What butters my bread? – if gold stars weren’t so corny, I’d hand them out!!
* Great papers that follow MLA format – font size, margins, header, pagination—everything! Thank you!!
***Essays that are not afraid to incorporate the writer’s insight which is thoughtful and expressed well. It not only indicates independent thought and analysis but also that the author took the time to choose his/her words and their arrangement carefully.
***** Comments like the following:...
This is a very thorough exemplar of the rules of basketball, however it doesn't seem like the information is directed towards anyone. Your purpose is very clear, as you are apparently an avid fan of the game, but there is no connection to the reader.
The author of the essay read the comment above, took the words constructively and went back to his essay and REVISED it! That doesn’t mean he corrected spelling, punctuation or otherwise edited the essay – he revised the entire essay. There could be no better example of the influence of blog comments. GREAT JOB, GUYS!! Right now, both of your blogs are A+ !!
What Burns My Biscuits?
grr - Students on either MSC or WRC campus who do not use their Macon State email
grr - Blogs on which it is not possible to post comments!!
grr - Careless proofreading: “Leader not fried.”
grrr - Students who may not realize I’m serious: “So... this is my first update for this week. I've really been slacking.. I wonder if Mrs. Aiken really checks if we update or not.. hehe”
GRRR!!! Essays not posted in a timely fashion; comments not given in a timely manner
GRRR!!!! A blog established but NO posts – nada; nil; zilch – Blogs count 20% of your total grade, which is the equivalent of two zeros so far . . . YOU do the math.
Real Name Deleted
No posts match your query. Show all posts
No posts match your query. Show all posts
Subscribe to: Posts (Atom)
Wednesday, September 30, 2009
Thursday, September 24, 2009
Peer Review Protocol for the Example Essay
Each person who reads needs to give constructive review, not just compliments. If you feel like you cannot improve on the paper, BRIEFLY explain why the author's writing "worked." That focus will help the writer and will help you as you look back on your own work.
READER #1: AUDIENCE AND PURPOSE:
Comment on the writer's awareness of his/her AUDIENCE and his/her PURPOSE. Does the writer seem to provide adequate information and seem to realize he/she is writing for more than himself/herself and just one person? Do his/her efforts provide a basis on which all people can relate or is it too personal, too focused on the writer for that? Is his/her Purpose in writing this essay clear by the end of the paper? Has he/she established a generalization either in the opening of the paper or by the concluding paragraph--and can you identify his/her purpose?
Reader #2:SUPPORT, DEVELOPMENT, ORGANIZATION:
Has the author of the Example Essay offered at least two and no more than four illustrations or examples that support his/her generalization? Have any ideas included in the paper STRAYED from the topic at hand? Do all the examples contribute directly to the paper. Has he or she THOROUGHLY explained the examples in such detail that he/she has SHOWN you the examples clearly and NOT just listed them? Have the examples been thoughtfully arranged in the paper? Does the organization of the paper seem clear? Is there a logical progression AND TRANSITION from paragraph to paragraph without constantly using "For example . . ."?
Reader #3: INTRODUCTION, CONCLUSION, STANDARD CONVENTIONS:
Has the author drawn you into the paper or piqued your curiosity with an interesting opening paragraph? Are you interested in reading the paper after the first paragraph? WHY? WHY NOT? (Explain both in your comment.) Whether the paper has been arranged by giving the thesis/generalization FIRST, followed by examples, OR by providing examples that lead to a conclusion, does the ending of the paper come logically and provide graceful closure or leave an impact on you, as a reader? Again, tell the author why or why not. As a reader, what general impression of this writing do you take away with you? Finally, has the author used Standard Conventions as well as possible to provide clear expression? Are all sentences complete, clear and purposeful?
READER #1: AUDIENCE AND PURPOSE:
Comment on the writer's awareness of his/her AUDIENCE and his/her PURPOSE. Does the writer seem to provide adequate information and seem to realize he/she is writing for more than himself/herself and just one person? Do his/her efforts provide a basis on which all people can relate or is it too personal, too focused on the writer for that? Is his/her Purpose in writing this essay clear by the end of the paper? Has he/she established a generalization either in the opening of the paper or by the concluding paragraph--and can you identify his/her purpose?
