ENGL 102

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PAST MODULE 3

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ENGL 102

Goal 3: Reflection and Revision To be able to understand that writing is not a single paper type deal. To understand that there are many interchangeable steps to writing a good draft. As well as understanding that one must reflect on their piece otherwise the meaning/theme of the paper is lost.

3F: To be able to reflect on the entire process of writing done throughout a project/ Done through a reflection that encompasses everything that we have learned throughout the project at hand as well as having what we did and how we improved.

Evidence: Project 2 Reflection This aspect of Project 2 had us reflecting on the entire process. This allowed us to further learn more about ourselves as a writer. It also allowed us to understand how we have improved as writers throughout the course of the project.

PG: To be able to analyze the most effective portions of an argument during the revisionary period.

Evidence: Project 4 Cover Letter During this project we had to reflect on all of the assignments that we had done over the course of the semester. This means that we had to analyze not only how we improved but also effective everything was. This allowed us to be able to  analyze how effective our arguments were as well as determine what aspects worked and what did not.

3D. identify the collaborative and social aspects of writing process.

Evidence: Project 1 Interview Report This aspect of Project 1 had students interviewing someone that is in their major that has published something. This aspect helped me understand that writing is not a "one man job", but rather the work of multiple people and sources collaborating to create a single piece.

3A. adapt composing and revision processes for a variety of technologies and modalities.

Evidence: Project 2 Peer Review This aspect of Project 2 had us reviewing each other's work and providing feedback. This helped us understand how to adapt revisions into future drafts.

Goal 1: Rhetorical Awareness: Become able to analyze the purpose as well as the elements surrounding the purpose to develop stronger reading and writing skills.

PG: To become more rhetorically aware across all writing genres.

Evidence: Project 1 FD This project had us rhetorically analyze multiple works across multiple works. While all of them dealt with a similar subject, they were not the same in their genre and their audience. We had to analyze these pieces which helped us become more rhetorically aware across separate genres.

1E. respond to a variety of writing contexts calling for purposeful shifts in structure, medium, design, level of formality, tone, and/or voice.

Evidence: Project 1 FD This project had me comparing and contrasting several articles that were all concerned with a similar subject manner, yet they varied from a professional scholarly article to a popular source. Analyzing these involved analyzing a shift in tone and structure.

1B. analyze the ways a text’s purposes, audiences, and contexts influence rhetorical options.

Evidence: Project 1 FD This project was meant to bolster my skills in rhetorical analysis by having me analyze multiple separate articles. It had me looking at the SLR and DOCS when it came to these multiple pieces and analyze them while comparing and contrasting them.

Goal 4: Conventions To be able to write a proper paper keeping in mind the multiple conventions of writing. Also understanding more concrete aspects of writing like citations, structure, and design.

PG: To be able to properly cite any source that using proper MLA format.

Evidence: Project 1 FD This project required that we mainly cite in MLA format. Through this project I learned how to properly cite in MLA format.

4D. demonstrate familiarity with the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions.

Evidence: Project 2 LD 3 This project was mainly about the conventions of citations and understanding the different styles of citations This project helped me understand how citation styles differ from one another and how they vary from areas of expertise.

4C. identify and effectively use variations in genre conventions, including formats and/or design feature.

Evidence: Reading Journal 3 This specific journal had us analyzing how different writing styles had different variations in genre and conventions.

4B. reflect on why genre conventions for structure, paragraphing, tone, and mechanics vary.

Evidence: Reading Journal 3 This journal helped me understand that writing styles differentiate among different conventions. Thanks to this I understand how different genres of writing differ from one another.

Goal 2: Critical Thinking and Composing To be able to read and write pieces across different communities that encourage you to think more critically, research a problem or topic thoroughly, and participate in a conversation about said topic.

PG: To be able to construct an argument with using only the most critical and pertinent evidence.

Evidence: Project 3 FD The project was meant to have us create an argument with the intention of persuading an audience. To this end we had to use the most critical of evidence as well as evidence that were against our own point of view.

2F. compose persuasive researched arguments for various audiences and purposes, and in multiple modalities.

Evidence: Project 3 FD The project was meant to have us create an argument with the intention of persuading an audience.

2D. synthesize research findings in development of an argument.

Evidence: Project 3 FD This project was meant to have students develop an argument for/against a certain topic. This helps us understand an argument needs to have research backing it.

2B. evaluate the quality, appropriateness, and credibility of source

Evidence: Project 3 FD This project was meant to teach us how to argue. In order to construct an argument we need to have credible sources to back up our claims.

2A. employ a variety of research methods, including primary and/or secondary research, for purposes of inquiry.

Evidence: Project 2 LD 3 This project was an annotated bibliography that required us to research a topic of our choice in depth. This project helped me to understand the value of research and the difference between different sources of varying quality.