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Category: In Class Work

Peer Review and Blog Reflection, 11/26/18

Peer Review and Blog Reflection, 11/26/18

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Peer Review: Strategy Project First, read through each others’ statement of purpose and design plan. Then, show your group members your project, or have them read through it or listen to it. Give each person in your group a few minute to present their project before you discuss it as a group. For authors: Discuss the challenges you faced/are still facing while completing this project. What do you still need help with? What are you most concerned about? For reviewers:…

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This is the End: Guidelines for the Rest of the Semester

This is the End: Guidelines for the Rest of the Semester

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Oral Presentations Here is a link to the Oral Presentation schedule for 12/3 and 12/5. As you think about your presentation, keep these guidelines in mind: Your presentation should take about 5-7 minutes. Make sure you have enough content to fill that time without going over the limit. These presentations are informal, so no PowerPoints or notecards are required. If having a PowerPoint helps keep your presentation organized, however, go for it! As you explain your final project to your audience,…

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11/12/18 Peer Review: Strategy Project Statement of Purpose and Design Plan

11/12/18 Peer Review: Strategy Project Statement of Purpose and Design Plan

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Exchange drafts with your assigned partner. Read over your partner’s draft, and respond to the following questions from Wysocki and Lynch’s chapter: Statement of Purpose Does the author have a clear statement of purpose? Does the statement clearly show the project’s purpose, audience, and context? Does the statement show how the project’s purpose is tied to the audience and context of communication? Is the author’s purpose reflecting a goal related to something beyond themselves or their immediate group of peers?…

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Multimodal Composing Exercise, 11/7/18

Multimodal Composing Exercise, 11/7/18

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Directions for Remix/Remediate Exercise: We’ll be using some of the concepts discussed in the Wysocki and Lynch chapter you were assigned for homework. Get into groups of four. Choose someone to be the spokesperson, and someone to be the recorder. Your task will be to remix or remediate one of the articles I’ve provided into a multimodal, video-based advertisement or PSA. Remember: Remix = revise a piece to make something new that relies upon the same mode(s) Think of remixes as we…

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Plagiarism, Citation, and Source Integration Exercises, 10/29/18

Plagiarism, Citation, and Source Integration Exercises, 10/29/18

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I. Plagiarism Take a look at this infograph for a comprehensive breakdown of different types of plagiarism and their severity: II. Source Integration Examples  This website’s description of integrating sources should be extremely helpful as you begin to work on the first draft of your inquiry project. Additionally, here are some example paragraphs for source integration*: Bad source integration: Black Elk often spoke of the importance of the circle to American Indian culture. “You may have noticed that everything an Indian does…

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Paraphrasing and Source Integration, 10/22/18

Paraphrasing and Source Integration, 10/22/18

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First, let’s use this example to find paraphrasing, summarizing, and quotes. Working together, let’s highlight the summaries in pink, the paraphrases in blue, and the direct quotes in green. Next, we’re going to work collaboratively on integrating sources. Here are the articles we’ll be working with: Group #1 Group #2 Group #3 Group #4 Group #5 Group #6 Group #7 As a group, develop a paragraph describing why you agree or disagree with the article. Use quotes and paraphrases – with properly…

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Online class work for 10/10/18

Online class work for 10/10/18

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Remember that your responses to these exercises count as your attendance for Wednesday’s class period. If your responses are not included in your In Class Writing folder, you will be marked absent. I. Collaborative writing and our textbook reading Please respond to the following questions in a blank document in your In Class Writing folder: In Issue 5, “Composing Together,” Losh and Alexander highlight several different types of collaborative composing. Make a list of the different types of collaborations mentioned in…

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“Tell Me I’m Fat” Discussion Questions, 10/3/18

“Tell Me I’m Fat” Discussion Questions, 10/3/18

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First, let’s start our discussion with some writing. Let’s practice using evidence to support your claims by responding to the following question: As you listen, notice the moments where you have an emotional response to what you hear. Point to SPECIFIC MOMENTS (give time cues, if you can). What makes you angry? What makes you happy? What annoys you, frustrates you or makes you laugh? Do you expect that everyone who listens to this story would have the same reaction…

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Rhetorical analysis exercise and peer review, 10/1/18

Rhetorical analysis exercise and peer review, 10/1/18

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I. Collaborative Rhetorical Analysis Exercise Let’s all take about 10 minutes to quickly read through this piece quietly. When we’re finished, we’ll walk through the following questions together: What is the title of the article? Who is the author? What is the article about? What is the author’s central claim? How does the author make that claim? Think about the terms of rhetorical analysis that we discussed last week. What other, larger conversations does this article connect to? What is the extended…

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Exercises: Bridging Summary and Analysis 9/19/18

Exercises: Bridging Summary and Analysis 9/19/18

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We’re going to watch a few video clips from stand-up comedians. Please get into groups of three, and work through the following exercise. We’ll discuss your responses as we go along. Write down notes, marking important details from the jokes and creating a sort of outline Then, in your groups, discuss your individual breakdowns and respond to the following questions: What is the main point or main idea of the joke? This is the comedian’s primary claim. What lines from…

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Discussion questions and revision exercises, 9/17/18

Discussion questions and revision exercises, 9/17/18

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I. Discussion questions (Losh and Alexander Issue 1) Consider the following questions for our class discussion today. (If we have time, I’ll ask you to do some writing in response to these prompts.) Think of your own rhetorical situations. What kind of identities do you choose – or need – to adopt? What can you change, and what can’t you change? How does the situation help determine the role you adopt or the identity you try on? Describe a “kairotic…

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Directions for Peer Review, 9/12/18

Directions for Peer Review, 9/12/18

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Copy and paste the questions from this handout to the bottom of your first draft document. Stay in your peer review groups. Open your first draft in Google Docs. Share that document with the members of your group. Do the following for each group member’s draft: Read through the essay, making comments. Make sure that you are using “suggesting mode” in Google Docs. Leave a summative paragraph at the end. Respond to the questions posted at the end of the document about…

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Composing Guidelines

Composing Guidelines

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Here are Sondra Perl’s Composing Guidelines, the exercise we walked through together in class today (9/10/18): If you want to try out the longer version or self-timed version, you can visit this link. One thing I wanted to point out: Throughout the guidelines, Perl mentions “felt sense.” Felt sense is a tricky concept to explain and understand, as it refers to an individual “ah-ha!” moment that we experience when we feel that an idea is right. Focusing on your felt sense…

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In Class Work, 9/5/18

In Class Work, 9/5/18

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I. Blog URLs Please post your name and the URL of the homepage of your blog in this Google document. II. Reading Anzaldua rhetorically Get into groups of three. Take a look at the questions Lessner and Craig pose on pp. 130-131. Think back to your reading of Anzaldua, and answer the questions. III. Focused freewriting – What’s Your Problem? Lessner and Craig list “focused freewriting” as one of their writing exercises for invention (or for coming up with ideas). For these…

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