Reader #2:SUPPORT, DEVELOPMENT, ORGANIZATION:
Has the author of the Example Essay offered at least two and no more than four illustrations or examples that support his/her generalization? Have any ideas included in the paper STRAYED from the topic at hand? Do all the examples contribute directly to the paper. Has he or she THOROUGHLY explained the examples in such detail that he/she has SHOWN you the examples clearly and NOT just listed them? Have the examples been thoughtfully arranged in the paper? Does the organization of the paper seem clear? Is there a logical progression AND TRANSITION from paragraph to paragraph without constantly using "For example . . ."?
Reader #3: INTRODUCTION, CONCLUSION, STANDARD CONVENTIONS:
Has the author drawn you into the paper or piqued your curiosity with an interesting opening paragraph? Are you interested in reading the paper after the first paragraph? WHY? WHY NOT? (Explain both in your comment.) Whether the paper has been arranged by giving the thesis/generalization FIRST, followed by examples, OR by providing examples that lead to a conclusion, does the ending of the paper come logically and provide graceful closure or leave an impact on you, as a reader? Again, tell the author why or why not. As a reader, what general impression of this writing do you take away with you? Finally, has the author used Standard Conventions as well as possible to provide clear expression? Are all sentences complete, clear and purposeful?
At Home Plate, Swinging Away Again
If you take a look to the left side of the page, to the list of HELPFUL LINKS, you'll see additions that are specifically directed to the Example Essay. If you're having difficulty in writing, developing, or conceptualizing any aspect of the paper and neither I nor the Brief Bedford Reader was helpful, take a look at one of those links. Just as the cat may be skinned any number of ways, information may be presented in a variety of ways--and hopefully, you will have found one that you understand and that clarifies how simple the Example Essay is.
Once you have your ideas, your initial draft and once you let someone else (a friend or family member, perhaps) read and help you with your paper, you're ready to compose your final draft. If you feel insecure about your writing or use of the conventions of Standard English, you may also want to get a tutor from the ARC to proofread your paper. Essentially what you're doing, as you post your essay, is the Dress Rehearsal. It doesn't have to be "perfect" but it needs to be presentable. You need to make sure that the essay you post is one you're satisfied with, more or less. After all . . . your audience is waiting. What you may also find is that those people who read your blog last time may go back to see what you wrote THIS time. Remember: I'll be assigning you blogs to read, and in the next post providing the criteria, but YOU will be able to read any blogs you like and you'll be able to comment on them, as well. As always, it is both an empowering and frightening prospect.
So. Whether it's at home, in the library, sitting in your car or under a tree, go ahead and post your Example Essay--LABEL IT EXAMPLE ESSAY -- that way, no one will wonder whether it is or isn't what they need to be reading and critiquing.
FINAL drafts will be due next Thursday for those classes that meet Tuesday and Thursday. That shoud give you time to receive comments, make revisions and perfect your paper. I'm looking forward to some "good reads."
Once you have your ideas, your initial draft and once you let someone else (a friend or family member, perhaps) read and help you with your paper, you're ready to compose your final draft. If you feel insecure about your writing or use of the conventions of Standard English, you may also want to get a tutor from the ARC to proofread your paper. Essentially what you're doing, as you post your essay, is the Dress Rehearsal. It doesn't have to be "perfect" but it needs to be presentable. You need to make sure that the essay you post is one you're satisfied with, more or less. After all . . . your audience is waiting. What you may also find is that those people who read your blog last time may go back to see what you wrote THIS time. Remember: I'll be assigning you blogs to read, and in the next post providing the criteria, but YOU will be able to read any blogs you like and you'll be able to comment on them, as well. As always, it is both an empowering and frightening prospect.
So. Whether it's at home, in the library, sitting in your car or under a tree, go ahead and post your Example Essay--LABEL IT EXAMPLE ESSAY -- that way, no one will wonder whether it is or isn't what they need to be reading and critiquing.
FINAL drafts will be due next Thursday for those classes that meet Tuesday and Thursday. That shoud give you time to receive comments, make revisions and perfect your paper. I'm looking forward to some "good reads."
