before this class? What aspects of the class made you feel the best about your own writing and development as a writer?

Again, this is the LAST blog entry you are going to do for me. This is for all the marbles. I expect at LEAST 3 LONG paragraphs. Tell me everything (your wishes, your dreams, your development as a writer, your children's shoe sizes, etc. -- just kidding about the shoes, really).

It has been such a pleasure the work with you all this term.

Thank you for a great semester!

Thursday, November 18, 2010

Blog #8 & Blog #9

Take your time on these and I'll look at both of them after Thanksgiving break.

Blog #8

How is your research paper going? What trouble are you having? What is going well? Be as detailed as you can as this will help you to "think out" any issues in your paper.

Blog #9

This blog should be a free write. I would like you to write a really, really long (4-5 paragraph) blog about this.

In the syllabus, I listed a few goals for this course. They follow, here:

1. Comprehend, analyze, and articulate a well-reasoned response to a variety of texts,
from student writing to published writing to academic discourse;
2. Evidence an understanding of how topic, audience, purpose, voice, and levels of
formality interact and vary in different rhetorical situations, in academic
disciplines, and discourse communities;
3. Utilize various invention, drafting, and revising/editing strategies to meet the
purposes of different writing situations, materials available to the student, and
length of time available for the task;
4. Engage a topic in which the student explores writing as a means of self-discovery,
establishes a voice appropriate to the topic selected and rhetorical context, and
produces a text that is designed to persuade the reader of the student’s
5. Clarify major aims, arrange material to support aims, and provide sufficient
materials to satisfy expectations of readers;
6. Understand the process of research, both in the library and through electronic
media, and develop effective research strategies;
7. Select, evaluate, and interact effectively with sources, subordinating them to the
student’s purpose and creating confidence that the sources have been fairly
represented and acknowledged with academic integrity, particularly in
summarizing, paraphrasing, and quoting statements or reproducing audio-visual
8. Demonstrate a satisfactory control over the conventions of edited American
English and competently attend to the elements of presentation (including layout,
visual elements, format, printing, and consistent style of documentation)
appropriate to the academic discipline or discourse community;
9. Ethically employ appropriate computer-generated technology to the production of
a writing project;
10. Recognize the importance of writing as essential to inquiry, learning, thinking,
communicating, life-long learning, and as a career skill.

How did you meet or are you meeting these goals? In which papers? What revisions are you still working on? Why?

If you are having problems writing this, I suggest that you take a look at Michelle's example. Here's a link to her electronic portfolio.

Remember that her "guiding reflection" is focused on other course goals, but they are similar to ours. Follow through the whole portfolio to get a good idea of what I want you to do -- only you lucked out and you needn't compose an electronic portfolio.

This course was equivalent to English 101 at WCC. Keep that in mind. Also, the links contained in Michelle's guiding reflection, itself, are different than those in the bar at the top of the page. For example, the link to Essay 1 at the top of the page takes you to a final copy of that paper. In the guiding reflection, there is a copy of the paper that has "reflection" as an actual part of the document. There are additional links there, too. It's just a really good portfolio -- she was also an adult, returning student with a "unique" past.


Tuesday, November 9, 2010

Blog #7

Define "humor." Are you thinking of Jim Carrey movies, or something more subtle? Do you have to laugh out loud when something is funny? Was the article about the cocaine dealer that we read, "funny."

Also, define "style." Are you picturing Jane Seymour or Sean Connery, or are you thinking of the ways in which you incorporate "style" into your papers.

Remember, YOU have a voice -- how do you get it into your papers?

This blog is due on Saturday, November 13th at midnight.