Major writing projects: Difference between revisions
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*Reflection Piece | *Reflection Piece | ||
Reflection must be at least 800 words | Reflection must be at least 800 words. It can also be multimodal, including video, images, symbols, or sound. In the Narrative 2.0 reflection, students should talk about the choices they made while remediating their story very clearly. Since this is the first of the four reflection pieces that students will write, the instructor should first provide them with guide questions to help them focus their reflection on how they made their remediated narrative appealing, the changes they made when adapting their narrative, and how their choices fit their audience. | ||
== '''Value Analysis''' == | == '''Value Analysis''' == | ||
This project explores the language and posting processes of a space. It should be currently active, small enough to get to know in the time frame, and user controlled to have a similar set of practices across the whole space. For example, students can’t choose Instagram because there are too many different groups that exist within the same space, but they could opt for a local Facebook group where interactions are more limited. | This project explores the language and posting processes of a space. It should be currently active, small enough to get to know in the time frame, and user-controlled to have a similar set of practices across the whole space. For example, students can’t choose Instagram because there are too many different groups that exist within the same space, but they could opt for a local Facebook group where interactions are more limited. | ||
<div class="mw-collapsible mw-collapsed" style="width:100%"> | <div class="mw-collapsible mw-collapsed" style="width:100%"> | ||
'''See details''' | '''See details''' | ||
<div class="mw-collapsible-content"> | <div class="mw-collapsible-content"> | ||
Students will observe that space, specifically looking for the language and genre conventions used. Then, they will analyze the content of the space to make an argument, using evidence from their observations to support a point about what constitutes a “good” post, image, response, comment, or other interaction within that space. | Students will observe that space, specifically looking for the language and genre conventions used. Then, they will analyze the content of the space to make an argument, using evidence from their observations to support a point about what constitutes a “good” post, image, response, comment, or other interaction within that space. | ||
This project will also ask your students to make claims, and one note about making claims is that it doesn’t have to cover every type of post in the space. Instead, it just has to be true and able to be proven with evidence from your observations. In fact, good claims won’t cover every post as that would be too obvious. | This project will also ask your students to make claims, and one note about making claims is that it doesn’t have to cover every type of post in the space. Instead, it just has to be true and able to be proven with evidence from your observations. In fact, good claims won’t cover every post, as that would be too obvious. | ||
</div> | </div> | ||
</div> | </div> | ||
=='''Resources'''== | |||
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===Week 1=== | ===Week 1=== | ||
Overview: Introduction to the Course/Syllabus; Course expectations: Discuss Myths about Writing; Introducing E-portfolio; WP0 | Overview: Introduction to the Course/Syllabus; Course expectations: Discuss Myths about Writing; Introducing E-portfolio; WP0 | ||
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*'''Key Source''' | *'''Key Source''' | ||
**Watch:[[10 Myths about Writing]] | **Watch:[[10 Myths about Writing]] | ||
Revision as of 09:28, 15 July 2025
WP1
Literacy Narrative
Summary
This project starts with students writing a short narrative which can either be about a personal experience, a memory they are fond of, or an anecdote that they love to tell family or friends. However, because this narrative is only part of a bigger project which will explore the impact of genre, audience, and media to writing, remind your students that they write something that they feel comfortable discussing and sharing to others. Next, students will adapt their narrative to a new medium or a different form of media.
Writing Project 1 Goals
This Writing Project emphasizes rhetorical awareness, reflection, and multimodal composition. For more, see:
Requirements
- Completion Draft
- Remediated Narrative
All drafts of the new narrative should include roughly the equivalent content to 800 words of text, but not all of the communication will be in words, however. Your students' narrative will likely include images, video, sounds, symbols, or other media. All projects must include at least one mode other than written text.
- Reflection Piece
Reflection must be at least 800 words. It can also be multimodal, including video, images, symbols, or sound. In the Narrative 2.0 reflection, students should talk about the choices they made while remediating their story very clearly. Since this is the first of the four reflection pieces that students will write, the instructor should first provide them with guide questions to help them focus their reflection on how they made their remediated narrative appealing, the changes they made when adapting their narrative, and how their choices fit their audience.
Value Analysis
This project explores the language and posting processes of a space. It should be currently active, small enough to get to know in the time frame, and user-controlled to have a similar set of practices across the whole space. For example, students can’t choose Instagram because there are too many different groups that exist within the same space, but they could opt for a local Facebook group where interactions are more limited.
See details
Students will observe that space, specifically looking for the language and genre conventions used. Then, they will analyze the content of the space to make an argument, using evidence from their observations to support a point about what constitutes a “good” post, image, response, comment, or other interaction within that space. This project will also ask your students to make claims, and one note about making claims is that it doesn’t have to cover every type of post in the space. Instead, it just has to be true and able to be proven with evidence from your observations. In fact, good claims won’t cover every post, as that would be too obvious.
Resources
Week 1
Overview: Introduction to the Course/Syllabus; Course expectations: Discuss Myths about Writing; Introducing E-portfolio; WP0
- Key Source
- Watch:10 Myths about Writing
This video introduces the purpose and value of reflection writing. It explains how reflecting on writing choices can promote long-term learning and intentional wiring practices.
- Alternative Source
If you’re looking for additional materials beyond the key sources, consider exploring these alternative texts and videos.
- Watch: Debunking Writing Myths
- Key Sources
- Watch: Why Reflection?
This video introduces the purpose and value of reflection in writing. It explains how reflecting on writing choices can promote long-term learning and more intentional writing practices.
This chapter includes: "Reading" to Understand and Respond, Social Media Trailblazer: Selena Gomez, Glance at Critical Response: Rhetoric and Critical Thinking, Annotated Student Sample: Social Media Post and Responses on Voter Suppression, Writing Process: Thinking Critically About a “Text”, Evaluation: Intention vs. Execution, Spotlight on … Academia, Portfolio: Tracing Writing Development
- Alternative Sources
If you’re looking for additional materials beyond the key sources, consider exploring these alternative texts and videos.
- Suggested Materials on Prewriting
Some videos and texts could be more suitable for your class depending on your needs.
Week 2
Overview: Introducing the First Writing Project; Introduce Remediation and the Process; Analyze a Model Narrative; Introducing Genre.
- Key Source
- Read: On Genre
This article emphasizes that genres are socially shaped responses to recurring situations. It provides them with the vocabulary to discuss genre purposefully in their reflections.
- Alternative Sources
If you want to teach rhetorical strategies separately in your class, here are some materials that you can use.
- Key Source
- Read: Remediation
This reading outlines both challenges and opportunities of multimodal composition. It helps students understand that they make new rhetorical choices based on medium, audience, and purpose.
Week 3
Overview: Remediation, Proposal, Writing Project Draft, Reflection Practices, Completion Draft Due Date.
- Key Resources
This short video introduces students to the connection between reflection and transfer.
Week 4
Overview: Introducing Reflection Rubrics; Practice on effective Peer Revision; Practice Peer Revision on Students’ Projects
- Suggested Material on Peer Revision
Some videos and texts might be useful for your class depending on your needs.