For Nov. 23 and Nov 26

Sorry for the late post i totally forgot what day we were on...

Nov. 23

Well there was no class on Tuesday Nov. 23 but if we need help with the presentations we could have gone to Mrs. Phillips office for any help. Mrs. Phillips allowed this day so we can work on the class presentations that are due on Nov 30. The worksheet for the presentation is posted here on blogger.

Nov. 26

There was no class because it was Thanksgiving. Hope you guys had a safe and happy thanksgiving. Class will not meet till Tuesday Nov. 3o which is when the presentations are due. Good luck guys!!

class dates!!!

No class on Tuesday 23rd & Thursday 25th for English 1302.27- 10:35 class.
Next class meeting will be on the 30th for the in-class presentations.

Class dates!!

Tuesday Nov. 16, 2010

Hello, well in class we talked about some of the drafts 3 and talked about the final project!!!

Don't forget to upload the final draft some time during this coming Thursday Nov. 18

Draft 3 should include points like

- how you began as a writer before reading the articles and how you have changed as a writer after reading the 13 articles.

-your "own" thoughts towards revision

1 idea for the visual in draft 3 could be

• how you were in the beginning, how your mind kept on changing, were you are at now in revision.

Next time we meet in class will be Nov. 30 to present our final projects

- don't forget to make a visual that explains what you are presenting and a metaphor or theme!

There is NO Certain Amount of Time Required for the presentation just remember to talk about each of the 6 questions asked by Dr. Saharia Phillips. Thank you :)

In Class Presentation Guidelines - Due Tue. Nov. 30

In-Class Presentation

Your objective:
The purpose of this last presentation is for you to reflect on the semester and share what you learned, how you changed, and how you progressed as a writer and a thinker. Essentially, this presentation is taking the place of a portfolio and of a Reflective Paper.

Questions to Address:
1.What did you learn from the course?
2.What did you learn on your own?
3.Which Projects advanced your learning the least and the most?
4.What you are your thoughts on spending one semester on the same topic? What were the pros and what were the cons?
5.What are your thoughts about revision --- how have they changed throughout the course?
6.What might you have done differently to enhance or improve your experience throughout the course?

Overall Format Requirements:

Visual – You should have some sort of visual (powerpoint, drawing, etc) that shows and supports what you verbally elaborate on and share.

Metaphor or Theme – You should have either a metaphor (similar to what we did at the beginning of the semester; however, it should be a different metaphor) or a theme used and carried through your presentation.

Grade and Due Date:

Due Date: Everyone should be ready to share their class presentation on TUESDAY, NOVEMBER 30 (the next day we will meet as a class). If you wish to receive full-credit, you need to be present and prepared during ALL the days that class presentations take place.

Questions:
I’ll be in my office on Thursday, November 18th during our class period if you have any questions or need further directions…

Draft Two and Three

Hello! Today in class we went over the changes made to draft two and what is expected of draft three. The due date are as follow:

*Draft 3- Due Nov. 16
*Final Copy- Due Nov. 18

Many students were struggling with their introduction, so here are some of the key points you should mention that might help you finish your intro properly.

1. Your own thoughts
2. Source connection
3. Based on the two concepts that you discuss how do they relate to ALL the other aspects of revision?
4. Relate your own experiences as a writer.
   

Also, when you turn in your final draft you must be able to show how you used the feedback you received in class and from the teacher to revise your work. There's a couple of ways you can do this.

• Use different font color on the revised text.
• Add a small paragraph explaining the revisions you made.
  
• Or if you have been uploading the drafts separately this can be used to prove you've been revising.
  

Remember!!!

• If you think you have enough meta-commentary then you're probably don't, there is never enough meta-commentary. However, you shouldn't just write to add length, there has to be a purpose to your writing.

• Non-text images! There must be at least one in every draft, but more than one in draft two since it's the body of your paper. Some examples of non-text images are: graphs, charts, lists, pictures, or anything that is not in paragraph form.

Draft 3 should...

• Highlight most of the main ideas overall.
  
• Assess revision & the discussion. (Missing/underdeveloped ideas)
  
• Small discoveries. (things you learned/self-reflection)

DRAFT 3 - DO NOT UPLOAD JUST BRING A HARD COPY!

Good luck!!
Raquel Echeverria.

October 28

Super Late! im so sorry :(

Draft 1

• similar topics -> themes
• challanges/ Issues
• stratégie techniques
• points of disagreement
• solution/ recommendations

*What do i want to say about these topics?

Intro

• Thoughts pre class revision, during and post class 1302
• Have your ideas changed?
• How i started and what my thoughts are now about revision

We looked at an Ex. from a 1301 paper-> using 2 sources, his own thoughts and giving meta-commentary

Topics

What do i want to say about these topics?

