As always, write with questions.
Stev
The only assignment I see you've left out is the one working with Google Docs this week and those associated with introducing yourself and forming groups.
Unless I correct you below, assume your understanding of an assignment jives with my own.
Keep asking the excellent questions. With your permission, I would like to share your synopsis and my responses with the entire class. It is a helpful summary.
Weekly Rhetorical Analysis (Correct)
- Due Sun @ midnight
- Write 2 rhetorical analysis using magic questions or explore one question in depth using 250-500 words
- Send to entire class (Later these will be shared with only your group using Google Docs.)
Extra Credit for Weekly Assignments - Write about the election (This is ongoing for the semester. In addition to writing about the election and its rhetoric on the class list, you are to discuss the election and its rhetoric with other students, again--for right now--via the list. One tactic is to use some or all of your weekly rhetorical analysis and focus them on the election.)
Critique Others' Weekly Rhetorical (Read each of the rhetorical analysis and offer feedback. Double check the assignment on the blog. In some classes--depending on the other writing and feedback load--I suggest responding to each rhetorical analysis. This would have you doing six per week rather than to one per student.)
- Due Wed @ midnight
- Read one rhetorical analysis from each group member (since we have 4 people in our group, this means that I should read 3)
- Note what they did well
- Make 2 suggestions on improvements
- Send to entire class
Error List for MLK -- (Keeping the error list is an ongoing assignment begun with the King feedback. As you gain feedback from other assignments--like the weekly rhetorical analysis-- you'll be updating the list and using it as an index for issues on which you can focus to improve your writing. I haven't had you update the error list as of yet, but the work is coming.)
- Is the error list only for MLK or is it a repository for all of the feedback we receive? If it's not then would you point out in the blog where you state that his is for all writings? This will help me discover how I'm overlooking details of the assignments.
- Send to entire class ALONG with our (King Analysis) revisions based on the error list
King Draft Revision (Correct. At least one group decided to share feedback with the entire group, not just send it to the author. This is fine, but it is not required. In fact, the tactic gives everyone the chance to see feedback and learn from it; but, some students may not yet be comfortable with sharing such specific and detailed criticism. Yes, I did want a compilation email of the criticisms you gave to the members of your group. The only way to complete this entire assignment prior to 5 October is to coordinate with your group to complete portions of it during the week.)
- Revise draft based on feedback and error list
- Send revision to group only (not entire class)
- Critique each group member's newly revised draft (for my group that means that I provide feedback on 3 draft - revisions)
- Provide feedback on 2 paragraphs and how they can be improved
- Due BEFORE Sun, Oct 5th (coordinate with members)
- Send feedback to the author, not the group, not the class
- Send YOU the criticisms that I gave to each group member
- Sign my name to the email
- State ENG 112 in the email
The Ben Franklin reading assignment was nothing more than a reading assignment, correct? We had an option to use this in our weekly rhetorical. Is this correct? (Correct. My understand of New Federal Law requires colleges which receive federal funding to develop course work relating to the Constitution. The Franklin assignment was a way to show the class even the Constitution and Declaration of Independence went through a long revision process.)
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