Finding Common Errors
- 1. Nice work on the Literary Analysis Essays. If you have questions about your final grades or my feedback, read the comments in T-Square and then email me.
- 2. Do you have any questions about the Podcast?
- 3. If you need to meet with me, I will be available by appointment on Dec 7. Email me with a time that works, and I’ll put you down for a meeting.
The following is the checklist of requirements you need to fulfill for full credit on the Reflective Introduction Essay to be included in the Final Portfolio. Take a minute or Two and read through the checklist.
For full credit on the Final Portfolio, you need to compose a reflective, introductory essay of 1200-1800 words in which you draw out an argument from the projects you completed this semester, i.e. the artifacts you curated into your portfolio. A successful Reflective Introduction Essay will accomplish the following:
- 1. Develop an argument about your intellectual growth as a communicator through the close analysis of artifacts in the portfolio. Make sure your Reflective Introduction is an essay and not a list in paragraph format.
- 2. Show and tell readers how you met or attempted to meet the course outcomes/instructor’s goals as articulated on the syllabus and throughout the course.
- 3. Reflect on your strength and weaknesses relative to the course goals/outcomes
- 4. Describe the methods and modes that were the focus of your communicative work this semester.
- 5. Articulate areas and strategies you would like to focus on for continued improvement.
Group Analysis: Reflective Introduction
- 1. Group One: What is the topic or unifying idea of the Introduction? What claims or sets of claims does the author make about that topic/unifying idea? What are some rhetorical gestures employed by the author?
- 2. Group Two: Describe how the author has organized her paragraphs. Are some parts of the essay more successful than others, why or why not?
- 3. Group Three: Describe the evidence and analysis in the essay. Does the evidence and analysis fully support and develop the claim, why or why not?
- 4. Group Four: Describe the design/layout of the first page of this Portfolio. Does the author make efficient or innovative use of the affordances of the genre/tool. What’s your assessment of the page layout? For instance, what’s your assessment of the relationship between the written and visual text? What’s your assessment of paragraph structure?
Reflective Essay Freewrite
Freewrite for 5-8 minutes in response to each of the following prompts. Be prepared to discuss your response with the class after each:
- 1. Rhetorical Awareness/Stance: From the beginning of the semester to this moment, how have you “grown as a communicator”?
Your response to the question will form the topic and generate the claim of your reflection. To answer this question, think about the five major communicative modes in WOVEN–have you developed in any one of those areas more than others? Also, think about the artifacts you have produced this semester, what assignments or specific modes within assignments can you point to to show “development” over time? You may also want to frame your claim and subsequent essay in terms of one or more areas featured on the Common Feedback Chart.
- 2. Draft an outline of the 4-6 paragraphs you imagine will follow from the claim you just generated.
Organization: While the artifacts in the portfolio serve as evidence, remember, just like in the Literary Analysis Essay, you never want to lead with the evidence. Instead, you want to lead with claim and move from paragraph to paragraph in service of that claim.
- 3. What artifacts do you plan to analyze to develop & support the claim you generated? (i.e. what final assignments best show your growth as a communicator?)
Development of Ideas: How can you describe and analyze your own work the way we have described and analyzed images, poetry, essays, and film this semester? What key terms can you borrow from our analysis of design, rhetoric, fiction, and/or film to apply to your own artifacts?
For Thursday, Nov 30
Please be sure you can access the following materials for Thursday’s class:
If you were absent last Thursday (10/12), download the Quiz, complete it, and return it to me at the start of class on Thursday (10/19): KL Quiz Scenes 8-19
Part I. Reflecting on Annotation
Take five minutes to reflect on the following:
- 1. What is my literary analysis essay claim?
- 2.How can I incorporate the scholarly article I annotated into my paper?
- 3. How does the annotation I completed compliment/challenge my understanding of The History of King Lear and/or key terms such as nature, Anthropocene, ecology, etc?
Part II. Writing to Avoid
Read each sentence and then briefly explain how to revise them.
- 1. For many people, nature may seem closely associated with ecology, it certainly did for me before reading Timothy Morton’s essay.
- 2. An imagination of a place, in Morton’s own words, “over yonder”, “where the grass is greener” (The Ecological Thought, page 3).
- From Morton’s perspective, ecology promotes the idea of a world interconnected like a “mesh”, in which all life is interconnected.
- 3. On page three of Morton’s introduction he explains that “In order to have ecology we have to let go of nature”.
- 4. He also distinguishes between nature and nature with the “capital N”. Humans have a tendency to believe that they are not apart of nature. That the interconnectedness between all species involves animals and plants in a nature untouched by humans.