Similar Topics-> Themes

1. Attitude-> Ego-> Self Reflection
2. Revision Process (Recursiveness vs linear)
3. Definitions and understanding/ practices of the term Revision
4. Feedback->Teacher Role and Responsibiltiy

                     `   ->Studetnt role and responsibility

    *Can divide into sub topics

     5. Student Writer -> ability levels and grade levels

     6. Interaction of teacher-> students-> types of students

* you can pick 3 topics and take it through all the categories

* Are you attempting to use more than 2-3 articles in your comparison (total of 8-10)

Strategie Techniques

Self Induced	Outside Factors/ people or forces	Holostic	Vs “Fix-it”
Individual/ Writer Basis
Error Detection
Think Alouds
Memos
Talk Backs

 

Challenge Issues

*Include heading

          -related to categories

Points of Disagreement

1. Subtle differences w/ in Similar viewpoints
2. Student/ Teacher feedback
3. Gaps or missing points in the articles (ex. Revision Memos)

Resolutions/Recommendations

1. Reasons for not being able to draw singular conclusions (ex Stephanie Dix Article)
2. what needs to happen next?
3. Ways to improve student practice

Overall Main goal of paper: USING YOUR SOURCES!

Tuesday November 9, 2010

Today in class the following tentative schedule was reviewed:

11-16-2010 : Draft 3 due
11-18-2010 : Final copy due
11-23-2010 : No class
11-30-2010 : Presentations
12-02-2010 : Presentations/ Last day of class

The presentations are going to be similar to the metaphor presentations that we did the first week of class only this time they will be based on what we have learned about revision. The content needed will be explained later.

Draft 2, which was due today, was also reviewed today. We set off into groups according to which of the three options we chose to write about and commented on the papers we read. In this draft citations and refrences are not necessary but may be helpful. Any of the three options should contain:

Layers of Elaboration:
Personal Experiences
Observations of other writers/peers
Credibility/Reliability

Draft two should explain the intent to the reader being the transition from draft 1 to draft 2 which is the background that led to the discussion. We have to make sure the reader understands where we are heading with our idea. For those of you that chose option 1, remember that comparing and contrasting is the most important objective.

Thursday, November 11, 2010 : revised copy of draft 2 due

Draft 1 & 2

Options I & II
I. Breif Intro
II. Discuss concept 1/ Model 1
III. Discuss- from your own thoughts and understanding (concept 2 / Model 2)
IV. Compare / contrast
---> positve/ benifits/ drawbacks/ negitves/ contrabutions( model/ 2 main concepts)
* Teacher Feeback vs. Student
* Linear vs. Recursive
V. Commentary as a writer & student

After discussing mini topics explian how it all comes together.
----------------------------------------------------------------------
We reviewed our revised version of Draft 1.. && professor Philips gave us examples of meta- commentary/ and our feedback

Meta- commentary

1. Heres what i think they are saying & how they are similar
2. your own opinion/ response/ experiance
3. Heres how what they saw is reliable/ on- point
4. Heres how what is said connects in with the larger conversation in revision



Minerva Castillo

Hello sorry I didnt know it was my turn

Thursday in class we saw examples on how to start our first draft.

We also saw some examples of:

Similar themes

Challenges/Issues

Strategies/techniques

Different points of agreement

Solution/Recomendations

It is important to show multiple convinations of different articles and write more than a couple of paragraphs.

SORRY FELLOW STUDENTS

I couldnt post it yesterday because for some reason my internet was not working, and I called some guys to come and fix it and its all good now. ok

Well yesterday in class we showed our final copies to eachother and talked about them for a bit.

Ok - DOUBLE CITATIONS, here are some examples the teacher gaves us in class.

1- Research suggests that ones writing and ones ability to convey his intent depends on ( Deither 37, Sommers 36, Fitz Gerald 43)

2- Deither and Sommers agree that attitude and flexbility are used ( 34;43)

3- It appears that for writers to embrace revision they need to approach it with an open attitude: In fact Deither states .......(34) Sommers also agrees when she says ........(43)

And if you can come up with some new citation then go for it.

DATES:

Outline- Tomorrow October 28 Thursday

Draft 1- November 2 Tuesday

Draft 2 - November 9 Tuesday

Draft 3- November 16 Tuesday

Final Draft- November 18 Thursday

and remember that this essay should have 1-3 main questions, non text-based examples, and multiple headings.

I aslo wrote this down.... "Meta-Commentary"

1.significance and importance

2.relation to overall topic

3.connection with the other sources(literature)

4.your own thoughts as a writer

October 21,2010

What we discussed was the two sections that we had to make up for our Guide project.

Dr. Phillips wants us to be creative and write as if it wasn't an essay.

The project is DUE on Teusday October 26,2010

October 19th

Today we had to turn in the third and fourth part of the Revision Guide, that is:

• Revision Strategy/Technique
• Justification and Rational

Each group showed to the class their own revision strategy.

Some feedback and tips Miss. Phillips gave us:

• Do you have a brief intro? (Maybe explaining what you're going to talk about)
• Do you have a paragraph or two explaining the benefits and drawbacks and about how your strategy actually works?
• What do you include that does not fall into the "obvious" category?
• Something the average person wouldnt know because they havent read the articles we've read.
• Do you have an example? (Here's what I'm saying; Here's what it looks like.)
• Rational: from a point to point basis explaining your strategy.

