Name:
9/27/12
1. All of your drafts are probably aiming for a middle style. Go through your partner's draft and highlight any words, sentences, or passages in which you think the essay deviates from a middle style (either by being too formal or too informal). If you have time, suggest ways in which the author might revise these sections in order to achieve a more appropriate tone for the assignment.
2. Since writing in the middle style is targeted at a fairly wide audience, unfamiliar terms and concepts need to be defined. Examine the essay and point out any terms that aren't defined that probably should be. For the terms that are defined, are these definitions clear and concise? Does the reader understand everything s/he needs to in order to understand the author's point?
3. Another aspect of the middle style is that it employs concrete nouns (rather than abstract nouns) and action verbs (rather than "to be" verbs). In general, does this essay feel concrete (that is, grounded in things you can see and touch) or abstract (that is, in the world of ideas) to you? Do you think the essay's level of abstraction is appropriate given the audience and the topic? Point out any specific passages in which you think the paper gets too abstract. If you have trouble locating these passages, try searching for "to be" verbs; they often cluster around these types of passages.
4. Did you notice any examples of contentious terms or insensitive language in the draft? If so, point them out and suggest how the writer might replace this with more sensitive language.
Thursday, September 27, 2012
Tuesday, September 25, 2012
Draft Workshop #2: Unit 1 Project
Name:
9/25/12
1. In what order does the author present his or her supporting evidence (e.g. chronological, process order, cause-and-effect, etc.)? Is this the most appropriate order given the audience's level of understanding? Suggest at least one alternative way in which the essay might be organized.
2. Is there a sense of balance to my essay? Do I spend too long on any single point, or do I seem to rush through important parts? Does any section feel either redundant or underdeveloped?
3. Does each paragraph have a clear topic sentence? Does each topic sentence relate clearly back to the thesis? Does each paragraph deal with one idea and one idea only? Point out any points in the essay at which the paragraphing seems weak or confusing.
4. Does the essay have transitions that move the reader clearly from idea to the next? Does the writer make the relationship between the ideas clear with words that emphasize the essay's organization scheme (e.g. time-related words of the essay is organized chronologically, etc.)?
5. Does each paragraph fully explain its main idea? Do any paragraphs feel thin or under-developed? Point them out.
9/25/12
1. In what order does the author present his or her supporting evidence (e.g. chronological, process order, cause-and-effect, etc.)? Is this the most appropriate order given the audience's level of understanding? Suggest at least one alternative way in which the essay might be organized.
2. Is there a sense of balance to my essay? Do I spend too long on any single point, or do I seem to rush through important parts? Does any section feel either redundant or underdeveloped?
3. Does each paragraph have a clear topic sentence? Does each topic sentence relate clearly back to the thesis? Does each paragraph deal with one idea and one idea only? Point out any points in the essay at which the paragraphing seems weak or confusing.
4. Does the essay have transitions that move the reader clearly from idea to the next? Does the writer make the relationship between the ideas clear with words that emphasize the essay's organization scheme (e.g. time-related words of the essay is organized chronologically, etc.)?
5. Does each paragraph fully explain its main idea? Do any paragraphs feel thin or under-developed? Point them out.
Draft Workshop: Organization
Compose a retrospective outline of your partner's paper. Examine the outline for coherence, repetition, overall logic and transitions, and whether you answered the prompt. Write your notes and/or suggestions below the outline.
Second, assess whether the author's primary focus at this point should be conceptual concerns, organizational concerns, or surface-level concerns. Explain your answer with evidence from the draft.
Second, assess whether the author's primary focus at this point should be conceptual concerns, organizational concerns, or surface-level concerns. Explain your answer with evidence from the draft.
Thursday, September 20, 2012
Intro to Draft Workshops
https://docs.google.com/document/d/1IWWW1IZcjfHSAIKnodo1FGaNmlANp2oj-GydgpryrV0/edit
Sample workshop form questions. Discuss your answers in your groups:
Name:
9/20/12
1. Summarize, as briefly as possible, the author's main claim. Is it substantive? Could another person reasonably challenge or oppose it?
2. Which of the categories we talked about on Tuesday does the author's introduction fit into? Is it one of the more effective or less effective introductions? If it is one of the less effective introductions, suggest ways that the author might use one of the more effective introduction strategies.
3. A strong introduction should be concise; it should use one of the effective introduction strategies, then transition as quickly as possible to the thesis statement. Are there any sentences in the draft that are extraneous? Could the line between the introduction and the thesis statement be any straighter? If necessary, copy and paste the introduction paragraph below, deleting any sentences you find extraneous.
