On the class syllabus the course objectives are:
Have structured reflection strategies to stop and think before,
during, and after writing about what you are observing and learning
Before writing, understand primary, secondary, and other audiences
and what they bring to the table
Consider differences in genres and conventions when encountering
real-world writing examples
Understand the writing process and that is different for everyone
Begin to understand the concept of discourse communities
Understand and be able to conduct rhetorical analysis
Understand the concept of intertextuality and how it applies to your
own work and to the policies and procedures that affect your work.
Have structured reflection strategies to stop and think before,
during, and after writing about what you are observing and learning
Before writing, understand primary, secondary, and other audiences
and what they bring to the table
Consider differences in genres and conventions when encountering
real-world writing examples
Understand the writing process and that is different for everyone
Begin to understand the concept of discourse communities
Understand and be able to conduct rhetorical analysis
Understand the concept of intertextuality and how it applies to your
own work and to the policies and procedures that affect your work.
I have met all of these objectives in sequential order I will explain how I met them
1. While I was writing all of my assignments I continually reflected on what I was writing and subsequently observing and learning. To do this in two out of three of my assignments when they where applicable I had charts to portray the data that I had collected or how I collected it.
2. Before I began any assignment I always took into account my primary, secondary, and any other potential audience to make my work as relevant as possible. For example in my discourse community assignment I explained any unfamiliar terms so any potential audience member would be able to understand my writing and what the implications of my writing held. This is why I include visual aids such as charts in my assignments, to help the audience understand my assignments.
3. This is another area where I excelled. In my discourse community assignment I made sure to convey the differences in genres and included real world examples of the implications of these written genres. For example E-mails were heavily explained with specific real world examples and work place applications.
4. I learned about differences in individual peoples writing processes by reading Sondra Perl's article and Carol Berkenkotter's study on the skilled writer Donald Murray. I then completed my writing self study two-part assignment where I learned how my individual writing process is also unique.
5. The concept of discourse communities are also clear to me now as a result of writing my 13 page paper on the discourse community of Lockheed Martin. I learned about all of the subcategories of discourse communites and the difference between a Primary and Secondary discourse and dominant and non-dominant discourses which are explained in my discourse community paper.
6. I am now also able to conduct a rhetorical analysis because I know how to take into account all aspects of a rhetorical situation which are: discourse or communication, exigence, context, rhetor, and the audience. These terms are explained in depth in my rhetorical analysis assignment.
7. I also understand that intertextuality means that all texts are made up of other texts. It applies to my work because all the assignments I have completed are related in that when they are all viewed a complete understanding of composition can be obtained because all the aspects of surface level composition are addressed (Rhetorical Analysis, The Writing Process, and Discourse Communities). Consequently they are all related. It also applies to the policies and procedures that effect my work because all of the assignments follow course guidelines that hold my work to a certain standard.
1. While I was writing all of my assignments I continually reflected on what I was writing and subsequently observing and learning. To do this in two out of three of my assignments when they where applicable I had charts to portray the data that I had collected or how I collected it.
2. Before I began any assignment I always took into account my primary, secondary, and any other potential audience to make my work as relevant as possible. For example in my discourse community assignment I explained any unfamiliar terms so any potential audience member would be able to understand my writing and what the implications of my writing held. This is why I include visual aids such as charts in my assignments, to help the audience understand my assignments.
3. This is another area where I excelled. In my discourse community assignment I made sure to convey the differences in genres and included real world examples of the implications of these written genres. For example E-mails were heavily explained with specific real world examples and work place applications.
4. I learned about differences in individual peoples writing processes by reading Sondra Perl's article and Carol Berkenkotter's study on the skilled writer Donald Murray. I then completed my writing self study two-part assignment where I learned how my individual writing process is also unique.
5. The concept of discourse communities are also clear to me now as a result of writing my 13 page paper on the discourse community of Lockheed Martin. I learned about all of the subcategories of discourse communites and the difference between a Primary and Secondary discourse and dominant and non-dominant discourses which are explained in my discourse community paper.
6. I am now also able to conduct a rhetorical analysis because I know how to take into account all aspects of a rhetorical situation which are: discourse or communication, exigence, context, rhetor, and the audience. These terms are explained in depth in my rhetorical analysis assignment.
7. I also understand that intertextuality means that all texts are made up of other texts. It applies to my work because all the assignments I have completed are related in that when they are all viewed a complete understanding of composition can be obtained because all the aspects of surface level composition are addressed (Rhetorical Analysis, The Writing Process, and Discourse Communities). Consequently they are all related. It also applies to the policies and procedures that effect my work because all of the assignments follow course guidelines that hold my work to a certain standard.
Now that I have explained how I met the course objectives, in the following tabs I will go into detail on the different assignments I completed in regards to my revision process, planning strategies and more. I will also briefly explain the background information on each assignment.