**Strategy can be displayed as but not limited to: graphs, charts, checklists, paragraphs, open ended questions etc.
----------------------
The next part of the revision guide: 2 additional sections, are due Thursday October 21st.
Final Revision Guide is due next Tuesday October 26th.

Thursday 14

Today the class went over the writing process visual. Class commented to make any improvements. Things that should be including in your process are the following:

·         Citing your sources

·         The vision you telling the reader and where everything fits

·         It can be just a visual with an explanation, commentary and maybe include where the techniques can be used

Two parts of writing are DUE NEXT TUESDAY 19 first your specific revision strategies and techniques. The other part is the rationale, which is what and how it works, you can include benefits, flaws and any drawbacks. Each section needs documentation to justify it.

OCT 12

Today in class we turned in and discussed our revision philosophies. Some of the points we touched on that your philosophy should include:

-Philosophy Title?

-Philosophy Statement?

-Personal reference experience?

-Do we know what you believe about revision?

-Explain how what you believe works, or what it looks like.

-Definition? Theory? Model? Approach?

-Citation, References

We also discussed what our writing process flow chart should include:

-The writing process from start to finish.

-Indicate how your strategy will be used.

-Should be visual.

Michael Chandler

October 5.

Discussions

• The Annotated bibliography is due today Oct.5
• Revision Guide was discussed.
• Examples were given during class time on ways to do it and not do it. Also she gave us ideas on how we can approach this next project, you can either use them or make your own.
• The revision guide can either be done individually or in a group of 2,3, or 4.
  

Sections for the Revision Guide:

1. Philosophy: Based on what you have read in the articles.
2. Writing process, flow chart/graphic: What the writing view of revision is, what type of writer you are. If you do a flow chart it need to be visual with a given explanation of where the technique fits in the writing process. It can be simple but consistant with what your trying to say, with a given reference.
3. Revision Strategy/Technique: can be based on the writing process. step 2.
4. Revision Strategy/Technique Justification and Rationale:

• Checklist/ that contains the sources of where you are getting your information from and adapted in some way.
  
• "Dont just give me a flippen checklist and call it a day, ok." -Dr.Phillips
• Steps with questions can be another way to do it.

• The rationale part is the thinking behind the technique. (Directions, why it works?, benefits, flaws/draw backs).

5. Additional sections(2): Think of them on your own. They can be certain things that you weren't able to mention that was based on your philosophy.

• The revision guide can be a combination of paragraphs, bulletins, lists, etc.
• Sections do not have to be in order but in a way that the reader is able to understand your guide.
• You must have attempted to apply what you have read into the Revision guide.
  
• Two things must be shown: In-text citation and use of foot notes
• CITE EVERYTHING!!!!
• Also you can use any type of style text format. (MLA, Chicago style, etc)
• Should not read as a paper(essay)
  

Mini-due dates:

1. Thurs, Oct 7: group will be discussed/ game plan of what your going to do.
2. Tues, Oct 12: Philosophy draft
3. Thurs, Oct 14: Writing process draft
4. Tues, Oct 19: Strategy/ Rationale draft
5. Thurs, Oct 21, Additional sections draft
6. Tues, Oct 26, Final draft is due.

• Note that the only draft that will be sent to Dr.Phillips through via email is the final copy. All the other drafts are be brought into class.
  
• Finally, if you don't come to class on Thursday, Oct 7 you will have no group and you will be on you own for this project.
  

Hope this was helpful (:
-Michelle Cantu

September 30 2010

Aguatin munoz
Excuse the super late post, but you still have two days to turn in yourannotated bibliography vie google docs- good luck
in anycase these where the subjects that may help you out when typing it or over all for the paper that will be project three or four, the tach will imform us--

Trends
Defensiveness toward revision

General Observations
revision is a never endeing proccese
revision is more than fixing a grammar
to the revise a piece of writing, takes taste
all writing must reprecent our best thinking

teacher feedback shouldnt give the students a sence of failure
revision can be recursive

make up your own points of desagreement

hope this helps, if not we'll learn more in class

Thursday Sept. 30

This Thursday everyone brought in their final two articles. The ones deemed helpful are listed below in case any of you would like to read up on them:

"Detection Diagnosis and the Stratefies of Revision"
-Linda Flower and John R. Hayes-JStor

"The Struggle itself: Teaching Writing as We Know We Should"-P.L Thomas--JStor

"Interactive Learning Through Web-Mediated Peer Review"-Nancy Trautmann--ASC

Reoccuring Themes To Ponder On:
1."Good Revision------------"Poor Revision"-There seems to be no gray area.
2."Discipline Specific"-We seem to only revise when writing for an English class and no place else.
3."Skip Revision"-It is non existent in alot of inexperienced writers' work.
4."Writer's Viewpoint"-It doesn't matter what anyone else says or the points they make, ultimately it is up to the writer whether or not to revise.
5."No Correct/Single Answer"-There is still no way to know if revision is correct.
6."Feedback"-This seems to play a big role in revising, but it depends on who it comes from and how honest they are.
7."More Research to be Done"-It is still early in the research done so far, so there are still alot of loose ends.
8."Writing is Revision and can Occur Anytime"-Again no set process of revision, the recursive and linear models are perfect examples.