"No Man is An Island" ~ John Donne
No man is an island, entire of itself; every man is a piece of the continent, a part of the main. . . .Any man's death diminishes me, because I am involved in mankind . . . . ~ John Donne
This is my first post since last week. As you know, my Train of Thought occasionally takes scenic detours; this time, it simply ran out of electrical [mental] current and came to a screeching halt. I have been trying to maintain blogs for English 1101 and 1102, grade over 75 essays handed in last week, prepare for an Arts & Crafts fair in my little hamlet of a town, and, oh, yeah--be the chief cook and bottle-washer at my house. It's a pretty full agenda, just like everyone has. That Train and agenda came to an abrupt halt last week, when two of my closest friends called to tell me that members of their respective families were critically, terminally ill. As things go, one dear friend (whose mother-in-law is in Intense Care for an unknown infection) lost her brother-in-law, just one day after the other friend lost his father-in-law--both were victims of cancer. My Train paused for today, for the sake of our shared humanity. Now that it has resumed, you'll find additional information, concerning class on the very next post. My best regards. Take care. Be well. Live with awareness and appreciation.
This is my first post since last week. As you know, my Train of Thought occasionally takes scenic detours; this time, it simply ran out of electrical [mental] current and came to a screeching halt. I have been trying to maintain blogs for English 1101 and 1102, grade over 75 essays handed in last week, prepare for an Arts & Crafts fair in my little hamlet of a town, and, oh, yeah--be the chief cook and bottle-washer at my house. It's a pretty full agenda, just like everyone has. That Train and agenda came to an abrupt halt last week, when two of my closest friends called to tell me that members of their respective families were critically, terminally ill. As things go, one dear friend (whose mother-in-law is in Intense Care for an unknown infection) lost her brother-in-law, just one day after the other friend lost his father-in-law--both were victims of cancer. My Train paused for today, for the sake of our shared humanity. Now that it has resumed, you'll find additional information, concerning class on the very next post. My best regards. Take care. Be well. Live with awareness and appreciation.
Tuesday, September 15, 2009
*****ATTENTION***** You-HOO!!
Someone mentioned this morning that an observation/reflection which was posted received negative comments concerning comma use. The post, however, was not for an essay, but simply a means of personal expression. DO read and comment on posts made by the writers, but keep in mind that almost ALL posts are essentially rough drafts (INCLUDING MINE!). The purpose of blogs is to capture ideas, fleeting thoughts, and to use cyberspace and the blog to record them in words, available anytime, anywhere one has access to a computer & internet. In the fast-paced world we live in, just having the opportunity to retain important concepts quickly is needed. Blogs were not originally created to be used by English classes, after all. As I see it, blogs are a tremendous strategy that can be implemented to improve one's writing, but not everything that is posted requires editing commentary. For instance, it's perfectly fine to comment on a post with something as simple as: "Yeah, I know what you mean; I hate blogging for English, too." There is a huge difference between writers and editors. All of us are writers. I have a friend who is a copy editor for a magazine. She is not the writer who finds the inspiration for a topic, researches the information, tests the veracity of the facts, and finally writes the article. She is the one who reads the article, meticulously searching for errors, making corrections so that readers clearly grasp what the writer is saying and then she approves the piece for publication. There is a time and a place for writing and editing. EXCEPT WHEN ASKED TO DO SO, PLEASE DO NOT EDIT A BLOG POST. While grammar, mechanics, tense, sentence formation are all necessary to a polished final essay, blogs DO NOT have to be refined.
First Final Draft Due Today!!
Today's agenda and our next class is simple:
Today:
*** Hand in your final drafts, with all other drafts stapled beneath it
*** Take a couple of breaths and consider YOUR writing process that led you to your final draft.
Login to your blog and discuss the following questions in a new post before you leave today: What was the greatest challenge that you faced in the composition--was it: finding a topic? getting the computer to cooperate? adequate development? Whatever it was, explain the challenge in writing and what you did to handle it.
In another paragraph, explain how YOU reacted to reading other blogs. Did you enjoy it? What it more of a pain and aggravation? What did YOU gain in reading and , more importantly, commenting on the blogs you read? When you went back to YOUR own blog and to your essay that you posted, did the comments that were made give you reason to look at your essay more closely? Why -- or why not? Your honest responses will help make this a better learning experience next time. If you have any suggestions, please feel free to make them. I realize that not all essays were posted in a timely fashion, nor were all comments made conscientiously. Of those essays and comments that were attended to, what was your reaction?