4. Scan the draft for any sentences that seem wordy or difficult to understand, as well as forms of the verb "to be." Paste these sentences below and attempt to revise them, trying your best to use simple sentence forms in which a subject, strong action verb, and direct object come in that order.
5. Compose a list of TWO things that the author should do to improve his or her draft.
Post this list and your answers to the workshop questions in a Google Doc and be sure to share it with me. Each group should have only one Google Doc.
Sample workshop form questions. Discuss your answers in your groups:
Name:
9/20/12
1. Summarize, as briefly as possible, the author's main claim. Is it substantive? Could another person reasonably challenge or oppose it?
2. Which of the categories we talked about on Tuesday does the author's introduction fit into? Is it one of the more effective or less effective introductions? If it is one of the less effective introductions, suggest ways that the author might use one of the more effective introduction strategies.
3. A strong introduction should be concise; it should use one of the effective introduction strategies, then transition as quickly as possible to the thesis statement. Are there any sentences in the draft that are extraneous? Could the line between the introduction and the thesis statement be any straighter? If necessary, copy and paste the introduction paragraph below, deleting any sentences you find extraneous.
4. Scan the draft for any sentences that seem wordy or difficult to understand, as well as forms of the verb "to be." Paste these sentences below and attempt to revise them, trying your best to use simple sentence forms in which a subject, strong action verb, and direct object come in that order.
5. Compose a list of TWO things that the author should do to improve his or her draft.
Post this list and your answers to the workshop questions in a Google Doc and be sure to share it with me. Each group should have only one Google Doc.
Tuesday, September 18, 2012
Activity on Appeals
Read the following article from slate.com:
http://www.slate.com/articles/news_and_politics/politics/2010/09/the_privilege_of_prejudice.single.html
This article contains appeals of all three types: ethos, pathos, and logos. Work in your groups to identity at least one of each type of appeal in the article. Which of these appeals is most persuasive to you? Why do you think that is the case? In which order does the author present these appeals? Why do you think he chose that order?
http://www.slate.com/articles/news_and_politics/politics/2010/09/the_privilege_of_prejudice.single.html
This article contains appeals of all three types: ethos, pathos, and logos. Work in your groups to identity at least one of each type of appeal in the article. Which of these appeals is most persuasive to you? Why do you think that is the case? In which order does the author present these appeals? Why do you think he chose that order?
Tuesday, September 11, 2012
Activity: Your Blog's Citation Conventions
Good citations accomplish the following goals:
Using the formal APA, MLA, and Chicago styles (refer to the relevant sections on the Library's Citation Tutorial (http://www.lib.unc.edu/instruct/citations/) for details), work with your group members to draft a rationale for how and why you will cite your sources on your blog. Compose a short, 2-3 paragraph essay that explains:
1. Why your group thinks that citing sources is important.
2. How citations will be implemented on your blog. This should take the form of a rough style guide like this one for MLA format: http://owl.english.purdue.edu/owl/resource/747/06/. You need only explain the format for the types of references you anticipate using most on your blog.
3. A short rationale for how and why you chose the citation style you agreed upon.
Post this essay to your blog by class time on Thursday, September 13.
- They allow you to show how your argument is built upon the ideas of others.
- They allow you to indicate which ideas are taken from others, and from whom those ideas were taken; in other words, to give credit where it's due.
- They allow the interested reader to follow your argument and confirm its logic by investigating the ideas on which the argument is built, or to further explore those ideas on their own.
Using the formal APA, MLA, and Chicago styles (refer to the relevant sections on the Library's Citation Tutorial (http://www.lib.unc.edu/instruct/citations/) for details), work with your group members to draft a rationale for how and why you will cite your sources on your blog. Compose a short, 2-3 paragraph essay that explains:
1. Why your group thinks that citing sources is important.
2. How citations will be implemented on your blog. This should take the form of a rough style guide like this one for MLA format: http://owl.english.purdue.edu/owl/resource/747/06/. You need only explain the format for the types of references you anticipate using most on your blog.
3. A short rationale for how and why you chose the citation style you agreed upon.
Post this essay to your blog by class time on Thursday, September 13.
Tutorial: Citations
Go to the library's tutorial on citations and read the "Introduction" and "Why We Cite" sections:
http://www.lib.unc.edu/instruct/citations/
STOP WHEN YOU GET TO SECTION ON APA
http://www.lib.unc.edu/instruct/citations/
STOP WHEN YOU GET TO SECTION ON APA
Thursday, September 6, 2012
Grading Rubrics
Rubric for in-class assignments
0: The assignment was not completed or barely attempted.