And finally here are some points of disagreement:

Theory and Practice
1.Feedback/Extent
2.Revision can be practiced differently in other languages
3.Revision=Writing and then more writing to explain what you just wrote.

Missing Gaps
1.Student Point of View
2.No real conclusions/definitions

9/30/2010 and 10/01/2010

Today was the last day to bring in the two articles and the extras we found some articles that where interesting

Title Author Source
"Redefining Revision for Freshmen" David L. Wallace and JSTOR
John R. Hayes

"Coherence, Cohesion, and Writing Stephen P. Witte; Lester Faigley JSTOR
Quality"

"4 Deadly Errors of Teaching Writing" Andrew Pudewa excellence in
writing.com

"Helping Students use Textual Sources Margaret Kantz JSTOR
Persuasively"

"Students Preference on Online Yu-Fen Yang web
Self-Writer and Peer Review to Improve
Writing"

Tuesday turn in Annotated Bibliography before class Google Docs(the 6 articles you got MLA format) and be prepared to take notes on due dates and process for The Revision Guide

Have a safe weekend.

Part two of articles in Categories

This is a continuation of the other categories in case anybody wants to read up on them.

OUTSIDE FACTORS
"Writing Strategies for Students with Emotional and Behavioral Disorders"- C.M. Morris

"Teacher Feedback Writing Assignment...Revision in Lower and Higher Acheving high-schools"-Rosa Valdes

STUDENT ROLE
"Redefining Revision for Freshmen"-David L. Wallace and John R. Hayes

TECHNOLOGY
"How EFL University Students use Electronic Peer Response into Revisions"-Wang Song and Siriluck Usaha

"Integrated Word Processing Skills with Revision Skills"-Erna Kelly and Donna Raleigh

AUDIENCE/ROLE
"Proof-Revising with podcasting: Keeping Readers in Mind as Students Listen to and Rethink their Writing"

Agustin Munoz

September 28, 2010
Just letting everyone know that thrusdays bring in last articles for class.  Today was the same as thrusday of last week so just as a reminder
todays articels to choose from:
Teacher roles
"the concept of controlin teachers response: Defining the varicities of Directive and facilitative commentary"
By rechard Straub
"Responding to student writing"
by Nancy Sommers-Jstor
"Helping young writers to revise: a brief for teacher"
By Jill Fitzgerald-Jstor

Student Role
"the experience of the revising for essay type exammination: different between first and fourth year univesity student"
By E. Kara Giannopouiou
"Speaking my mind"
by Conrad Geller-Jstor
"Teaching children about revision in writing"
By jill Fitzgerald and Lynda-Jstor

Writing Process
"revision in the writing process
by Fran Lehr-some where in the web
"understanding composing"
by Sondra perl-Jstor
Sorry for any missed speled word or anything you may not understand, but i typed what i saw on the broad
thank you for today

9/28/10

The teacher reminded students to bring in the last articles on Thursday 9/30.

Paragraphs need to be our own words; works cited in MLA format, alphabetized order.

Today's class session we reviewed the articles brought in today.

------------------------------------------------------------------------------

1.) Feedback - Helping young writers revise a brief review for teachers.
by Jill Fitzgerald. Source: Jstore

2.) Peer Review - Training students to become resourceful peer reviewers.
by Hui-Tzumn. Source: Academic Search Complete

3.) Technique Strategy - Motivating middle school students to revise and edit.
by Angela M. Comer Source: Jstore

4.) Model Theories - Ease tension in your mind, take a breath, draw a good picture in your mind about the piece you are revising.
by Karen Ernstdasilva Source: Academic Search Complete

Article sources: board 3

Outside Factors/Influences:

N/A

Teacher Role:

1.) "The interaction of Instruction, Teacher Comment, and Revision in Teaching the Composing Process"

-George Hillocks, University of Chicago |JSTOR.org

2.) "Improving our Responds to Student Writing: A Process-Orientated Approach"

-Leanard A. & Joanne M. Podis |JSTOR.org

3.) "Helping Young Writers to Revise: A Brief Review for Teachers"

-Jill Fitzgerald |JSTOR.org

4.) "Responding to Student Writing"

-Nancy Sommers |JSTOR.org

Student Role:

N/A

9/23/2010 class 10:45 to 11:50

Here articles we found Thursday

Feedback

-"Nurturing thoughtful revision using the focused question card strategy", By: Alexa Sandmann, Source: Academic Search Complete

