Week 2

1.   Peer Review Groups:

To help you get to know others and their writing, I’ve created peer review groups. These peer review groups will be used this week and next, then I’ll rearrange group members. Eventually, you will work with everyone in the class. One purpose for this group work and switching around is to prepare you to pick teammates for the Thinking About Reading and Writing project coming up later in the semester. To find your group click on the above link, find your section, then your name.

2.   Peer Review: Read your peers’ Log #1 in CIDocs and leave comments for each of the peers in your group:
  • Go to the log folder and click on your peer’s log. Everyone in the class has access to everyone’s documents.
  • Leave comments by using what is called the 2 stars and one wish approach. Stars are positive – leave 2 positive comments; a wish is an improvement you would like to see – leave 1 improvement comment.
3.   Read your peers’ Log #2 in CIDocs and leave comments for each of the peers in your group:
  • Does your peer’s response indicate a basic understanding of how purpose, audience, persona, and argument play a role in the project?
  • Is there anything that your peer has missed or left out when discussing directive verbs, outside sources and formatting and style guidelines?
  • What do you think about the ideas your peer has put forth to research? Do they seem to fit the assignment? Are some more effective than others? Which one(s) appeal to you most?
4.   Log #3: Audience and writing
  • Google the phrase audience and writing. You will retrieve a number of online articles.
  • Choose at least 3 of the articles to read and write about.
  • Begin by listing the name of the article’s writer(s), the name of the article, and by providing a link to the article (you may paste the URL or create a hypertext).
  • Write a two-page (minimum), double-spaced personal essay where you discuss your experiences in addressing audience(s) in your writing and the different types of audiences you have written for thus far in your higher education career. In your essay, refer to all 3 articles that you selected.
  • Use standard essay formatting, such as paragraphing, capitalization of “I,” complete sentences, and correct spelling.
  • Tie the essay together with a main idea (thesis, a point, whatever you want to call it) which may require you to write and revise the essay.

Please put a page break (see Google Doc Insert drop down menu) between log entries. 

5.   Log #4You Ought to Know web page project reading and analysis
  • What is the purpose of the You Ought to Know web page project from the professor’s point of view? What is the purpose of the project from your point of view?
  • Who is the audience for the project? Is there more than one audience for this project? Identify and describe them. In what ways are these audiences familiar and unfamiliar to you?
  • How should you present yourself in the project? Describe the persona that you should adopt when writing the project. How is this persona different from the one you present in the Making a Difference project?
  • What will be the argument for this project? What will you try to convey to your audiences?
  • What qualifies as an effective outside source for this project? Where might you locate these outside sources? What sections in the project will need outside sources the most?
  • Generate a preliminary list of lessons (at least 3 lessons) you might have an interest in working with for this project and write a short paragraph for each. In your paragraph say what previous class did the lesson come from and why you are interested in presenting this lesson to students.

All work is due Friday at 9 AM Pacific Daylight Time.

CSUCI

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