J Moody
Wednesday, April 28, 2010
Portfolio grading rubric
This is the rubric I will be using to grade your portfolio (and your class grade as well). It's fairly simple, to make things easier on me. I just edited it as I realized I left out the point spread for B+ :).
Wednesday, April 21, 2010
Final Exams
10:30 Class - Tuesday 4/27 at 10:00
12:00 Class - Thursday 4/29 at 10:00
PLEASE note - according to the schedule both finals are at 10:00. We will be writing a reflection paper for inclusion in your portfolio - you will get the prompt at the final.
Thursday, April 15, 2010
Please sign up for conferences next week
I had originally thought to just have you come in, but it would be easier if you would sign up for a time. Please go to this wiki page and click the Edit button on the top right corner, then enter your name next to the time you'd like to come in. It's ok if someone is already coming in at that time - I can see more than one person at a time (although more than two is a little much!). Don't forget to save the page when you're done. I'll send this out as an e-mail as well.
Please note that I changed the due date on the core 4 assignment to reflect that it is due at your conference, rather than in class or on the blog (since we're not having class)
J Moody
Some in-class assignments for your portfolio
I finally have that list together...
For the writing that I posted on the blog, by the way, that's not included - you can just go through the blog and check those off. These are just the things that I recorded in my notebook that may not be on the blog (and if any of these made it onto the blog and are duplicates of stuff that is already on the blog, just ignore that).
Of course, all 4 core assignments should be in there, plus the drafts, plus in class writings, plus everything that's on your blogs. Most of the later writing that we did in-class ended up on the blogs, but a lot of the early stuff did not, so that's what most of these are, from the beginning of class. I won't take a ton of points off for missing these, but missing the core writings and drafts does count a lot, because that is the majority of your grade.
For the writing that I posted on the blog, by the way, that's not included - you can just go through the blog and check those off. These are just the things that I recorded in my notebook that may not be on the blog (and if any of these made it onto the blog and are duplicates of stuff that is already on the blog, just ignore that).
Of course, all 4 core assignments should be in there, plus the drafts, plus in class writings, plus everything that's on your blogs. Most of the later writing that we did in-class ended up on the blogs, but a lot of the early stuff did not, so that's what most of these are, from the beginning of class. I won't take a ton of points off for missing these, but missing the core writings and drafts does count a lot, because that is the majority of your grade.
- Writing about how did the computer change your writing?
- What kind of cell phone do you have?
- Bolter quiz/writing (I can't remember whether this was a quiz or just a directed writing assignment)
- Johnson quiz (writing on what is the purpose of chapter, using at least one quote to illustrate)
- Rhetorical analysis of DeVoss (I think this is on your blog)
- For one of your articles, identify the research method used and tell us why you think it was used (this may be on your blog)
- Steinkueher - what is a discourse community (I think this is on your blog too)
- Your Cornell notes for Wysocki and Johnson Eilola (this is not on your blog, I don't think)
- Any peer reviews that you got for any of the core drafts
- From 4/1 - reflection on research done to date
- And what we're doing today - I think that's it.
In class activities for Today (Thursday, 4/15)
First, please take the ENC 1102 Survey. This will help the composition department direct our activities for the coming year. Next, I would like some help designing my course for Fall 2010. And I appreciate your feedback and assistance. Because our student evaluations (which you should be taking, by the way) aren't particularly targeted nor helpful in actually designing actual activities, I am asking for specific feedback about the course activities. This should be put into your portfolio and please be honest - I won't see it till I look at your portfolios, and it won't affect your grade in any way - this is strictly for my personal development. Do this on paper, by the way, and just stick it in with your stuff to be bound when you take in your portfolios.
If you want to gripe about the content of the class or me as a teacher, that is ok (I have a pretty thick skin), but not particularly helpful to those who come after you (and besides, there is always ratemyprofessor.com for that). Here are some areas I'm particularly interested in getting feedback on (you don't have to answer all of these - you can pick one that interests you to concentrate on or that you found particularly troublesome):
1. What activities did you get the most benefit from in this course, in terms of improving your writing process? The least? Which core assignment do you think was the most beneficial in helping you learn to research more like a future scholar? The least?
2. Which texts did you find particularly helpful in developing your own topic, or in learning to think about digital literacy? How did the in-class discussions help you understand these texts? Or do I need to do more during the in-class dicussions to help guide you through these texts? If so, what do you think would be helpful? What have you done in other classes that has helped you understand difficult texts, perhaps, that we could incorporate in here?
3. What aspect of my teaching was most helpful or troublesome? Did I give adequate feedback or direction? Was I available to help you outside of class, or did you feel that I was not particularly helpful, for example? Did you feel that when I commented on your papers, you were able to take what I commented on and turn that into a useable direction for your draft?
Thanks for your help, and please remember that the purpose of this exercise is to help the students I'm teaching next semester :). There is no minimum or maximum length for this, and it is not a required assignment.
J Moody
If you want to gripe about the content of the class or me as a teacher, that is ok (I have a pretty thick skin), but not particularly helpful to those who come after you (and besides, there is always ratemyprofessor.com for that). Here are some areas I'm particularly interested in getting feedback on (you don't have to answer all of these - you can pick one that interests you to concentrate on or that you found particularly troublesome):
1. What activities did you get the most benefit from in this course, in terms of improving your writing process? The least? Which core assignment do you think was the most beneficial in helping you learn to research more like a future scholar? The least?
2. Which texts did you find particularly helpful in developing your own topic, or in learning to think about digital literacy? How did the in-class discussions help you understand these texts? Or do I need to do more during the in-class dicussions to help guide you through these texts? If so, what do you think would be helpful? What have you done in other classes that has helped you understand difficult texts, perhaps, that we could incorporate in here?
3. What aspect of my teaching was most helpful or troublesome? Did I give adequate feedback or direction? Was I available to help you outside of class, or did you feel that I was not particularly helpful, for example? Did you feel that when I commented on your papers, you were able to take what I commented on and turn that into a useable direction for your draft?
Thanks for your help, and please remember that the purpose of this exercise is to help the students I'm teaching next semester :). There is no minimum or maximum length for this, and it is not a required assignment.
J Moody
Tuesday, April 6, 2010
For Thursday, April 7
Read Lunsford (the blue book) Chapters 7 & 8, and make sure to bring your book with you.
Remember also that Core 3 is due that day - you will need to turn in a hard copy in MLA format, and copy and paste the annotation for each source onto that source in Diigo (you can edit the source in diigo and paste the annotation into the description).
Chapter 7&8 Test
Remember also that Core 3 is due that day - you will need to turn in a hard copy in MLA format, and copy and paste the annotation for each source onto that source in Diigo (you can edit the source in diigo and paste the annotation into the description).
Chapter 7&8 Test
For next Tuesday, please read chapters 9 and 10 in Lunsford.
For those of you who are writing about plagiarism
I found a great book for you to check out:
Composition and Copyright: Perspectives on teaching text-making and fair use Chapter 4 (starts on page 81). Not all of the pages are available online, so would need to check it out or take notes on it from the library. He talks about Lessig's creative commons act (important to talk about if you're dealing with plagiarism as an opposing view, by the way - look him up!).
Composition and Copyright: Perspectives on teaching text-making and fair use Chapter 4 (starts on page 81). Not all of the pages are available online, so would need to check it out or take notes on it from the library. He talks about Lessig's creative commons act (important to talk about if you're dealing with plagiarism as an opposing view, by the way - look him up!).
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