-"Focusing on form: Student engagement with teacher feedback", By: Fiona Hyland

Strategies Techniques

-"Understanding Composing" By: Sondra, Source: JSTOR

-"Rewriting is the essence of writing well-where the game is won or lost" By: William Zinsser, Source: University of North Carolina , the writing center

-"Enhancing two related thought processes: Revision in writing & critical reading" By: Jill Fitzgerald

-"What did I change & why did I do it? young writers revision practices", By: Stephanie Dix, Source: EBSCO

-"Demonstrating techniques for assessing writing in the writing conference", By: Richard Brach, Source: JSTOR

Peer Review

-"I like it the way it is"; Peer-Revision writing strategies for students w/ Emotional & Behavioral Disorders", By: Corinne M. Morris Kindzierski, Source: EBSCO

-"Structured peer collaboration: Teaching Essay Revision to College students needing writing remediation" By: Kimberly Kinsler, Source: JSTOR

Good luck...

Articles of Revision

I decided to name my title "Articles of Revision" because it kind of sounds like "Articles of Confederation" which I thought sounded kind of cool haha. Alright so I personally decided to volunteer to post a few articles that have to deal with revision because im such a good classmate and love helping out my other fellow classmates. Also I would like to add I love Dr.Philips, shes such a good teacher by the way :) Its not even my turn to post till like late October but here it goes.

1- Problems/Issues

- " What will labeling the part of speech ever do for me? " by Melissa J.Engel
- " Barriers and Strategies to the revision process from an Editors Perspective " by Daniel D.Moos & Peggy Hawkins

2- Strategies/Techniques

- " Nurturing thoughtful revision using the focused question card strategy " by Alexa Sandman
- " Revising during writing in a second grade classroom " by Samuel A.Perez

3- Feedback

- " Students perception of written teacher comments : What do they say about how we revision to them? " by B.Bardine
- " Feedback and revision in writing across the curriculum classes " by Larry Beason
- " How EFL University students use electronic peer response into revisions " by Wang Song & Siriluck Usaha

4-Role of Instructor

- " Helping young writers to revise : A breef review for teachers " by Lety Gerald

5- Observation from students

- " Topping the subconscious to free the writing and the writer . Your future self helping you write, what you couldnt see in the final draft " by ???

6- Technology

- " The effects of word processing on student writing quality and revision strategies " by Ronald D. Owston



Alright guys those were all the articles written on the board in class. If any seems a little weird thank Rene for his ugly hand writing that I couldnt read or missing details for example an author, sorry. But if anything guys just look up names or titles and Im sure you will find them. Im glad to help you guys out and I hope we can all help each other out to get A's in this class! Have a safe weekend, dont drink to much, and be sure to bring 2 more articles for Tuesday! See you then

Hey guys so today we just talked about the articles we found and we wrote a couple of them down that seem helpful.

Technology
Which do students prefer to evaluate their essays: Peers or computer programs
Author: Yi-hsiu, Lai Source: Wilson web

Misc.
Editorial: History-"Half is revision" by Dean R. Cooledge
Source: EBSCO

"Feedback and Revision in writing across the curriculm classes"
By: Larry Beason
Source: JSTOR

Models/Theories
Redifing revision for freshmen
By: David L. Wallace and John R. Hayes
Source: JSTOR

Tuesday, September 21, 2010

Today she went over the handout she gave us about the annotated bibliography and revision guide. (Project two) She talked about tips on how you can find the articles you needed to bring; search the internet, use the authors for references. Also when searching for your articles use the seven other articles we read for a basis search. She also posted an example of the annotation bibliography on the class blog. She mentioned some things when you write your annotation Don’t write what you see on the paper write it in your Own words and follow the example on the blog regarding the format.

Dates to Remember: Thursday Sep. 23 – bring the two articles to class (for extra credit bring the annotations for those articles as well)
Tuesday Oct. 5 – Final annotation draft due.

Thursday, September 16, 2010

Hey guys, this post is for the class of Thursday, September 16. Dr. Phillips had a class dicussion with us about the last two articles that were due (Treglia, Bardine & Fulton). She also went over the upcoming Project 2. For next class on Tuesday, she will explain further more. So, be prepared to recieve the new project information. The next assignment will be due next Thursday. If you would like to get ahead for any reason on this homework assignment, you will have to:

• find 2 academical articles of revision.
• You can research online using the UTPA library website using the online resources link.
• You may also look for articles using the regular web.

TIPS:

• In order to find revison articles easier, you can look at the resources the authors in the previous 7 articles we read. They contain plenty.
• Look for other articles under the name of the authors of the 7 articles we read also. They might have written more than one essay or work on revision.

Once you have found your two articles, again they are due until next Thursday, think about how you will categorize your list of sources. For example, you can categorize your articles by feedback, attitude, strategies, and techniques. Dr. Phillips will give us the complete information on this project on Tuesday.

