- Project III is due next Friday November 27th --sometime between the turkey sandwich and the pie, please!
- Wednesday December 2nd from 4:30-6:00 p.m. OR
- Thursday December 3rd from 6:00-7:30 p.m.
Friday, November 20, 2009
Tonight's Class
Homework:
Final Portfolio Procedures and Requirements
English Composition 1030/35
Portfolio Procedures
A portfolio is a collection of written work with a reflective introduction. We will use this as our assessment model for English Composition 1030 because it emphasizes process, revision, and reflection, fundamental concepts in writing. The portfolio counts as 50% of your total grade for this course.
Contents
The portfolio must contain the following pieces:
§ An analytical essay (ex. determining the strategies used in an ad or editorial to affect the audience). For this essay, students must include:
· Planning work (ex. brainstorming, freewriting, listing)
· At least one rough draft
· A final, unmarked draft
§ A persuasive/argumentative essay (ex. advocating a position, proposing a solution to a problem, or evaluating an action). For this essay, students must include:
· Planning work (ex. brainstorming, freewriting, listing)
· At least one rough draft, preferably with instructor comments
· A final, unmarked draft
- One assignment that shows ability to summarize and respond to a text
- The endpoint essay
- An introduction (Reflective Letter), set up as the portfolio’s home page, in which you reflect on what you learned in the course and explain how the portfolio demonstrates that learning.
Professor Kiefer’s hints for writing the Reflective Letter
The purpose of the Reflective Letter is to offer you an opportunity to reflect on and assess your growth as a writer. Specifically this letter will give you an opportunity to show where you most struggled, explain how you overcame those difficulties, what you have learned, and explain how the essays in your portfolio illustrate your growth as a writer over the semester by analyzing each essay in the portfolio.
Introduction
Open your reflection with a short introduction that sets the context and tone for reporting the development of your work.
Body
Then divide the body into paragraphs that discuss the essays in your portfolio: Summary/Response or Project I, Analysis (Project II) and Persuasion (Project
Conclusion
Close your reflective/self-assessment letter by explaining how, overall, your portfolio shows your skills and growth this semester (i.e. Consider the parts of your portfolio and your self-analysis of these, what conclusions a reader might draw about you as a writer and reader, from examining your portfolio.)
Instructions for sharing Google Site
College Composition Student Instructions for Sharing Your Electronic
Portfolio
To share the site:
1. Locate the button labeled “More Actions” on the top right of any page.
2. Click on “More Actions.” A menu will appear.
3. Select “Share this site.” A new window will appear.
4. Click the radio button labeled “As viewers.”
Note: the other options will allow other people to edit your site. Only you should change your
site.
5. Click the mouse into the text box. A cursor will appear.
6. Enter the addresses to which you want to give access to the site. You must share your site with
the following address: collcomp@kean.edu. Your professor may also require you to share it
with other address. See him or her for specific instructions.
7. Click “Invite these people.” A new window will appear where you can write an invitation.
8. Write a brief message.
9. Click “Send.”
Portfolio
To share the site:
1. Locate the button labeled “More Actions” on the top right of any page.
2. Click on “More Actions.” A menu will appear.
3. Select “Share this site.” A new window will appear.
4. Click the radio button labeled “As viewers.”
Note: the other options will allow other people to edit your site. Only you should change your
site.
5. Click the mouse into the text box. A cursor will appear.
6. Enter the addresses to which you want to give access to the site. You must share your site with
the following address: collcomp@kean.edu. Your professor may also require you to share it
with other address. See him or her for specific instructions.
7. Click “Invite these people.” A new window will appear where you can write an invitation.
8. Write a brief message.
9. Click “Send.”
Instructions for using Google Sites
College Composition Student Instructions for Using Google Sites
All College Composition students will create an electronic portfolio using Google Sites. These
instructions will help you create yours.
Note: You must use the version of Google Sites available through your Kean email account.
Creating a Site
To create a site:
1. Log into your Kean email account.
2. Select “Sites” from the menu at the top of the screen. A new window or tab will appear.
3. Click “Create Site”
4. Type in a name for the site. You must use the following format: your Kean email login and the
word “portfolio.” John Southton, for example, would name his portfolio southtojportfolio.