1: The assignment was only partially completed; OR, the assignment was completed with only minimal effort and attention.
2: The assignment was completed satisfactorily. All tasks have been completed with thought, care, and attention to detail.
3: The assignment was completed in an exemplary fashion. The student has gone above and beyond the teacher’s expectations by devoting extraordinary time and effort to the assignment and/or producing innovative and thought-provoking work.
Rubric for workshops and feeders
0: The workshop was not completed.
1: The workshop was only partially completed; OR, the workshop was completed with only minimal effort and attention. The workshop partner has not received substantial information that will help him or her to improve the essay.
2: The workshop was completed with less than satisfactory effort. Answers to one or more draft workshop form questions are minimal or dismissive, and there is little evidence that the author has engaged seriously with the draft. The feedback provided will allow the workshop partner to make only surface-level or localized revisions.
3: The workshop was completed satisfactorily. The author has provided thoughtful answers to all draft workshop questions, and these questions should allow his or her workshop partner to make substantive and helpful revisions.
4: The workshop was completed with particular care and diligence. All answers to workshop questions are thoughtful, detailed, and well developed. Inline comments may also appear, pointing out issues not highlighted by the draft workshop form. The workshop partner can use this information to significantly improve his or her essay.
5: The workshop was completed in an exemplary fashion. All draft workshop questions have comprehensive, detailed answers that show not only attention to detail, but also a creative and innovative engagement with the workshop. Inline comments may also provide helpful feedback not related to the workshop questions. The workshop partner can use this information to drastically improve his or her essay.
0: The assignment was not completed or barely attempted.
1: The assignment was only partially completed; OR, the assignment was completed with only minimal effort and attention.
2: The assignment was completed satisfactorily. All tasks have been completed with thought, care, and attention to detail.
3: The assignment was completed in an exemplary fashion. The student has gone above and beyond the teacher’s expectations by devoting extraordinary time and effort to the assignment and/or producing innovative and thought-provoking work.
Rubric for workshops and feeders
0: The workshop was not completed.
1: The workshop was only partially completed; OR, the workshop was completed with only minimal effort and attention. The workshop partner has not received substantial information that will help him or her to improve the essay.
2: The workshop was completed with less than satisfactory effort. Answers to one or more draft workshop form questions are minimal or dismissive, and there is little evidence that the author has engaged seriously with the draft. The feedback provided will allow the workshop partner to make only surface-level or localized revisions.
3: The workshop was completed satisfactorily. The author has provided thoughtful answers to all draft workshop questions, and these questions should allow his or her workshop partner to make substantive and helpful revisions.
4: The workshop was completed with particular care and diligence. All answers to workshop questions are thoughtful, detailed, and well developed. Inline comments may also appear, pointing out issues not highlighted by the draft workshop form. The workshop partner can use this information to significantly improve his or her essay.
5: The workshop was completed in an exemplary fashion. All draft workshop questions have comprehensive, detailed answers that show not only attention to detail, but also a creative and innovative engagement with the workshop. Inline comments may also provide helpful feedback not related to the workshop questions. The workshop partner can use this information to drastically improve his or her essay.
Tuesday, September 4, 2012
Superbug Blog
Take a few minutes to check out the Superbug blog here:
http://www.wired.com/wiredscience/superbug
Think about how this blog presents itself differently than ScienceBlog.com, which we looked at last week. With your group, discuss any difference in how the author presents herself, the author’s target audience, and the main features and conventions of the text. We’ll discuss your findings as a class.
http://www.wired.com/wiredscience/superbug
Think about how this blog presents itself differently than ScienceBlog.com, which we looked at last week. With your group, discuss any difference in how the author presents herself, the author’s target audience, and the main features and conventions of the text. We’ll discuss your findings as a class.
Accessing Nature
Click here for instruction on how to access Nature through UNC’s Library web site:
http://lupton105032.blogspot.com/2012/09/accessing-nature-revised.html
Take a few minutes to browse the editorials in recent issues. If you find an article you might consider using for your Feeder 1.1 assignment, write down the title, author, and issue number so that you can find it again later. Feel free to discuss articles with your group members as you find them.
http://lupton105032.blogspot.com/2012/09/accessing-nature-revised.html
Take a few minutes to browse the editorials in recent issues. If you find an article you might consider using for your Feeder 1.1 assignment, write down the title, author, and issue number so that you can find it again later. Feel free to discuss articles with your group members as you find them.
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