Next, we began our class dicussion on how feedback has affected our writing and our experiences with feedback. We first went over Treglia's article. Here are the notes:

Teacher Feedback

• Migitated commentary
• Time is factor/students may not have time to revise their work
• Article is about face-to-face interaction
• There must be a relationship between the student and teacher
• The writer must also have the right attitude in order to have a conversation on feedback.

Feedback comments can be:

• hedge comments
• rubber-stamp ones
• suggestive
• directive
• vauge
• praise

Feedback can be summary communication vs. formative feedback. Most students in class preferred formative feedback because the teacher will emphasize on how the student can improve their work.

Next, we went over Bardine & Fulton's article...the notes are:

Self-Reflection

• Self-reflection is seen as a recursive model of thinking.
• It can be similiar to dialougtic talk-backs which are also mentioned in the Dix & Fuldoon articles. You can read to compare.

We did not get to discuss more, but I'm sure she will further more explain. See you next class!!

Tuesday September 14

Hey guy for those who couldn't make it to class or just forgot what we cover in class, here it is what we cover in class on tuesday:

1. We review previous papers talked about egocentrism and willingness of working with critics and revision.


2. Went over an example of a student's final paper and his experience in taking this course.


3. We also talked discuss both articles starting with Stephanie Dix

Student 1

• He was an example of recursive model where he writes and know before hand what's next.

• He also kept in mind the rhetorical triangle

Student 2

• She used a cognative process model (writen ideas in her head with text). This could be compare to Problem Solving Model("Fix").
• Proble Solving Model- to make sure the writing is in line with the message.
  

Student 3

• He was an example of Proofreading and the idea of linear approach.

4. Nancy Sommers in Revision Strategies

• Cognative thinking
• Recursive

Revision=Discovery

• Linear Model- have the point of what your writing beforehand

5. Compare and Contrast

Last but not least while reading all seven articles we should keep in mind

1. Models or Philosophies (What are they suggesting?)
2. Definitions and Strategies/Techniques (Do they work or no?)
3. Students and Instructors and the role/responsability/ influence each play in revision process.

Next articles are Article six (Treglia) and seven comparison (Bardine and Fulton)

Outlines are due before class on Thursday September 16

P.S.

Dr. Phillips did took row in class :)

Tuesday September 14th

Today's articles are by Stephanie Dix and Nancy Sommers.

Don't forget to upload your outlines before class.

Thursday Sept. 9th class notes

started off class talking about fantasy football, and we all hoped Penn State beat Alabama which they didnt =/

dont be rude in your emails to Dr. phillips

role was taken

Fitzgeral and Muldoon articles were discussed

talked about the differences between Editing and Revision we made a t-chart to discuss the differences.

used the rhetoric triangle and rhombus

Tuesday, September 7th, 2010

1.Today, we reviewed how send documents to Dr. Phillips. Here are the steps;
- Log in to your Gmail account
- Click on "Account"
- Click on "Docs"
- Click on "Upload" on the left-hand side
- Select "File to upload"
- Select the file you want to upload
- Click on "Back to Google Docs" and you should see the document you selected
- Click on the document and press "Share" on the right-hand side
- Click on "Share Settings" and then press "Change"
- Change it to "Anyone with link" and save it
- At the bottom box where it says "Add people" type in phillipssk@utpa.edu
- Press "Share"

2. We also went over the first article that was assigned and discussed the 6 topics we had to write about

3. The next article (there are 2) are due before class on Thursday via Gmail and we have to do 2 separate outlines for each one, both with the same 6 topics as the first one.

Suggest DataBases from UTPA Library

1. Academic Search Complete

2. JSTOR

3. EBSCO Host

4. Education Full Text

5. ERIC

6. Lexis-Nexis

7. Primary Search

reflections

how do i send my reflection to Dr. Philips. Sorry I suck at computers

Welcome to the class Blog.

Please print a copy of all the articles attached to the blog. Click on the word "article" to download each one. Please be sure to print each article and bring it/them to class on the due date listed on the syllabus.

Week May 3- May 7

Hi, there is no more class for Dr. Phillips :(

This are just some important dates to keep in mind:
May 7- Post Project 3 on Blogger
May 10- Post Final paper for Project 2 on Blogger

If you need help or comments regarding this projects
this are the ways you can contact Dr.Phillips:

Office Number: 381-3355
Office: COAS Bldg, Rm. 271
E-mail: phillipsk@utpa.edu


Magaly Duenas

Friday April 30

Hi :)!

Today in class Dr. Phillips picked up Draft 3 and took it for a grade. We reviewed about 2 copies and talked about them. Some things to consider are:

Overall Thoughts for the Future:
* You assert your own views for the future based on what you talked on your paper
* Reference something from your research (based on what someone said, I think..)
* Reflect on what your position were and respond in terms future, solutions.

Others:
* Make sure you tell each header how you agree with it.
* You do not need new references to support your last theory on conclusion
* Do not have to use all 5 references
* Do not have to use the 5 exact references you had first
* Use headings, as many as you want
* Be specific
* Do not be afraid to break down future or overall conclusion
* The body has to be the most well developed part
* Do not blow off conclusion!
* In each section, are you saying something ?

