Author(s): MELO 3D Project Team, 2011 License: This work is licensed under the Creative Commons Attribution-ShareAlike 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/. We have reviewed this material in accordance with U.S. Copyright Law and have tried to maximize your ability to use, share, and adapt it. The citation key on the following slide provides information about how you may share and adapt this material. Copyright holders of content included in this material should contact [email protected]with any questions, corrections, or clarification regarding the use of content. For more information about how to cite these materials visit http://open.umich.edu/privacy-and-terms-use. Any medical information in this material is intended to inform and educate and is not a tool for self-diagnosis or a replacement for medical evaluation, advice, diagnosis or treatment by a healthcare professional. Please speak to your physician if you have questions about your medical condition. Viewer discretion is advised: Some medical content is graphic and may not be suitable for all viewers.
Transcript
Author(s): MELO 3D Project Team, 2011
License: This work is licensed under the Creative Commons Attribution-ShareAlike 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/.
We have reviewed this material in accordance with U.S. Copyright Law and have tried to maximize your ability to use, share, and adapt it. The citation key on the following slide provides information about how you may share and adapt this material.
Copyright holders of content included in this material should contact [email protected] with any questions, corrections, or clarification regarding the use of content.
For more information about how to cite these materials visit http://open.umich.edu/privacy-and-terms-use.
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Viewer discretion is advised: Some medical content is graphic and may not be suitable for all viewers.
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LOs for Writing 100Prepared by Christine Modey & Elizabeth Rodrigues30 June 2011
Writing 100: Transition to College Writing• “The overarching goal of Writing 100 is to help students
become more prepared and confident academic writers as they develop an e-portfolio that fosters self-reflection and demonstrates progress in writing.”
• Specific course goals include: developing an effective writing process, practicing thesis statement development, and annotating texts to identify arguments, sub-arguments, and organizational strategy.
Source: “Course Goals and Objectives” http://www.lsa.umich.edu/sweetland/coursesminor/courses/writing100/coursegoalsandobjectives
Muddiest points• Writing process: discovering, recording, and organizing one’s
thoughts about a topic• LO: CUNY Write Site Assignment Key Words: Compare & Contrast
• Creating a thesis: coming up with a thesis statement that contains an arguable point• LO: Thesis Builder (by Tom March)
• Critical reading: annotating texts: reading to uncover rhetorical strategies and patterns• Potential LO: Rhetorical analysis of MLK, Jr.’s Letter from
Birmingham Jail
Writing Process: CUNY Write Site’s Compare & Contrast LO
Source: CUNY Write Sitehttp://writesite.cuny.edu/
Preparation• Introduces students to
basic patterns of organization
• Gives the students an example.
• Clicking generates a correct answer and a rationale for that answer, prompting students to compare their own answer & thought process.
Source: CUNY Write Sitehttp://writesite.cuny.edu/
Application• Walks students
through the process of using the organization concepts previously discussed to structure their own essay.
• Generates an outline that can be printed out.
Source: CUNY Write Sitehttp://writesite.cuny.edu/
Wrapping the C & C LO• Students would need to be given specific directions about
what part of this site full of LOs to complete.• This LO would work best when used as part of scaffolding for a
larger assignment and used as a pre-writing exercise after the assignment has been given in class.
• Instructors might want to give students the option of completing this task in an alternate form—e.g. written longhand or typed on their own document. Not all students will want to fill out forms.
Thesis creation: Thesis Builder• Jumps directly to
application: a form-driven exercise in putting together small chunks of thought to form a larger argument.
Source: Thesis Builder, Tom Marchhttp://ozline.com/electraguide/thesis.php
The thesis Thesis Builder built…
Source: Thesis Builder, Tom Marchhttp://ozline.com/electraguide/thesis.php
Wrapping Thesis Builder • Contextualize the product: not a highly sophisticated
argument, but a working model.• Explain a couple of different potential uses: example or
starting point.• Link to an assignment: what is a persuasive essay? What are
the goals of the persuasive essay in this course?• Compare to other types of thesis statements to make it clear
that this is not a one-size-fits-all solution to writing papers: how does a thesis for a persuasive essay differ from that of an essay with a different rhetorical goal?
Critical Reading: Summary LO
One concern: not MERLOT LO, restricted license
• Introduces key points of good summarizing
• Gives specific tips, such as target length
Source: Summary Writing, David Wehmeyerhttp://www.wisc-online.com/objects/ViewObject.aspx?ID=TRG2603
Application• Demos weak
and strong summaries with rationale
• Next step is 3 forms prompting students to summarize 3 texts
• No direct feedback, but strong/weak comparison prompts reflection
Source: Summary Writing, David Wehmeyerhttp://www.wisc-online.com/objects/ViewObject.aspx?ID=TRG2603
Wrapping the Summary LO• Might make most sense as an extra practice option for
students who are struggling, as it is pitched at a basic level. It might not provide enough intellectual challenge to build a full lesson around, but it could help some students get more out of a more in-depth lesson on summary and paraphrase.
• Was written for a technical writing class, so some of the intro slides mention technical writing specifically. Would need to be re-contextualized for SWC 100.
Rhetorical Analysis: An LO waiting to happen
• MERLOT resource that currently has a static presentation but that could be turned into an LO
• This could be used as a basis for evaluating students’ ID of strategies in a different online format
Source: Martin Luther King’s Letter from Birmingham Jail—A Rhetorical Analysis, Michael O’Connerhttp://www.merlot.org/merlot/viewMaterial.htm?id=79662
Conclusions• For the purposes of this presentation, we used existing LOs,
but we still have concerns about the adequacy of existing LOs to meet the needs of U of M writing students.
• These LOs need extensive wrapping to be incorporated into SWC 100.
• They might best be thought of as reinforcers or extra practice for students who desire the structure of an online, form-driven exercise. Teaching complex and individualized processes like coming up with ideas should leave space for students to do equivalent exercises in other formats.