5. Tab to “Site Categories.”
6. Type “College Composition Portfolio.”
7. Scroll to “Collaborate With.”
8. Click the radio button next to “Only people I specify can view this site”
9. Select the site’s theme by clicking on it. You professor may require a specific theme, or you
may be able to select their own. Ask your professor to be sure.
10. Click “Create Site.” The main page of your site, on which you will put your reflective
introduction, will appear.
Modifying the Site’s Appearance
You may want to change the site’s appearance after you’ve created it. To do so:
1. Click on “More Actions.” A menu will appear.
2. Select “Manage Site.”The screen will change to include a menu on the left-hand side.
3. Look for the section labeled “Site Appearance”
4. Select the section that will make the change you want:
● Selecting “Colors and Fonts” will allow you to change the colors on the page and the default
style of font.
● Selecting “Themes” will allow you to change the background.
Adding Material to Your Site
Once a site is created, you can start adding material to it. Each document in your portfolio should be
given its own page.
To create a new page:
1. Click the button labeled “Create page.”
2. Select “web page.” You must use this template.
3. Enter the page name in the box labeled “Name.” (Note: Ask your professor if they have a
system for naming pages they want you to use.)
4. Select the level on the website the page will occupy:
● “Put page at the top level” will make the page separate from other pages on the site.
● “Put page under. . .” will set up a sub-page that is linked to another page. You can use this point
to create pages that all deal with the same assignment. Each page would present a different
stage of your work on that assignment.
5. Click “Create Page.” The new page will appear.
Note: To change the format of a page after it is created, select “Page Settings.” This section allows
users to add or remove the page title and links to sub-pages, as well as allow or disallow attachments or
comments.
Adding material to a page
To add material to a page, click on the button labeled “Edit Page” on the top right. The screen will
change, with textboxes appearing over the page title and the body of the page.
You can type material directly into the textboxes, using the menu to select font styles, highlighting, and
other functions. You can also paste material from another program, such as Word.
Copying and pasting into a web page works just like it does in Microsoft Word. If you’re working in
the campus labs, you may need to use the following shortcut keys:
● CTRL+A: to highlight your entire document.
● CTRL+C: to copy
● CTRL+V: to paste
Sometimes the formatting will be changed when you enter the material from Word to Google Sites, and
you will need to correct it.To minimize the possibility of this happening:
● Single space the text, putting a double-space between paragraphs.
● Remove any paragraph indents or tabs.
After adding material to the page, click “Save.” The screen will show your work as part of a web page.
Creating Links Among Pages
Your portfolio is a website, with the individual pages linked together. The links could be embedded
into the text in multiple ways, ways that affect how readers experience your work.
You should create the individual pages first before adding the links.
To create links:
1. Highlight the text that will become a link.
2. Click the “Link” button. A window will appear.
3. Choose “Existing Page.” A list of pages on the site will appear.
4. Select the page to which you want to link. A check mark will appear next to it.
5. Click “OK.”
You can also create a link to a page outside of your portfolio, such as to a source you used for a
research project. To do this, choose “Web Address” instead of “Existing Page” in step 3. Then enter the
address in the box labeled “Link to this URL,” and click “OK.”
Moving Pages
You can change which pages are subordinate to others. These subordinate pages are called subpages.
For example, you can put your planning and rough draft work subordinate to the final draft of an essay.
To move pages:
1. Go to the page you want to move.
2. Click “More Actions.”
3. Select “Move Page.”A new window will appear, listing all of the pages on your site.
4. Click on the page name you want to use as a major page. A green check will appear next to it.
5. Click “Move.”
Deleting Pages
If you no longer want to include a page in your portfolio, you can delete it. Deleted pages CANNOT
be recovered.
To delete a page:
1. Go to the page you want to delete.
2. Click “More Actions.”
3. Click “Delete Page.” A warning window will appear.
4. Click “Delete.”
All College Composition students will create an electronic portfolio using Google Sites. These
instructions will help you create yours.