For our next class:
Read pages 157-186 in the Brief Bedford Reader--this is the section on essays developed by example. Be sure to take a close look at the two essays on the homeless and the manner in which these are developed. We'll be discussing this chapter on Thursday and next Tuesday. Your next rough draft should be posted on your blog by next Thursday. You can create choose from topics at the bottom of page 187 -- or check with me, if you have another idea
Today:
*** Hand in your final drafts, with all other drafts stapled beneath it
*** Take a couple of breaths and consider YOUR writing process that led you to your final draft.
Login to your blog and discuss the following questions in a new post before you leave today: What was the greatest challenge that you faced in the composition--was it: finding a topic? getting the computer to cooperate? adequate development? Whatever it was, explain the challenge in writing and what you did to handle it.
In another paragraph, explain how YOU reacted to reading other blogs. Did you enjoy it? What it more of a pain and aggravation? What did YOU gain in reading and , more importantly, commenting on the blogs you read? When you went back to YOUR own blog and to your essay that you posted, did the comments that were made give you reason to look at your essay more closely? Why -- or why not? Your honest responses will help make this a better learning experience next time. If you have any suggestions, please feel free to make them. I realize that not all essays were posted in a timely fashion, nor were all comments made conscientiously. Of those essays and comments that were attended to, what was your reaction?
For our next class:
Read pages 157-186 in the Brief Bedford Reader--this is the section on essays developed by example. Be sure to take a close look at the two essays on the homeless and the manner in which these are developed. We'll be discussing this chapter on Thursday and next Tuesday. Your next rough draft should be posted on your blog by next Thursday. You can create choose from topics at the bottom of page 187 -- or check with me, if you have another idea
Thursday, September 10, 2009
IMPORTANT NOTICE
IF YOU WERE ABSENT ON SEPT. 10 OR DID NOT GIVE ME YOUR ROUGH DRAFT UNTIL SEPT. 10, YOU STILL HAVE A CHANCE TO PICK IT UP TO MAKE REVISIONS BEFORE THE DUE DATE, TUESDAY, SEPT. 15. GO TO THE HUMANITIES OFFICE AND ASK EITHER MS. GREEN OR MS. LECLAIR (EITHER OF THE SECRETARIES) TO RETRIEVE IT FOR YOU FROM MY MAILBOX.
ALL FINAL DRAFTS ARE DUE ON TUESDAY, SEPT. 15.
BE SURE TO BRING BOTH BOOKS TO CLASS THAT DAY AS WELL.
ALL FINAL DRAFTS ARE DUE ON TUESDAY, SEPT. 15.
BE SURE TO BRING BOTH BOOKS TO CLASS THAT DAY AS WELL.
Just For Fun . . . Really
Think of the exercise on punctuation as the academic English to visual illusions--the kind that show you two different pictures, depending how you see them.
For interesting visual illusions, you can check out the following:
http://images.google.com/imgres?imgurl=http://brainden.com/images/optical-illusions-seal-bear.gif&imgrefurl=http://brainden.com/optical-illusions.htm&usg=__DEyzfPSydwDgCIPsafosfIn7gUU=&h=255&w=312&sz=7&hl=en&start=2&tbnid=-TYrHxanuzF-vM:&tbnh=96&tbnw=117&prev=/images%3Fq%3Dvisual%2Billusions%26gbv%3D2%26hl%3Den
For interesting visual illusions, you can check out the following:
http://images.google.com/imgres?imgurl=http://brainden.com/images/optical-illusions-seal-bear.gif&imgrefurl=http://brainden.com/optical-illusions.htm&usg=__DEyzfPSydwDgCIPsafosfIn7gUU=&h=255&w=312&sz=7&hl=en&start=2&tbnid=-TYrHxanuzF-vM:&tbnh=96&tbnw=117&prev=/images%3Fq%3Dvisual%2Billusions%26gbv%3D2%26hl%3Den
MLA Format
Final drafts on your first essays are due Tuesday, Sept. 15. Keep in mind all of the comments that have come your way, whether from your blog comments or on your returned draft. Some people need to fully develop an essay, rather than a paragraph or a page; some need to create and maintain a more specific focus; many people need to look carefully at sentence formation and punctuation. We will focus on those two areas in the next few weeks. Almost everyone needs to make sure his/her paper is handed in correct MLA format.
