The writer took risks in writing: This was somewhat difficult to do. In the beginning, I said that I would want to write more complex sentences, but that did not go over too well. I tried to write one, and the peer reviewer said that the sentence was a 'run on'. After that, I decided to give up that feat, and write like I always have. I guess I chickened out in that regard.
The writer uses the word, 'bubbler' in the paper. I definitely took advantage of this, in this sentence: "Handwritten feedback is almost as archaic as the old-fashioned 'bubbler,' so it is time for faculty to utilize modern practices in giving feedback." I think this sentence works well!
Thursday, May 9, 2013
In Class: May 9, 2013--PART 1 OF 2
My Response to my Essay:
The argument is worth making: This is a very important argument to make because so many distance education teachers struggle with giving feedback in an effective way. Many educators discuss this in the teacher's lounge, and in private conversations. Additionally, many are worried about the high dropout rate in online classes as opposed to traditional, and believe that good feedback is a medium that they can use to feel connected. Overall, these educators want the students to have the same experience regardless of the format.
The writer has tried to arrange the writing in line with purpose and audience. The first sentence paragraph makes it clear that this writing is for teachers in the online classroom. It moved from teaching (in general), to teaching in online classrooms. In fact, the last 2 sentences make it clear to the reader that the discussion is about teaching in an online classroom, and the importance of good feedback. Throughout the essay, the focus is on good teaching techniques because they are discussed in every paragraph. For example, the sentence, "In an online setting, good feedback is essential for students to succeed in writing classes" makes it clear who the audience is. The paragraph also goes on to discuss how the 'red pen' has suddenly become extinct--this is another clue that the paper is geared towards teachers.
The style effectively supports the style, purpose and reading comprehension because it talks in a language that is clear and concise. The language primarily has an academic tone. While there are areas where it becomes more casual, this is done to keep the reader interested. Additionally, the writer assumes that the reader knows certain terms such as .PDF and .HTML. Since the majority of teachers will know what these terms mean, the writer did not bother to explain the.
The argument and examples work together because the writer discussed specific tools to enhance feedback in an online setting. For example, the discussion on Waypoint and TurnItIn are great examples that most writing teachers can use to give effective feedback. Additionally, the examples of chats and discussions also help. Finally, the most effective example is the discussion in the beginning of how teachers felt when first being exposed to computers helps to ease the readers's mind that they are not alone.
All sources are cited in APA and MLA format...this is evident because the title page and subsequent pages are in APA format. Also, the REferences age takes careful note to put the author's name in alphabetical order by last name, first initial, and then year. The in text citations also have the author and year citations.
There is evidence of revision because the writer has kept and turned in all drafts. Some of the drafts also include additional notes from peers. The first draft is 'rough' compared to the final. The final paper is policed, and contains no errors in format. The page length also meets the requirements in the final.
Given the revision, the mechanics and grammar are appropriate for the reader because very few errors in writing/grammar are found. While there may be one or two small errors, most of the errors have been corrected from the first to the final draft. The paper is written in a language that is clear to the reader and uses vocabulary that is scholarly, yet not overbearing.
The argument is worth making: This is a very important argument to make because so many distance education teachers struggle with giving feedback in an effective way. Many educators discuss this in the teacher's lounge, and in private conversations. Additionally, many are worried about the high dropout rate in online classes as opposed to traditional, and believe that good feedback is a medium that they can use to feel connected. Overall, these educators want the students to have the same experience regardless of the format.
The writer has tried to arrange the writing in line with purpose and audience. The first sentence paragraph makes it clear that this writing is for teachers in the online classroom. It moved from teaching (in general), to teaching in online classrooms. In fact, the last 2 sentences make it clear to the reader that the discussion is about teaching in an online classroom, and the importance of good feedback. Throughout the essay, the focus is on good teaching techniques because they are discussed in every paragraph. For example, the sentence, "In an online setting, good feedback is essential for students to succeed in writing classes" makes it clear who the audience is. The paragraph also goes on to discuss how the 'red pen' has suddenly become extinct--this is another clue that the paper is geared towards teachers.
The style effectively supports the style, purpose and reading comprehension because it talks in a language that is clear and concise. The language primarily has an academic tone. While there are areas where it becomes more casual, this is done to keep the reader interested. Additionally, the writer assumes that the reader knows certain terms such as .PDF and .HTML. Since the majority of teachers will know what these terms mean, the writer did not bother to explain the.
The argument and examples work together because the writer discussed specific tools to enhance feedback in an online setting. For example, the discussion on Waypoint and TurnItIn are great examples that most writing teachers can use to give effective feedback. Additionally, the examples of chats and discussions also help. Finally, the most effective example is the discussion in the beginning of how teachers felt when first being exposed to computers helps to ease the readers's mind that they are not alone.
All sources are cited in APA and MLA format...this is evident because the title page and subsequent pages are in APA format. Also, the REferences age takes careful note to put the author's name in alphabetical order by last name, first initial, and then year. The in text citations also have the author and year citations.
There is evidence of revision because the writer has kept and turned in all drafts. Some of the drafts also include additional notes from peers. The first draft is 'rough' compared to the final. The final paper is policed, and contains no errors in format. The page length also meets the requirements in the final.
Given the revision, the mechanics and grammar are appropriate for the reader because very few errors in writing/grammar are found. While there may be one or two small errors, most of the errors have been corrected from the first to the final draft. The paper is written in a language that is clear to the reader and uses vocabulary that is scholarly, yet not overbearing.
Thursday, April 25, 2013
What are
you thinking now about “the” composing process? What do you see to be the main
parts of such a process—and how would you describe those parts to someone who
had never thought about such a process? How do the parts fit together?
How has our reading, discussion, and thinking shifted your sense
of writing? How has your writing shifted your sense of writing?
I think
that the first article we read on Invention, by Sharon Crowley, helped me to
give the writing process a form. In my
opinion, the main parts are invention, arrangement, and style. I am aware that
delivery was also included in the process, but to be honest, I am having a
difficult time separating that from style. For me, the invention process is the
creation stage of writing and this is where the idea begins and pen takes to
paper. The writer at this phase is just beginning
the process and not sure of what will happen at the end. The arrangement process is where the writing
begins to take shape and the ideas actually become in order. Style to me is best describe as the writer’s
twist to the document and where the writer begins to refine the document. This
is where a lot of grammatical revisions, etc. may come into play. Delivery is where the final product is
complete. I agree (as we discussed in
class) that we move between the parts of invention, and it is acceptable for us
to move back and forth. It looks like
this in my mind:
Our reading and discussion has shifted my
understanding of writing. I am more
conscious of the steps that I take when writing. I am not sure if this is a good thing for me
because I can sometimes focus too much on the process and never get anything
done. J The good part about understanding the process
is that I am now able to ‘forgive’ myself if I do not have a perfect product at
the beginning. I am somewhat of a
perfectionist, and at times, it is difficult for me to let go of things. I find it easier to put my writing away and
come back to it at a later date.
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