1301 Writing Review. WRITING REVIEW Begin by taking the post-semester diagnostic. Include a discussion of the pre- and post-semester diagnostic in your.

Slides:



Advertisements
Similar presentations
Assessment: A Mirror with 2 Faces Accountability Reflective Practice.
Advertisements

Revising Source Integration. Due Friday Following directions in this assignment will be key. There is a certain layout you must prescribe to in order.
Critical Thinking Course Introduction and Lesson 1
Lecture Notes for the GRE Analytical Writing Strategies Lesson #1 Analytical Writing Strategies.
Week 8: Ms. Lowery.  Large-scale revision and examining higher- order concerns  Revision techniques for content, structure, and adherence to the assignment.
Objective: 1)Students will be able to put standards to a high school proficient funnel paragraph through a short discussion/lecture. 2)Students will create.
How to Write a Critique. What is a critique?  A critique is a paper that gives a critical assessment of a book or article  A critique is a systematic.
About the ACT Essay 1. The ACT Essay On the ACT Writing Test, students have 30 minutes to read a short prompt and to plan and write an essay in response.
Critical Writing Using the elements and the standards.
Summary-Response Essay
Part 2 Analyzing an Advergame. Critical = criteria-based. In other words, a list of “things” that you will use to judge a “Text” by.  Critical thinking.
EVALUATING WRITING What, Why, and How? Workshopping explanation and guidelines Rubrics: for students and instructors Students Responding to Instructor.
7 th Grade Language Arts. Choose your topic  In some circumstances, especially when you are given a particular essay writing assignment, your topic may.
 Do Now › Take Roll  Review – Draft 1.1 › Questions  Workshop (as a class) › Steele › Dewey › Emerson  Important Reminders  Tips for Writing the.
Looking at Texts from a Reader’s Point of View
WEEK 8: REVISION CALEB HUMPHREYS. FREE WRITE / READING (~10 MINUTES) Read the sample Draft 1.1 of the rhetorical analysis in your textbook. Pages
Academic Writing Carol M. Allen May 2007 Writing Styles in the Online Program Personal/Informal – –Discussion Topics –Journals Formal –Academic.
Structuring an essay. Structuring an Essay: Steps 1. Understand the task 2.Plan and prepare 3.Write the first draft 4.Review the first draft – and if.
Writing and Responding to Discussion Posts
NADE Conference 2015 February 27, 2015.
Preparing our students for the EAP English Prompt.
The California Writing Exam Grades 4 and 7
AP Prompt #2: Prose Prompt. The FREE RESPONSE prompt (almost) ALWAYS asks… …what it contributes the meaning of the work as a whole …how it illuminates.
Strategies for Interpreting a Prompt and Succeeding at the In-Class Timed Writing Essay.
ED 562 Seminar Dr. Rubel. Tonight’s Agenda Class Share Discussion Questions Q & A The Final Project.
Writing a Book Review Danika Rockett University of Baltimore Summer 2009.
Chapter 16 The Writing Process: A Case Study of a Writing Assignment.
Call to Write, Third edition Chapter Sixteen, The Writing Process: A Case Study of a Writing Assignment.
How to Evaluate Student Papers Fairly and Consistently.
Tentative Unit 1 Schedule Week 2 1/19- MLK Day-No Class 1/21-Using library databases (bring computer to class) 1/23- Intro to Exploratory Narrative & Source.
Summary-Response Essay Responding to Reading. Reading Critically Not about finding fault with author Rather engaging author in a discussion by asking.
TAKS Writing Rubric
Rethinking English Composition A Redesign Project in Process Anne Homan English Instructor Math, English, and Developmental Studies, Division Chair State.
HE 520: Higher Education Laws and Regulations Unit One Seminar Pre-Seminar Welcome to HE 520: Higher Education Laws and Regulations, Unit One Seminar Seminar.
1 Final Project ELI 82 (3) Fall 2009 Kyae-Sung Park Student’s Name: Dec. 7, 2009.
Writing Constructed Responses Praxis II Principles of Learning and Teaching.
Everyone's favorite... Long Compositions!!.
Category 5 Above standards 4 Meets standards 3 Meets standards but needs work 2 Approaching standards 1 Below standards 0 Introduction/ Thesis Engaging.
Agenda: 1/2 Welcome back Final project overview and schedule – Clarification & questions Restriction analysis challenge Samples – gene cloning Homework:
Thesis Statement-Examples
: the art or skill of speaking or writing formally and effectively especially as a way to persuade or influence people.
Academic Reading ENG 115.
Welcome! Academic Strategies Unit 5 Seminar Writing Effectively.
 An article review is written for an audience who is knowledgeable in the subject matter instead of a general audience  When writing an article review,
How to improve on the. Don’t forget to…  Re-read: make sure you understand the prompt before beginning  Pre-write: jot down ideas (pros/cons, their.
Computer Systems Week 2: Writing for Assessment Michelle O ’ Doherty, Lecturer in Academic Writing Write Now CETL.
Lecture 29 Writing Short Book Reviews. Review of Lecture 28 In lecture 28, we learnt how to – Plan a simple presentation – Research and prepare the content.
Tentative Unit 1 Schedule Week 2 1/19- MLK Day-No Class 1/21-Using library databases (bring computer to class) 1/23- Intro to Exploratory Narrative & Source.
Writing Exercise Try to write a short humor piece. It can be fictional or non-fictional. Essay by David Sedaris.
Portfolios A number of years ago the portfolio became part of the requirements to attain the two highest levels of graduation status. Though one.
First essay. Woot..  What parts of the character should we analyze?
Mrs. Lowrance. During the first class: Overview of the Course Course Policies/ Additional Course Policies RaiderWriter/ St. Martin’s Handbook Class blog:
+ Week 6: Analysis of the Drafting Process ENGL 1301 Mrs. Edlin.
TIPS FOR WRITING LITERARY ANALYSIS Plot Summary vs. Plot Interpretation vs. Analysis.
Writing a literary analysis essay English 11/12. Begin with the basics Read the book or books assigned Read the book or books assigned Ask relevant questions.
Generating Topic Sentences American Literature 11.
TYPES OF READING Reading furnishes the mind only with materials of knowledge; it is thinking that makes what we read ours. ~John Locke “It's good to know.
Because I Could Not Stop for Death
Antar Abdellah.  Writing is a process NOT a product  You need to go through the experience of writing to produce real valuable pieces  Copying or quoting.
Evaluating Argument Writing Heather Indelicato, Minneapolis Adult Education Tammy Twiggs, St. Paul Hubbs Center.
Grammar.
ENG 121 Education for Service-- snaptutorial.com.
ENG 121 Teaching Effectively-- snaptutorial.com
ENG 121 PAPERS Education for Service-- eng121papers.com.
Sequencing Writing Assignments
Sequencing Writing Assignments
Tips for Taking the ACT Writing Test
The Critical Reading Process
Chapter 3 – Critical Thinking and Viewing
Announcements DO NOW Log in to EdModo
Presentation transcript:

1301 Writing Review

WRITING REVIEW Begin by taking the post-semester diagnostic. Include a discussion of the pre- and post-semester diagnostic in your review. Look back at your pre- and post-semester grammar diagnostic scores and results, all of your assignments and commentary, and class notes and in-class activities. Write a word reflection on what you have learned about academic writing and what you understand about it that wasn’t clear to you before. Develop a thesis that helps your readers understand what you will focus on in the review. Give specific examples that help you illustrate your thesis. You can mention any skills past BAs have focused on, grammar, and learning experiences you’ve encountered during the course. Finally, you should discuss how the work you’ve done in 1301 has or has not transferred to the writing you have been asked to do in other courses this semester. You may use first-person pronouns in this review, but keep in mind that the language and tone of the review should be professional.

WHAT IS A WRITING REVIEW? In short, the writing review asks you, somewhat subtlety, to use many of the skills that you’ve practiced throughout the semester to analyze and synthesize your work in this course. Analysis is hard. It’s even harder when one looks at his/her own experiences, because it can be exceedingly difficult to bring a level of objectivity to those.

WHAT IS A WRITING REVIEW? A writing review is a critical analysis of the your learning through the semester. That means that it has a beginning, middle, and end. It discusses where you begun as a writer when you entered the course. What are the your strengths and weaknesses as a writer—whether these are things that you have determined, or that you have been told by instructors, tests, diagnostics, or other external agents? What were your goals when entering the course? Did you have a plan for achieving those goals, or did the course, as it unfolded, help you find a way of achieving those goals? What assignments were most representative of your best work? The worst work? And *why* in either case? How did you know this? Finally, of the goals you had at the beginning of the course, how many of those were achieved? How many remain a work in progress? What new goals surfaced during the semester—goals that aren’t easily met in the course of 16 weeks. What do you have to work on in his or her writing over the next few years of college?

WRITING REVIEW IS NOT…  A summary of the semester. Instead, focus on specific elements relevant to you and your work.  ESPECIALLY is not a discussion of what you did or did not like about the class itself, the instructor, or your grades.

WHAT WE’LL BE LOOKING FOR Issue Identification and Focus: Does the student thoroughly explore and reflect on what he or she has learned about academic writing? Context and Assumptions: Does the student consider his or her writing experiences prior to this course to contextualize the knowledge that has been attained? Sources and Evidence: Does the student support his or her reflection with evidence from the various assignments? In other words, does the student directly refer to specific parts of his or her assignments (paragraphs and/or sentences). This criterion is particularly important because students tend to use vague and generic language that could apply to any student’s situation. Own Perspective: Does the student show authority in relaying his or her perspective about the learning experiences? Conclusion: Does the student provide an evaluative statement of his or her learning experiences that also encompasses how the attained knowledge might be beneficial in the future? Communication: Does the student communicate his or her reflection effectively? Is the student's tone professional? Has the student organized his or her reflection effectively? Is the reflection relatively free of grammatical errors?

SO, FOR THE BEST GRADE:  Compare your pre- and post-semester diagnostic scores. Reflect on why you think you did better or worse on the post.  Make sure to include references to specific assignments when reflecting (but make sure you’re still considering “why,” not just listing assignments).  Mention grammar and mechanics, but only briefly.  Discuss whether or not this class has been helpful for other classes this semester, or if you see it transferring in the future.  Briefly consider previous experiences to this class to contextualize what you’ve learned.

ENJOY THE SUMMER BREAK