Research & Review Review the two short articles on the pros and cons of revision and peer review listed in Required Resources. As you read, think about your own experience writing and revising essays in this course

ENGL147N-60265 Discussions Week 8 Discussion: Reflection!

This is a graded discussion: 25 points possible

due Sep 1 at 1:59am

Week 8 Discussion: Reflection 2 2

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Required Resources Read/review the following resources for this activity:

Lesson Minimum of 2 scholarly sources – the following articles:

Link (library article): Are We Teaching Composition All Wrong? Link (library article): No, We’re Not Teaching Composition ‘All Wrong’

Apply the following writing resources to your posts:

Link (multimedia presentation): Citing References in Text Link (website): APA Citation and Writing

Part 1: Research & Review Review the two short articles on the pros and cons of revision and peer review listed in Required Resources. As you read, think about your own experience writing and revising essays in this course (and other courses).

Part 2: Application For the initial post, address the following:

How did you go about selecting topics for the position papers? Reflect upon the research skills you have developed throughout this class. What key takeaways have you learned regarding research strategies? Compare your experiences with revision and feedback to those detailed in the Stewart (2016) and Teller (2016) articles. Which stance do you lean towards and why? Did you incorporate changes into your final essay based on your peers’ feedback? If so, please describe the types of changes you made and why you made them. If you did not incorporate changes, please explain why.

Cite your sources in APA format.

Follow-Up Post Instructions Respond to at least two peers or one peer and the instructor. Do you agree or disagree with your peer’s stance on feedback and revision? Was your experience different or similar? How so? What advice might you give your fellow peers to establish more meaningful feedback?

Note: If you see that someone has already received feedback from two peers, please choose to help a peer who has yet to obtain feedback.

Writing Requirements

Minimum of 3 posts (1 initial & 2 follow-up) APA format for in-text citations and list of references

Grading This activity will be graded using the Discussion Grading Rubric. Please review the following link:

Link (webpage): Discussion Guidelines

Course Outcome (CO): 1, 7

Due Date for Initial Post: By 11:59 p.m. MT on Wednesday Due Date for Follow-Up Posts: By 11:59 p.m. MT on Saturday

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THERESA GERGELA (Instructor) Jun 9, 2019

Edited by THERESA GERGELA on Jun 9 at 8:01pm

# Reply ‘

Congratulations, Class!

You have made it to the eighth and final week!

As you reflect upon revision, writing strategies, research skills, and peer review, also consider the course outcomes. Ginting notes, “[Reflection] is a response to past experience and involves conscious recall and examination of the experience as a basis for evaluation and decision —making, and as a source for planning and action” (2018). So, while reflection, in essence, has us look at the past, we can use it for the future. Did you find achieving some outcomes easier than others? What activities did you enjoy the most/dislike the most, and why? What writing processes or skills do you feel you have improved in the most, and which may still comprise weakness(es)? Do you feel more confident in demonstrating APA and research?

As the term comes to a close, I want to thank each and every one of you for all of your efforts. I’ve enjoyed getting to know you a bit through your discussions, your topics, your essays, and your questions! I hope you have enjoyed at least some of the course, as well as the interactions with your peers.

I look forward to reading your final posts/reflections, and remember, the initial post (including outside resource) opens Monday, August 26, and is due by Wednesday; the responses, by Saturday, August 31, the last day of class.

Thank you!

Theresa

Ginting, D. (2018). The effectiveness of reflection strategy in improving writing genre. International Journal of English Language and Translation Studies, 6(3), 157-163. Retrieved from https://chamberlainuniversity.idm.oclc.org/login? url=https://search.ebscohost.com/login.aspx? direct=true&db=edsdoj&AN=edsdoj.41af3266833 6420d840005591de9caa8&site=eds- live&scope=site

Megan Leone Friday

# Reply ‘

All, (Maybe check out these two articles before submitting your final papers)

The topics I chose were something that I was partially passionate or curious about. It helps if you have a lot of opinions of the subject. If you don’t it helps you to be less biased. It also helps if you have a controversial subject or an interesting observation/point about an old one. The take-aways from this course are how to find great sources versus good ones and scrapping old ones reluctantly for a better point. I did use all of the feedback from my peer reviews and I wish I had more than one or two students/ more feedback. Most students don’t feel like they have jurisdiction to say certain things/ aren’t sure about the correction.

Teller did have some understandable frustrations. I don’t believe peer feedback is always a good way to go. IF the student lacks confidence in writing at all they just repeat what they have heard themselves. I can understand how getting redundant results are frustrating too. Teller states that “students do not revise” (2016) and he is not entirely wrong, especially if points are not heavily based on revision. Shearer (2016) was correct in saying not every piece needs revision if the point of the paper is met well and with style. If students are in multiple classes, or (have families) they will not see the value in revising a paper that is already done although it is necessary most of the time.

I see the problem. Feelings are complicated. Verbalizing is hard. Finding facts to support them is challenging. Yes everyone has a lot to say about a subject and debates are willingly had. The process is definetly just as important as the product.

Tips I would share:

I think it should be reminded to the students about helpful ideas like free-writing. The student must feel free to think: “I don’t know where I am going with this but I’ll write down what I Know, what I Think, what I Feel, and what I need to find out for a start. I’ll begin by writing everything down and not giving a fig about anything but getting it all out there. I will highlight or make blank spaces for citing information I need to find to make my point. Form and APA is not important intially. Spelling errors too. As soon as it’s all out on the table, generally it just takes re- organizing, making it pretty, and THEN following the rubric.

2. The Instructor could putting feelers out there for what kind of writer the studet is with very Small writing prompts first. “How would you argue for/against ___ in 5-10 sentences?” “Littering is bad, clean it up. Animals choke. It misrepresents the state. It is hazardous to drivers. Here’s how to clean it up. World would be better without littering.” This may help with minor composition and flow.

3. Pair students up based on their capabilities/lack thereof. If someone was an Ace at APA was paired with (me for example) a student who was a Jack, this might help during a workshop. But I can see potential challenges if the motivation is low/ competence is low too.

I don’t 100% agree with Sherear when she says it is solely her fault if her student fails just because the student needs to commit to trying harder to be better First. BUT telling the students EXACTLY what the instructors are looking for, identifying barriers in the students learning, reframing the problem, and giving changing challenges to overcome them is definetly needed by the professor versus just assuming no student cares about writing or their success in it. It seems like Teller should continue to experiment but tailor his care to the particular students and their unique capabilities.

 

Teller, J. (2019). Shibboleth Authentication Request. Retrieved August 23, 2019, from Oclc.org website: https://search-proquest- com.chamberlainuniversity.idm.oclc.org/docview/182 6270801?accountid=147674

Shearer- Stewart, E. (2019). Shibboleth Authentication Request. Retrieved from Oclc.org website: https://search-proquest- com.chamberlainuniversity.idm.oclc.org/docview/185 0856198?accountid=147674

 

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