Dr. Phillips asked the class who was going to do PowerPoint presentations, all of our class said no, which means there will be no class May 3 or 5 since everyone chose to do the essay form, meaning today was our last day as a class. If you still do not know what Project 3 is about contact Dr. Phillips so she can give you the outline for Project 3.

Important Dates:
May 3- Post your final draft of Project 2 with your questions, comments, etc on Blogger
May 7- Post Project 3 on Blogger
May 10- Post Final paper for Project 2 on Blogger

Office Number: 381-3355
Office: COAS Bldg, Rm. 271
E-mail: phillipsk@utpa.edu

- Andrea Uriza

Wednesday April 28

Hi :) !
We had no class today (Wednesday April 28th). However, on Friday we do have to turn in Draft 3 of Project 2 which consists of Thoughts for the Future and Overall Conclusion.

Also DO NOT forget about Project 3 !

Dr. Phillips gave us the handout for that project on Monday so I would highly recommend you to get one if you weren't in class or you didn't grab one. As she mentioned at the beginning of the semester, you have the option to do this project in a PowerPoint or essay. If you choose to do this project as a PowerPoint you will have to go to class May 3 and May 5 to present it to the class. If you choose to do an essay, you just submit it via blog by May 7.

Dates To Remember:
April 30- Draft 3 Due
May 3 & 5- Project 3 PowerPoint Presentations Due
May 7- Project 3 Essay due (post on Blogger)
May 10- Final Project 2 Due

*Dr. Phillips
Office Number: 381- 3355
Office: COAS Bldg, Rm. 271
Office Hours:
M- 2-3 PM
T/R- 9.30-10.30 AM
OR by appointment
E-mail: phillipsk@utpa.edu

Monday, April 26th

Hi :) !
Today in class Dr. Phillips went over:

Project 2:
This Friday you will have to turn in Draft 3 which consists of Thoughts for the Future and Overall Conclusion. If you need any sort of help or you have questions about it, go to Dr. Phillip's office, she will be there. She also said sometime next week we will turn in on Blogger the Final Draft of Project 2 with questions or comments we have about our overall paper (like we did on Project 1).

Project 3:
Dr. Phillips gave us a handout of what Project 3 is about, so I would highly recommend you to get one if you weren't in class or you didn't grab one. As she mentioned at the beginning of the semester, you have the option to do this project in a PowerPoint or essay. If you choose to do this project as a PowerPoint you will have to go to class May 3 and May 5 to present it to the class. If you choose to do an essay, you just submit it via blog by May 7.

We had the teacher evaluation sheet, so we did that too.

Dates To Remember:
April 28- NO CLASS
April 30- Draft 3 Due
May 3 & 5- Project 3 PowerPoint Presentations Due
May 7- Project 3 Essay due (post on Blogger)
May 10- Final Project 2 Due

*Dr. Phillips
Office Number: 381- 3355
Office: COAS Bldg, Rm. 271
Office Hours:
M- 2-3 PM
T/R- 9.30-10.30 AM
OR by appointment
E-mail: phillipsk@utpa.edu

-Andrea Uriza

April 23, 2010

Good afternoon,

Today Dr. Philips began the class by saying the following:

* Please come on Monday April 26, 2010 because the evaluation sheets will be on that day
* on WEDNESDAY April 28, 2010 there will be no class!
* If you have any questions or comments go to Dr. Philips office during class time
*Draft 3 is due next week also
* PLEASE GO TO CLASS ON MONDAY AND FRIDAY
*On the 3rd or 5th of may if you are going to give a presentation they will be on those days
* Dr. Philips will go over the guidelines on monday for the powerpoints or essay

-In class we were asked to get into groups of 2 or 3 persons
-Each group will receive a paper from a different person and we could make comments or suggestions
-Each group will volunteer to give a paper that thought it was good for the class to see based on that Dr. Philips wil give feedback

Can you identify with these 5 points
* claim ( writers assertion)
*support ( citations and internet)
*opposition( writers voice)
*response with support
*Overthougths ( writers overall thoughts)

There were great examples throughout the class!

Thank you!

Deborah Duenas

April 19, 2010

Good Morning

Today Dr. Philips began by reviewing what we were discussing on Friday.
Draft 1
1. Make it personal
- What point in your life did you think about entering the field?
- Did you knew since a young age?
2. Include a broad discussion of all points of research
-A reflection form all aspects of research such as
*Secondary sources
*Primary interviews
*Informal conversations
3. Specific Focus

This outline will make a good summary for Draft 1.
If you brought an outline she would look at it and show it to the class as an example. The outline was based on the top claims you picked hopefully you pulled more than one sources.

Trend 1. Issue 1.
Claim 1. Claim 2.
*support 1.
*opposition 2.
*Response with support 3.
*Overall pt. 4.

Claim 2. Claim 2.
*support 1.
*opposition 2.
*Response with support 3.
*overall pt. 4.