- 5. In Clark’s epilogue, Nature, Post Nature, he introduces to us the term Anthropocene and proceeds to explain how it questionably defines nature along with the human relationship. “The Anthropocene brings to an unavoidable point of stress the question of the nature of nature and of the human(Clark 79).”
- 6. Morton in page 2 says referring to ecology, “It has to do with love, loss, despair, and compassion. It has to do with depression and psychosis.” According to Morton, people only think of the common green scenery of trees and other plants.
- 7. He describes ecology as something that revolves around coexistence. Not only is it about the plants, animals, or minerals that occupy this planet. It is also about human beings and how we live with other human beings and our environment.
Part III. Conclusions
As we watch a portion of Scene 20, keep the following in mind:
- 1. How Scene 20 start to wrap up the themes we’ve been examining throughout The History of King Lear conclude? Could the characters have done anything differently to change the final outcomes?
- 2. How do you plan to conclude your paper? What are some characteristics of a successful conclusion? What do you still have time to do to effect the outcome of your papers?
Part I: W/S Prewrite
Working on your own take five minutes and write down your response to the following:
- 1.What is the overall goal or idea you are trying to convey to your audience?
- 2.What is the most successful illustration in your graphic and why?
- 3.How do you plan to develop the draft further?
Part II: Peer Feedback Session
Please organize yourselves into the following groups and then complete the activity below:
||Liya, Shruthi, Kendall
||Michael, Branden, PJ
|Quentin, Gabriella, Davis
||Kusona, Jacob, Benjamin
Noah, Malek, Giba
Patrick, Nicole, Alex, Benjamin
Megan, Yotam, Morgan, Samantha
Gabriella, Miguel, Lewey
Nishant, Chaudhary, Ashley
Bianca, Felipe, David
Prashikh, Peter, Kaitlyn
Ryan, Emma, David
Briana, Joshua, Bruce
Ian, Saige, Shiva
Jacob, John, Zachary
Kristen, Ashna, AJ
Heather, Anastacia, Joseph
Michelle, David, Dzmitry
Sara, Katherine, Elena
Kristen, Samwel, Robert
Ethan, William, Rohan
Cami, Zoe, Sahil
Josh, Marisa, Seenam, Faith
Camille, Pavan, Seth
Once you are settled into your groups, introduce yourselves, “exchange drafts,” and respond to the following questions, in writing, for each draft you read.
Once completed, email or hand your responses to your peer members:
- 1. Describe the main purpose or claim that author makes. How does the purpose/argument fulfill the assignment goals? If purpose/argument is unclear, suggest ways author can strengthen it.
- 2. Describe the key feature or image around which the author organizes her/his Visual Rendering? If the key feature or image is missing or unclear, suggest ways author could incorporate one.
- 3. Describe how the author has organized his/her rendering. Why do you think the “blocks” (i.e. slides) progress as they do? If organizational strategy is unclear, suggest ways the author could strengthen his/her claim support or transitions.
- 4. Describe the ratio of text to image. How do the images reinforce the author’s goal? If the graphic is too text heavy or the images do not work to support the overall claim, suggest ways the author can better communicate his/her claim to the audience.
Peer Review Worksheet
Part III: Group Discussion
In the time remaining, be prepared to discuss the following with the whole class:
Will a few of you be willing to share your Rendering drafts? May I put them on the overhead and discuss the strengths?
Follow the instructions in this post:
- Give me the highlights of what we covered from last class. Please ask any questions left over from last class.
W/S: Common First Week Video
Organize yourselves into pairs and then take turns reading and/or describing to one another your script and/or plan for the First Week Video. Once you give each other an overview, discuss the following and make suggestions:
- 1. Does the author address the situation (and assignment) completely? Does the author address the assignment/situation with unexpected insight?
- 2. Does the author clearly articulate a unifying argument/goal? Does the author explore one implication of the argument in depth? Remember, the assignment asks you to “Articulate a challenge relating to one of the modes—written, oral, visual, electronic, or nonverbal communication—that you’ll be engaging with in class projects this semester.”
- 3.What sorts of evidence does the author plan on using to develop his/her claim? Remember the prompt asks your to “use specific examples from your personal experience.”
- 4. Does the author sustain the claim throughout? For instance, are transitions from one piece of evidence to another clear and logical?
- 5. Does the author use the affordances of video to enhance the goal/content? For instance, how does s/he express him/herself both visually and orally?