The Modern Language Association created the format that, in English language arts, we simply refer to as MLA. It is detailed on page 300 in 6th edition of the St. Martin's Handbook. If you have a different edition--no problem, just look in your table of contents for the section on MLA FORMAT. The sample paper is on page 337 in St. Martin's. THERE IS NO TITLE PAGE, BUT THERE IS A SPECIFIC FORMAT IN WHICH THE PAPER MUST BE PRESENTED. Please refer to this as you begin your final draft!
Abbreviations:
WW = Wrong Word -- e.g., soar instead of sore
BW = Better Word -- not necessarily a "bigger" word, but one more exact than "a lot"
TR = Transition -- there may need to be a word or phrase for a smoother transition or "flow"
CS = Comma Splice!! :-/
The Modern Language Association created the format that, in English language arts, we simply refer to as MLA. It is detailed on page 300 in 6th edition of the St. Martin's Handbook. If you have a different edition--no problem, just look in your table of contents for the section on MLA FORMAT. The sample paper is on page 337 in St. Martin's. THERE IS NO TITLE PAGE, BUT THERE IS A SPECIFIC FORMAT IN WHICH THE PAPER MUST BE PRESENTED. Please refer to this as you begin your final draft!
Abbreviations:
WW = Wrong Word -- e.g., soar instead of sore
BW = Better Word -- not necessarily a "bigger" word, but one more exact than "a lot"
TR = Transition -- there may need to be a word or phrase for a smoother transition or "flow"
CS = Comma Splice!! :-/
PUNCTUATION AWARENESS DAY -- A period or comma may mean the difference between love and hate; read on!
Look at the following "Dear John" letter. By adding ONLY punctuation, convert this letter of rejection into a love letter:
DEAR JOHN:
I WANT A MAN WHO KNOWS WHAT LOVE IS ALL ABOUT YOU ARE GENEROUS KIND THOUGHTFUL PEOPLE WHO ARE NOT LIKE YOU ADMIT TO BEING USELESS AND INFERIOR YOU HAVE RUINED ME FOR OTHER MEN I YEARN FOR YOU I HAVE NO FEELINGS WHATSOEVER WHEN WE'RE APART I CAN BE FOREVER HAPPY WILL YOU LET ME BE YOURS
GLORIA
DEAR JOHN:
I WANT A MAN WHO KNOWS WHAT LOVE IS ALL ABOUT YOU ARE GENEROUS KIND THOUGHTFUL PEOPLE WHO ARE NOT LIKE YOU ADMIT TO BEING USELESS AND INFERIOR YOU HAVE RUINED ME FOR OTHER MEN I YEARN FOR YOU I HAVE NO FEELINGS WHATSOEVER WHEN WE'RE APART I CAN BE FOREVER HAPPY WILL YOU LET ME BE YOURS
GLORIA
Tuesday, September 8, 2009
Essays and Commentators!
WOW! Overall, I was very impressed with some of the first drafts and the comments that accompanied them. It's pretty obvious from both those of you who seem to understand and realize the importance of both. I was even happier to see that some of you decided to read and comment on other blogs, as well as those that were assigned. Writing becomes more real, more authentic, when we realize that other people whom we don't know, don't expect, "drop by" to read our words. (Even though I admit it is a bit "forced" in this classroom situation.)
Keep in mind that your blogging--both your writing and your commentating--contribute 20% to your grade. It is an active means of class participation, as much as responding or questioning orally. It gives "quiet" people an opportunity to voice their ideas as well as the more verbal among us.
There were three blogs I was unable to comment upon, so there are no comments (YET!) on those. I don't know what the problem is, but we'll try to figure that out. If you were not one of those three, you may still have no comments--that's because there are always slackers among us. To be fair, people often underestimate their ability to comment--or they forget--or they just don't do it for their own reasons. Again, remember: I am not asking you to do my job; I'm asking you to improve your writing, which involves reading a lot and writing a lot. How well you comment is almost as important as how well you write.
Finally, let me urge you to offer constructive advice as you comment. It's always good to hear compliments; we ALL need that and respond warmly and appreciatively to compliments. When you read an essay, I think it's a fine idea to begin with a positive reflection--then, if possible, follow it up with suggestions, advice, even editing if you're confident in your skill. The comments that offer advice are those that cause you to return to your paper, to improve your writing, and ultimately improve your grade.