Note: You must use the version of Google Sites available through your Kean email account.
Creating a Site
To create a site:
1. Log into your Kean email account.
2. Select “Sites” from the menu at the top of the screen. A new window or tab will appear.
3. Click “Create Site”
4. Type in a name for the site. You must use the following format: your Kean email login and the
word “portfolio.” John Southton, for example, would name his portfolio southtojportfolio.
5. Tab to “Site Categories.”
6. Type “College Composition Portfolio.”
7. Scroll to “Collaborate With.”
8. Click the radio button next to “Only people I specify can view this site”
9. Select the site’s theme by clicking on it. You professor may require a specific theme, or you
may be able to select their own. Ask your professor to be sure.
10. Click “Create Site.” The main page of your site, on which you will put your reflective
introduction, will appear.
Modifying the Site’s Appearance
You may want to change the site’s appearance after you’ve created it. To do so:
1. Click on “More Actions.” A menu will appear.
2. Select “Manage Site.”The screen will change to include a menu on the left-hand side.
3. Look for the section labeled “Site Appearance”
4. Select the section that will make the change you want:
● Selecting “Colors and Fonts” will allow you to change the colors on the page and the default
style of font.
● Selecting “Themes” will allow you to change the background.
Adding Material to Your Site
Once a site is created, you can start adding material to it. Each document in your portfolio should be
given its own page.
To create a new page:
1. Click the button labeled “Create page.”
2. Select “web page.” You must use this template.
3. Enter the page name in the box labeled “Name.” (Note: Ask your professor if they have a
system for naming pages they want you to use.)
4. Select the level on the website the page will occupy:
● “Put page at the top level” will make the page separate from other pages on the site.
● “Put page under. . .” will set up a sub-page that is linked to another page. You can use this point
to create pages that all deal with the same assignment. Each page would present a different
stage of your work on that assignment.
5. Click “Create Page.” The new page will appear.
Note: To change the format of a page after it is created, select “Page Settings.” This section allows
users to add or remove the page title and links to sub-pages, as well as allow or disallow attachments or
comments.
Adding material to a page
To add material to a page, click on the button labeled “Edit Page” on the top right. The screen will
change, with textboxes appearing over the page title and the body of the page.
You can type material directly into the textboxes, using the menu to select font styles, highlighting, and
other functions. You can also paste material from another program, such as Word.
Copying and pasting into a web page works just like it does in Microsoft Word. If you’re working in
the campus labs, you may need to use the following shortcut keys:
● CTRL+A: to highlight your entire document.
● CTRL+C: to copy
● CTRL+V: to paste
Sometimes the formatting will be changed when you enter the material from Word to Google Sites, and
you will need to correct it.To minimize the possibility of this happening:
● Single space the text, putting a double-space between paragraphs.
● Remove any paragraph indents or tabs.
After adding material to the page, click “Save.” The screen will show your work as part of a web page.
Creating Links Among Pages
Your portfolio is a website, with the individual pages linked together. The links could be embedded
into the text in multiple ways, ways that affect how readers experience your work.
You should create the individual pages first before adding the links.
To create links:
1. Highlight the text that will become a link.
2. Click the “Link” button. A window will appear.
3. Choose “Existing Page.” A list of pages on the site will appear.
4. Select the page to which you want to link. A check mark will appear next to it.
5. Click “OK.”
You can also create a link to a page outside of your portfolio, such as to a source you used for a
research project. To do this, choose “Web Address” instead of “Existing Page” in step 3. Then enter the
address in the box labeled “Link to this URL,” and click “OK.”
Moving Pages
You can change which pages are subordinate to others. These subordinate pages are called subpages.
For example, you can put your planning and rough draft work subordinate to the final draft of an essay.
To move pages:
1. Go to the page you want to move.
2. Click “More Actions.”
3. Select “Move Page.”A new window will appear, listing all of the pages on your site.
4. Click on the page name you want to use as a major page. A green check will appear next to it.
5. Click “Move.”
Deleting Pages
If you no longer want to include a page in your portfolio, you can delete it. Deleted pages CANNOT
be recovered.
