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WRDS 1104, SLO4/B4: Using citation practices, SLO1/B3: Meeting the…
WRDS 1104
SLO4/B4:
Using citation practices
SLO1/B3:
Meeting the readers expectation through adaptivity
SLO4/B1:
Composing work that demonstrates the understanding of genre and audiance
being aware of different discourse communities (audience groups) is really important when it comes to being able to please your target audience. I don't think writers pick up on this idea when writing and that plats a part in habituated practices.
SLO2/B3:
Using unfamiliar creation methods to complete assignments/activities
SLO2/B2:
Finding new ways to complete tasks for different occasions
SLO3/B3:
Engaging in multiple sources to analyze information and texts
Permission to Fail #Inquiry #Summary #Interpretation #Reflection
Permission to Fail Peer Response #Reflection #Feedback #Revision
SLO1/B2:
Thinking about how different words affect writing before decided what to write.
Responding to Scenarios #Applying Knowledge
Giving Feedback #Applying Knowledge
If you really think about it, these are connected in more way than we realize. Not only is it important to know that failure is not the correct word when it comes to a setback in writing. It is also important to ay attention to the affect the words use choose to use have on new writers. I always known that words you choose are important when talking about myths (ex. the words fact and opinion) but I didn't see big the connection was.
Debunking Myth #Applying Knowledge
Reflecting On Failure #Applying Knowledge
SLO1/B1:
Engaging with and summarizing text
SLO2/B1:
Applying learned knowledge to new assignments
SLO2/B4:
Engaging with feedback from instructor and peers: giving feedback to peers
SLO5/B3:
Needing past work to complete new assignments
SLO5/B2:
Applying learned vocabulary during assignments
SLO5/B1:
Reflecting on things done in the course
Where I Started #Inquiry #Summary #Interpretation #Reflection
Process & Revision #Inquiry #Summary #Interpretation #Reflection
Identity & Ideology #Inquiry #Summary #Interpretation #Reflection
Writing As Situated #Inquiry #Summary #Interpretation #Reflection
Writing As Situated Peer Response #Reflection #Feedback #Revision
An Inquiry into Class Inquiry
SLO2/B4:
Engaging with feedback from instructor and peers: giving feedback to peer
Genre As Activity #Inquiry #Summary #Interpretation #Reflection
Genre as Activity Peer Response #Reflection #Feedback #Revision
Instead of just writing an essay how you normally would, in this class we would take in information and apply it to out writing habits every assignment to better ourselves over the course of the semester. In grade school this isn't the focus for writing. So, it's surprising to see that there's an actual plan for bettering your writing skills.
SLO3/B1:
Using different online and print-based resources to complete work
SLO5/4:
Reflecting in ways that develop ideas about writing
SLO3/B2:
Thinking critically about writing
SLO4/B3:
Creating work using different genres; using visuals or graphic design for assignments
SLO4/B2:
Paying attention to the connections between audience groups and genres
Peer Review Resource
It took me a while to realize these two learning objectives corresponded. When engaging in a lot of material to analyze texts, you can apply the information you learn into your future assignments. Being able to apply tone, style, organization, etc. is being able to learn something new and apply it in life.
I did not consider this assignment a way to break away from habituated practices. While going through the list I couldn't think of many assignments that required a new style of writing. But I did think about how different and kind of uncomfortable it felt putting having to record myself for a video. I am a little more comfortable with being infant of a camera reading now that I've done the assignment which is the goal.
SLO1/B4:
Adapting to unfamiliar genres to meet the standards of the assignment
Understanding Genre #Applying Knowledge