Hey all,
Monday during
class time I want you to work from home. Wednesday will be an in-class
day, Friday could be either--I'll let you know Wednesday. ( I will also be
getting your videos Monday, so I should have them accessible to you by Tuesday)
During class time on
Monday (4-21), I want you to be at your computers, doing the work I describe below.
If you don't have a laptop, or if you prefer, you may work in our classroom. It
is still ours, I just won't be able to be there.
1. Find yourself in
the groups below, note which assignment I'm asking you to work on (If one is
not specified, it's because you didn't post on the "Conferences with
Me" blog post so I don't know what you're doing. Prior to Monday, figure
it out and comment on that blog post.)
2. At the beginning of
class time,
A. Look back at what you wrote on
our conferencing post about why you
want to use that assignment.
B. Expand on it a little, and put that
in an email to the other person in your group.
C. Attach the assignment I've
listed here to the email to your partner
D. Send it to them. Your work
with your own piece is done for this class period and you will now turn to work
on the email you have received from the person in your group.
This should take 10 or 15 minutes, tops.
3. During class
time,
A. Thoughtfully
read through your group-member's email and assignment. You might need to read
through it more than once or twice.
B. Ask yourself what questions the author
might need to ask themselves in order to accomplish their own goals for
this assignment. What questions come to mind when you read their piece? Do
their answers bring up questions they could address? What areas seem skimmed
over that they could go deeper on? How might they go deeper into that specific area?
C. List these
questions in a return email to your group member. Elaborate on the questions,
explaining your why's and what in/about their writing prompted your questions.
Please list questions for your group member. Don't tell them how to revise, but
let them know, as one reader, what kinds of questions their piece and intent to
revise it brings up for you.
D. Option:
An easy way to comment on a paper can be found HERE. Just be sure you save your partner's paper with a new title
before you start to comment on it, and send them back that copy so their
original file won't get overwritten.
4. Before class time is over, send your
partner's piece, along with their comments, back to your partner. CC me in the
email. (If you haven't CC'd before, Google it!)
5. In the event that you don’t get an email
from someone within the first 15-20 minutes of class, use class time to work on
your own piece of writing, utilizing the prompt to develop your work. At the
end of class time, just email me your own work that you have asked/answered
questions on, since you don’t have your partner’s assignment and your feedback
to email me.
This is going to take all of you working
together to make this work. If one person doesn’t show, your partner loses out.
Team time!
Team # Assignment
to work on
Team 1:
Amanda and Blake Textual Rhetorical Analysis
Team 2:
Tanner and Ashley Visual Rhetorical Analysis
Team 3:
Adam and Michael Textual Rhetorical Analysis
Team 4:
Wyatt Textual Rhetorical
Analysis
Matt Summary
Team 5:
John L. and Sam Visual Rhetorical Analysis
Team 6:
Kaitlin and John A. Visual Rhetorical Analysis
Team 7:
Josh Textual Rhetorical Analysis
David Visual Rhetorical Analysis
Team 8:
Sophie and Kayla Textual Rhetorical
Analysis
Team 9:
Zach and Jacob Pick
the assignment you’ve chosen that you are the least
Sure
of how to improve
Team 10:
Joe and Ryan Pick the assignment you’ve chosen that
you are the least
Sure
of how to improve
(The last two teams I don’t have portfolio
information on. If you are including either of the rhetorical analysis in your
portfolio, work on those, please. If your name is not on this list it's because you have an excused absence from this class day based on another scholarly activity with a conflicting schedule.)
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