To delete a page:
1. Go to the page you want to delete.
2. Click “More Actions.”
3. Click “Delete Page.” A warning window will appear.
4. Click “Delete.”
Monday, November 16, 2009
Friday the 13th and another Nor'Easter
Tonight we glossed and paraphrased Project 3 rough drafts using the following guidelines:
Glossing Project 3—Persuasive Essay
Glossing and Interpretive Paraphrase are strategies to help you read and think critically about a text—your own or another author’s. They require you to read carefully and to make detailed summaries of important ideas using different words. These processes will help you become more conscious of the rhetorical choices you and other writers make.
Glossing your own work helps you to gain some distance on a draft. It’s another pause in the writing process, a time to ask, “What have I said?” It can lead to you being better able to answer the question, “What do I mean,” as you interpret and paraphrase your ideas. It can also help you to see and assess the organizational structure of your text. Interpretive Paraphrase involves less summary and more detailed “re-saying” or rewriting. The key questions interpretive paraphrasing asks you to answer are: “What does each paragraph or chunk of text say?” and “What does each paragraph or chunk of text DO within the entire text (i.e. how does it function rhetorically?)” With these key questions you can better analyze what you have said in your draft, or you can critically examine what the author of another text is saying.
1. You need a copy of the draft or the text that you can write on. Title the draft if you haven’t already. Or think of 2 or 3 different titles (creating a title helps you see your texts globally, helps you summarize the meaning of the whole draft).
2. Read the title and the first sentence or two. In the margins of your draft, write some notes to yourself about what you as a reader would expect the text to be about. Based on those first two or three sentences, what do you predict will come next?
3. Part I-Now go through the draft slowly, glossing each paragraph. In the margins write a paraphrase (the same ideas in different words) for each paragraph or chunk of text where you think a natural break occurs. Concentrate on what the draft is actually saying, not what you meant or wanted it to say. A paraphrase as a part of the glossing activity is a direction-finder, a summary, another way of saying something. Part II-Next, write a phrase or sentence on how each paragraph or chunk functions rhetorically within the entire text. What does this text DO for the entire text?
4. Copy those glosses onto another piece of paper. Look at what you’ve got in terms of arrangement or organization. What is happening to the development of ideas? How persuasive have you been? Have you acknowledged the opposition? Are there possible directions for this draft to take, places where it isn’t accomplishing what you had hoped?
5. Ask yourself: What difference does it make to the meaning of the text and to potential readers if you arrange ideas differently? How does it change the conceptual framework?
Homework for Friday, November 20, 2009:
Glossing Project 3—Persuasive Essay
Glossing and Interpretive Paraphrase are strategies to help you read and think critically about a text—your own or another author’s. They require you to read carefully and to make detailed summaries of important ideas using different words. These processes will help you become more conscious of the rhetorical choices you and other writers make.
Glossing your own work helps you to gain some distance on a draft. It’s another pause in the writing process, a time to ask, “What have I said?” It can lead to you being better able to answer the question, “What do I mean,” as you interpret and paraphrase your ideas. It can also help you to see and assess the organizational structure of your text. Interpretive Paraphrase involves less summary and more detailed “re-saying” or rewriting. The key questions interpretive paraphrasing asks you to answer are: “What does each paragraph or chunk of text say?” and “What does each paragraph or chunk of text DO within the entire text (i.e. how does it function rhetorically?)” With these key questions you can better analyze what you have said in your draft, or you can critically examine what the author of another text is saying.
1. You need a copy of the draft or the text that you can write on. Title the draft if you haven’t already. Or think of 2 or 3 different titles (creating a title helps you see your texts globally, helps you summarize the meaning of the whole draft).
2. Read the title and the first sentence or two. In the margins of your draft, write some notes to yourself about what you as a reader would expect the text to be about. Based on those first two or three sentences, what do you predict will come next?
