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Draft 2.2 Writing Reviews. Final Class. Final Writing Review. *Before writing this piece, you will need to take a post-semester diagnostic and record your score .
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Draft 2.2Writing Reviews Final Class
Final Writing Review • *Before writing this piece, you will need to take a post-semester diagnostic and record your score. • The 1302 diagnostic has 75 questions and should take 90-120 minutes to complete. Allot a sufficient amount of time to take this in one sitting. • USE THESE NOTES ON TECHNOLOGY!!!
Trends on the 2.1s: • Thesis Statements: Thesis statements should clearly state a position on an argument and should be accompanied by reasons. Do not use a rhetorical question in the introduction, especially for the thesis statement. • Body Paragraphs should not resemble those of a literature review- arguments have a different purpose. There is no need for synthesis in an argument. • Use all three appeals! • Counterarguments: (should exist) • Should address the most salient points of the opposition • Should be supported by a source • Should not be lengthy or overly convincing! • Organization • logical presentation of ideas • topic sentences • transitions • do not use headers (the organization of an argument should not mirror that of a literature review)
Draft 2.2/Final Argument • Draft 2.2: Researched Argument • Objective: To expand and revise your argument. • Purpose: A few weeks ago, you composed an initial draft of your argument. This assignment enables you to revisit your argument and apply suggestions from your instructors and peers, as well as what you have learned about the language of argument. • Description: To complete this assignment, you will expand and revise the first draft of your argument, draft 1.1. Also, if you need additional sources, you may use the TTU library and its databases to locate 1 – 4 others, as needed. • Your revisions may include any or all of the following: • Strengthening, narrowing, or expanding your claim • Adding additional data to support your claim • Strengthening your explanation of the theoretical framework of your argument. • Using more precise language to help persuade your reader of your argument’s validity • The length of your argument should be 1500-2000 words, not including the Works Cited list. Please use MLA format for in-text citations and your list of works cited.
IMPORTANT NOTES! • To access the diagnostic, login to Raider Writer and click on the link, “Take Your Fall End-of-Semester Diagnostic” • Then take the diagnostic. • To view results, log back in to Raider Writer. You will then see a link “See Your Diagnostic Results,” which you should click on to see your diagnostic results. • TRY to take the diagnostic in one sitting. If you have to log off, you may be able to access the diagnostic from the SAME computer and SAME browser.
IMPORTANT! • 1. Google Chrome is nota recommended browser • 2. Students should NOT use the browser back and forward buttons to navigate through the diagnostic; use only the navigation tools provided within the diagnostic. • 3. If students need to stop and resume the diagnostic at a later time, they should NOT leave the browser window open. Close out and resume via logging in through Raider Writer.
Final Writing Review: • Writing Review • Objective: To review the work you have completed in the course and to reflect on what you have learned from it. • Purpose: Your final assignment asks that you reflect back on what you have accomplished this semester. • Description: To complete this assignment, first take the post-diagnostic exam. Then, look back on your writing from this semester, as well as any in-class writings and/or notes you’ve taken. Review your scores on the two Grammar Diagnostics you have taken this semester and all work you have completed at Exercise Central. Then, write a 400-600 word reflection describing what you have learned about writing arguments and what you understand about doing so that wasn’t clear to you when you started this class.
Final Writing Review • Be sure to discuss the following in your review: • What was your post-diagnostic score? How does it compare to the pre-diagnostic exam that you took? Discuss any areas where you feel you have grown as a writer? Where do you still need to practice most? • What have you learned in this course about writing in general and writing arguments specifically? • What have you learned about finding, evaluating, and incorporating sources? What kinds of challenges did working with sources pose for you? • How has the writing you’ve done in 1302 transferred to the writing you have been asked to do in other courses this semester? • Remember that you should write your reflection in the first-person, but it should still be structured as a mini-essay, with an introduction, body, and conclusion. You also need to provide specific examples from your own writing. In addition, it should be written in a professional tone.
What a Writing Review is NOT: • It isn’t a summary of the semester. • Nor is it a catalogue, assignment by assignment, of what you did. • It’s not a discussion of what you did or didn’t like about the course, the instructors, or the grading. • You will receive an automatic F for inflammatory and/rude writing- it is unprofessional and has no place in academic writing.
WARNING!!!: • Because you are turning the Writing Review in so close to the end of the semester you will not be able to turn it in late. • Please get this in on time! • DUE DATE: Monday, December 12
What is a Writing Review?: • A writing review is a critical analysis of your learning through the semester. • That means that it has a beginning, middle, and end. It discusses where you as a student began when you entered the course. • After reviewing your performance over the semester, answer these questions on a separate sheet of paper: • What are 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 are most representative of your best work? The worst work? And *why*, in either case? How do youknow 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? And, perhaps most significant to your learning, what new goals surfaced during the semester—goals that aren’t easily met in a course of 16 weeks. • What do you have to work on in your writing over the next few years of college? • To fully consider these questions, students need to look at their entire body of work—the diagnostics, their class notes and activities, every writing assignment, their textbook, their e-handbook, conferences with you, feedback and grades. • After answering the questions, look at your answers and begin to form your thesis statement.
A Successful Writing Review Will: Include a brief 2 – 3 sentence discussion of the pre and post-semester diagnostics. Have a guiding thesis statement which acts as a guide for the rest of the reflection. Be organized into body paragraphs (at least three to four) that are developed around topic sentences. Include examples from your own work that show how you have improved. Analyze each example. Include some discussion of how this course has or will transfer to your other courses, either this semester, or in future semesters. Range from 400 – 600 words.
Writing Review Rubric • C1—Issue Identification and Focus: Does the student thoroughly explore and reflect on what he or she has learned about academic writing? • C2—Context and Assumptions: Does the student consider his or her writing experiences prior to this course to contextualize the knowledge that has been attained? • C3—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. • C5—Own Perspective: Does the student show authority in relaying his or her perspective about the learning experiences? • C6—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? • C7—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?
Free Write: • Take 10 minutes to free write about what you have learned or figured out in this class. • Consider the skills you learned this semester • What are you capable of now, as a writer, that you were not capable of at the beginning of the semester? • Think about the classes you are enrolled in for next semester. • How will you use these new skills in those classes?
In Small Groups: • Think about all of the aspects of the course we discussed in class today and tease out three possible thesis statements for your reflection. • Tell your group what you wrote and then how you might approach the Writing Review. • We’ll end by discussing these as a class.
Final Announcements: • Final 2.2 Draft due Saturday, December 10 • Writing Review due Monday, December 12 • Class Participation grades will be posted to Raider Writer by Monday, December 12. My assessment of your classroom performance (20%) will be included in this final grade. • Final grades will be on Raider Writer by December 17, 2011.