(In an ideal world we would focus more on the betterment of writing--for now, we have to focus on that and the betterment of the grade. *sigh*)
Keep in mind that your blogging--both your writing and your commentating--contribute 20% to your grade. It is an active means of class participation, as much as responding or questioning orally. It gives "quiet" people an opportunity to voice their ideas as well as the more verbal among us.
There were three blogs I was unable to comment upon, so there are no comments (YET!) on those. I don't know what the problem is, but we'll try to figure that out. If you were not one of those three, you may still have no comments--that's because there are always slackers among us. To be fair, people often underestimate their ability to comment--or they forget--or they just don't do it for their own reasons. Again, remember: I am not asking you to do my job; I'm asking you to improve your writing, which involves reading a lot and writing a lot. How well you comment is almost as important as how well you write.
Finally, let me urge you to offer constructive advice as you comment. It's always good to hear compliments; we ALL need that and respond warmly and appreciatively to compliments. When you read an essay, I think it's a fine idea to begin with a positive reflection--then, if possible, follow it up with suggestions, advice, even editing if you're confident in your skill. The comments that offer advice are those that cause you to return to your paper, to improve your writing, and ultimately improve your grade.
(In an ideal world we would focus more on the betterment of writing--for now, we have to focus on that and the betterment of the grade. *sigh*)
Thursday, September 3, 2009
"The Time Has Come," the Walrus Said/Protocol for Peer Posting
In this case, the time has come to read rough drafts that have been posted AND to comment on those drafts/posts. In order to do that, it may put everyone a little more at ease to outline a protocol. Comments that are vague and innocuous don't really help to create better writers any more than mean, hurtful remarks. Nothing is gained from either. I refer you to the syllabus that suggests everyone use common sense and courtesy in all class activities; to that I would add that your commentary should be constructive, honest and professional.
If you are the FIRST READER of a draft:
Focus on PURPOSE in the essay.
Determine what the purpose or reason of the essay is. Determine what is being described. Is the purpose of the essay established in the first paragraph? Is the purpose
maintained throughout the paper? Are there any sentences or elements that detract from the essay's purpose.
Please write the author at least 3-5 sentences, telling him or her that you see the purpose of the paper to describe _________. Add to that what you identify as elements that continue to support the purpose or explain why an element may not contribute to the purpose.
If you are the SECOND READER of a draft:
Focus on the AUDIENCE to whom the paper is directed:
Does the author seem to be writing with a "real world" audience in mind? Does the author write with an awareness that his/her audience is broader than just one reader? To that end, does the author provide his/her audience with adequate information and explanation? Does the author avoid making assumptions concerning his/her audience? Finally, does the author write with the audience in mind?
Please write the author 3-5 sentences as part of the wider audience for his writing. Give him/her appropriate and adequate feedback. Explain to him/her whether you, as his/her audience, felt he or she communicated with you well -- and WHY.
If you are the THIRD READER of a draft:
Focus on CLARITY in the paper.
Is the writing clear or confusing? Do you understand every sentence in each paragraph? Has the author clarified/defined vague terms? Did you have any trouble following any logic in the paper? You need not know exactly what the NAME of a problem is, in order to recognize that there needs to be revision and point it out.
Please write the author 3-5 sentences explaining whether his or her paper is clear and logical. While you cannot tell him/her that his/her paper is completely vague, you may indicate that a sentence or two may need revision (and, obviously, indicate which sentence(s)).
There should be no harm in reading all the posts you like. People write with a purpose to an audience. This is designed to make you all more aware of that, and to contribute to each other's work in a POSITIVE manner. Scarey? Yep. Absolutely. Important to your development as a writer? Yep. Absolutely. To use a cliche: The turtle only gets ahead by sticking his neck out. It's going to be fine. Really.
If you are the FIRST READER of a draft:
Focus on PURPOSE in the essay.
Determine what the purpose or reason of the essay is. Determine what is being described. Is the purpose of the essay established in the first paragraph? Is the purpose
maintained throughout the paper? Are there any sentences or elements that detract from the essay's purpose.
Please write the author at least 3-5 sentences, telling him or her that you see the purpose of the paper to describe _________. Add to that what you identify as elements that continue to support the purpose or explain why an element may not contribute to the purpose.