3. Part I-Now go through the draft slowly, glossing each paragraph. In the margins write a paraphrase (the same ideas in different words) for each paragraph or chunk of text where you think a natural break occurs. Concentrate on what the draft is actually saying, not what you meant or wanted it to say. A paraphrase as a part of the glossing activity is a direction-finder, a summary, another way of saying something. Part II-Next, write a phrase or sentence on how each paragraph or chunk functions rhetorically within the entire text. What does this text DO for the entire text?
4. Copy those glosses onto another piece of paper. Look at what you’ve got in terms of arrangement or organization. What is happening to the development of ideas? How persuasive have you been? Have you acknowledged the opposition? Are there possible directions for this draft to take, places where it isn’t accomplishing what you had hoped?
5. Ask yourself: What difference does it make to the meaning of the text and to potential readers if you arrange ideas differently? How does it change the conceptual framework?
Homework for Friday, November 20, 2009:
- Complete draft two of Project Three--Persuasive Essay. Please come to the next class prepared with a hard copy.
- Continue revising earlier papers as necessary for final portfolios due December 11, 2009.
Wednesday, November 11, 2009
Important Announcement for class Friday, November 13th
The following message was also sent to all student's e-mail addresses.
Please make sure to bring a typed copy of your complete rough draft of Project 3 (persuasive paper) to class with you. You will also want to have access to your paper electronically. We will be doing a drafting activity and it is essential everyone is prepared with a complete first draft of his/her essay.
The Racial Profiling response paper can be submitted via e-mail as usual.
Please make sure to bring a typed copy of your complete rough draft of Project 3 (persuasive paper) to class with you. You will also want to have access to your paper electronically. We will be doing a drafting activity and it is essential everyone is prepared with a complete first draft of his/her essay.
The Racial Profiling response paper can be submitted via e-mail as usual.
Friday, November 6, 2009
Tonight 11/06/09
Tonight we reviewed and discussed the following topics:
- Effective introductions and conclusions
- Elements of racial profiling essays to prepare for small and large group discussion
- Review of persuasice techniques to consider as first drafts are written for next week.
Homework:
- Complete first three to four page draft of Project 3.
- Racial profiling response paper as a "response" to reading AND class discussion.
Introduction and Conclusion highlights:
Introductions and Conclusions—
• Intros address the overall purpose or intention of the essay.
• Conclusions define the achievement of the essay.
• They provide a frame for the paper by
– defining the scope and focus of your paper,
– situating your main point in a larger context,
– helping your reader understand the value of your argument.
Introduction
• Sets the tone AND Identifies and limits your subject.
• Orients your reader be explaining specific context and rationale for your argument.
• Presents the thesis or central claim of your subject.
• Engages the reader’s attention and persuades her to keep reading.
Strategies to consider
• Moving from the specific to the general: use and anecdote, quotation, fact or textual detail. Provide a wider view then move to the specific.
• Pose a significant question or problem that serve to focus your inquiry.
• Challenge a commonplace interpretation.
• Be prepared to re-write your introduction at any point during the writing process.
• State your purpose early.
• Don’t worry that you’ll have nothing left to say in the body. Your reader needs a clear statement otherwise there may be confusion about your focus.
The No No’s of Introductions
• Avoid formulaic introductions—the paper will become to general:
– The history-of-the-world: “From the dawn of time…” This kind of opening gives readers the impression that you have not mastered your material sufficiently to say something substantive and specific about it.
– The dictionary definition: “According to Webster’s…” Like any general formula, this one evades the specific demands of your subject. If the definition of terms is important to your argument – take care to make distinctions and present definitions that are specific to your materials.
Conclusion
• The goal is to make your reader feel that the argument has fully achieved the goals you have set in the introduction.
• Your reader should feel convinced by your argument and satisfied that all has come full circle.
• It is a good idea to write the final versions of the introduction and conclusion each with the other in mind.
Strategies
• Even in the conclusion you should strive to produce in your reader a sense of discovery and prospect.
– Indicate how your main point fits into a larger context.
– Explain the implications of your interpretation.
You might incorporate key words and phrases from your introduction, presenting them now in a way to reveal their greater depth, nuance, or implication.
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