- 6.How will the final version of the video demonstrate the author’s planning and rehearsal? How will the author insure that the final version of the video incorporates, for example, peer feedback?
‘How To’: Submit Video to T-Square
Upload it to T-Square or, if the video is too large, upload it to YouTube or Vimeo (as indicated by your instructor) and submit the link to T-Square. How to upload and share video to YouTube.
Discussion: Critical Communication
- 1. Take a minute and list all the characteristics that you think define a “good” college writer. Next, make a list of all the qualities you expect your professor expects makes a “good” college writer (or the program expects). Where do the lists overlap? Where do they diverge? What accounts for the similarities and differences? (13)
- 2.What is “Code Switching”, and what are common modes of address? How do these terms effect how you write an email (21)? What are their larger, socio-political implications?
- What is the Comm Center? (11 & 25-28)
- 4.What are the three “critical concepts of communication”?
For Tuesday, August 29…
- 1. Completed Instructor Student Agreement Form
- 2. We’ll go over Mahara, reflection essays, and any lingering how to post the First Week Video
- 3. Skim the WOVEN Pages and read the first half of the Nixon article carefully
Please publish an annotation of an article on King Lear and Nature as a post by 5:00PM Monday, October 3.
For full credit, please complete the following:
- 1. Using the MLA database, please search for an find one peer reviewed article or book chapter on King Lear and Nature (ecology, anthropocene, posthumanism, ecocriticism, storm, wind, etc). printed after 2000.
- 2. Read the article
- 3. Write a 300-500 word annotation, with MLA citation, of the article you chose. For more on how to write an academic annotation see below and for further reading see Perdue OWL: Annotated Bibliography.
‘How To’ Annotate a Scholarly Article
For Post #2, you need to find a critical article on Lear & Nature (ecology, anthropocene, posthumanism, ecocriticism, wind, storm, etc.); read the article; and then write an annotation. What is an annotation? What is its purpose? What are its parts?
An annotation is a short statement in which you summarize and assess the validity of a secondary, scholarly source you plan to use in your research. To write an annotation, complete the following:
- 1. Cite the source in MLA
- 2. Write 2-3 sentences that give a broad overview of the argument, aims, and/or scope of the article or chapter: what are the main claims/goals, what are the key terms, what’s the context?
- 3. Write 2-3 sentences explain the main mode of inquiry and/or evidence the author uses to achieve her main claim/goal. Literary scholars main mode of inquiry is close reading, so you then have to point what portions of King Lear are being read, and according to what line of inquiry.
- 4. Write 1-2 assess the validity of the source. Did the author accomplish the goal he set out for himself? You’ve already stated the main claim/goal and the evidence/methods the author uses to achieve that goal, so now assess the article’s success.
- 5. Write 1-2 How will you use this article/chapter in your own work? Authors use secondary literature in a variety of ways: define and/or complicate key terms/ideas; provide social or historical context; build on and add to ideas that have already been published–“joining the conversation.”
Ball, Cheryl. Ball, Cheryl E. “Assessing scholarly multimedia: A rhetorical genre studies approach.” Technical Communication Quarterly 21.1 (2012): 61-77.
Ball opens by defining a webtexts as, “Scholarly multimedia…article- or book length, digital pieces of scholarship designed using multimodal elements to enact authors’ arguments. They incorporate interactivity, digital media, and different argumentation strategies…” (62). A webtext cannot be translated to a hard copy without significant meaning loss. In her courses Ball asks students to compose texts that aim to be “scholarly web texts.” To support the students in their composition, Ball asks them to articulate the criteria they use in assessing digital texts. To her students’ criteria she adds “Warners’ (2007) criteria for evaluating webtexts;” The criteria by Kairos editors to review submissions; and criteria developed by Kuhn et. al. in “The Components of Scholarly multimedia” and “Speaking with Students: Profiles in Digital Pedagogy.” Kuhn evaluates her students (and her own assessment via conceptual core, research component, form and content, and creative realization). Ball’s students synthesize the criteria available and add their own. Ball guides students through the criteria generating process each time she requires a webtext. She has published a sample student-generated assessment criteria to model the process of criteria generation–not the product. Like White et. al., Ball strongly cautions against borrowing rubric or criteria and applying to a writing situation, and argues instead, “…each piece must be evaluated on its own terms in relation to that moment and to technology and media and genre, in time” (68). Her article is successful b/c she shows how criteria works best when “created fresh” in collaboration with students at the local level to fit the specifics of the writing task. I will use this article in my presentation to show how to crowdsource assessment criteria.