If you are the SECOND READER of a draft:
Focus on the AUDIENCE to whom the paper is directed:
Does the author seem to be writing with a "real world" audience in mind? Does the author write with an awareness that his/her audience is broader than just one reader? To that end, does the author provide his/her audience with adequate information and explanation? Does the author avoid making assumptions concerning his/her audience? Finally, does the author write with the audience in mind?
Please write the author 3-5 sentences as part of the wider audience for his writing. Give him/her appropriate and adequate feedback. Explain to him/her whether you, as his/her audience, felt he or she communicated with you well -- and WHY.
If you are the THIRD READER of a draft:
Focus on CLARITY in the paper.
Is the writing clear or confusing? Do you understand every sentence in each paragraph? Has the author clarified/defined vague terms? Did you have any trouble following any logic in the paper? You need not know exactly what the NAME of a problem is, in order to recognize that there needs to be revision and point it out.
Please write the author 3-5 sentences explaining whether his or her paper is clear and logical. While you cannot tell him/her that his/her paper is completely vague, you may indicate that a sentence or two may need revision (and, obviously, indicate which sentence(s)).
There should be no harm in reading all the posts you like. People write with a purpose to an audience. This is designed to make you all more aware of that, and to contribute to each other's work in a POSITIVE manner. Scarey? Yep. Absolutely. Important to your development as a writer? Yep. Absolutely. To use a cliche: The turtle only gets ahead by sticking his neck out. It's going to be fine. Really.
Tuesday, September 1, 2009
"How Do I Know What I Think Until I See What I Say?"
Do check my blog when you're absent from class. I will be making a conscientious effort to re-cap the week, essays and assignments due, reminders, etc. This should be a benefit to us both. I am glad to answer questions in emails, but recounting "what we did in class" can be time consuming.
If you have not already started posting on your blog, please do so! Post at least two times a week. Don't wait for a formal topic from me. The idea of the blog is that it is a place you can record your own ideas, insights, thoughts INFORMALLY. You don't have to worry about whether the topic is "good" or not; it's what's on YOUR mind and what YOU are interested in. At best, it may help to see your own thoughts made visible. "How do I know what I think until I see what I say?" That's NOT an original quote, but it's a quote writing teachers live by. Thinking and writing are intricately connected; we consider a person who is educated, intelligent, articulate to be able to express himself/herself clearly and well in writing. What we forget is that writing well is NEVER easy for anyone.
Where do you start? How do you start? Does everyone have as much trouble finding a topic or writing an interesting first paragraph? Should you pick something close to your heart to write about, or do subjects that carry great emotion provide a greater challenge? Are your thoughts clear? Do you KNOW what you want to say and yet struggle to find the correct phrasing or the right word? There are endless complications that you face. There is only one solution: WRITE. Revision and editing will come later.
I'm going to add a Blogroll so you can see some of the other blogs that are being created, see how other people are using them, and perhaps discover greater possibilities.
FINAL FIRST DRAFT DUE ON THURSDAY -- on your blog, if no where else.
If you have not already started posting on your blog, please do so! Post at least two times a week. Don't wait for a formal topic from me. The idea of the blog is that it is a place you can record your own ideas, insights, thoughts INFORMALLY. You don't have to worry about whether the topic is "good" or not; it's what's on YOUR mind and what YOU are interested in. At best, it may help to see your own thoughts made visible. "How do I know what I think until I see what I say?" That's NOT an original quote, but it's a quote writing teachers live by. Thinking and writing are intricately connected; we consider a person who is educated, intelligent, articulate to be able to express himself/herself clearly and well in writing. What we forget is that writing well is NEVER easy for anyone.
Where do you start? How do you start? Does everyone have as much trouble finding a topic or writing an interesting first paragraph? Should you pick something close to your heart to write about, or do subjects that carry great emotion provide a greater challenge? Are your thoughts clear? Do you KNOW what you want to say and yet struggle to find the correct phrasing or the right word? There are endless complications that you face. There is only one solution: WRITE. Revision and editing will come later.
I'm going to add a Blogroll so you can see some of the other blogs that are being created, see how other people are using them, and perhaps discover greater possibilities.
FINAL FIRST DRAFT DUE ON THURSDAY -- on your blog, if no where else.
Subscribe to:
Posts (Atom)