Hopefully you have more than 1 claim!

Each * can be a paragraph
in Opposition Dr. Philips suggested what would those say who disagree with you say?
overall point- You own personal response

In terms of organization that they are related to each other you can have a claim for both

Claim 1. Explanation how the 2 topics connect and relate to each other
Claim 2.

There could be other ways but here is a great outline to start draft 2

*opposition- can be a sentence or 2
*overall pt.- opinion ( your own version of all the material you collected)


-In proportion to your paper it should be the largest one ( since it is the body)
-Utilize headings
-Make sure if you are going the combination route make sure you have a heading to tell us there are related


We also looked at Maria's outline which was great very specific and on the right track.


Dr. Philips suggested to go back to the PowerPoint "they say I say"
it helps you from outlines, paragraphs,sources, basically understanding everything. It is on Blackboard !

NO CLASS WEDNESDAY
If you have an outline that you have doubts or questions she will be in her office 271 8:00-9:30

Please don't forget that DRAFT 2 IS DUE ON FRIDAY
make sure to bring a hard copy to class on Friday.


Thank You


Deborah Duenas

april 16th 2010

-draft one of paper 2 was due today
-took servey for Roosevelts research
-we discussed the assignment and went over some of the drafts and she took it for a grade
-*adding personality to papers(ESP in introductions)
-next paper due next week

april 14th 2010

no class today on april 14th.(finish up one on one meetings with Mrs. Phillips)

april 12th 2010

no class today on april 12th.(one on one meetings with Mrs. Phillips)

april 5,7,9

No class all week but make sure you go to your confrence with Dr. philips
thanks, Joe serna

MARCH 31

In class today we exchanged our questions for feedback. The next five class session depends on your meeting date and time.

Meetings will be these days and during the specific time you signed up for.

Monday APRIL 5

Wednesday APRIL 7

Friday APRIL 9

Monday APRIL 12

Wednesday APRIL14

On Friday April 16 will be a regular scheduled class.

March 29,2010

Today in class we discussed that starting next week we will be having one on one meetings with Dr. Phillips to discuss our progress on our project and answer any of our questions. A sign up sheet was passed around and students only have to show up on their assigned days and time. The rest are off. We talked about draft one (Apr.12) and two (Apr.23) and what they are made up of.

Also for a reminder this WED. students have to bring in a copy of a min. of 8 interview questions to class for review.

March 12, 2010

Today there will be no class.

Have a safe Spring Break, and don't party to much xD

Ricardo Mariscal Jr.

March 10, 2010

Today Dr.Phillips discussed how to appropriately find Secondary Sources.
She began by giving out an outline that includes questions that should be asked in each of the categorize in detail for what is expected from Issues, Trends, Best Practices.
In case Dr. Phillips doesn’t post the outline on time I’ll provide it:

1.) Who are the well-known people in your field? What are they saying?

2.) Who are the well-known companies or organizations? What are they saying?

3.) Where/what is there opposition/competition/vastly different beliefs? Between whom?

4.) Issues: Universal topics that come up in other states and/or in other countries? What topics have reoccurred overtime?

5.) Trends: What is currently being talk about (2009/2010 sources)? Where did major shifts in thought, practice, approach, belief occur?

6.) Best Practices: What practices are being utilized to make decision? To address/fix problems? To improve? To maximize profits? To decrease waste or inefficiency? To help the US stay competitive internationally?

And the recommended number of secondary sources varies to 5-8.
As it seems there are still some things not clear about what is expected from each section and recommend to go see Dr.Phillips if you are still unsure on what to put in your report since all essays will be uniquely organize and are made up of different factors.

And she checked which people brought their resources at the end of class.

Ricardo Mariscal Jr.

Project I

Final Draft
As we all have acknowledged that revision has played a major part in our English class this past week, personally I have learned so many things of which I was not aware of. Not only does revision deal with the student revising his/ her essay but it also consists of the teacher or audience reading and editing the essay.
After reading and relating the articles to myself I now have different view of revision. I don’t really recall my early years of writing but as far back as I can remember I started to enjoy writhing in when I began attending middle school. Through out the beginning of my writing in middle school I also believe that revision consisted strictly only of grammar editing. In the article “I’ll do it my way; three writers and their revision practices.” By Stephanie Dix, it states that “the ability to revise is significant because it helps the writer reflect and clarify his or her thinking with the goal of improving the writing.” (566) After reading this article I realize that behind revision there is a lot more than merely grammar revision. Revision wasn’t such a great deal back in middle school but as I entered high school I noticed a dramatic change with in revision. In high school I have sever English teachers. As far back as I can recall my teachers never really revised my papers to the point where they wanted me to change the entire thing. They always seemed to focus more on the order structure of my essay. They always told me that the sequence in which I set my essay was crucial. Not one of my teachers told me that part of revision was also to improve your writing and be the ability to take criticism.


After learning this and reading the article by Stephanie Dix I related myself to Anna.
The article states “Anna revised and composed basing her text on a skeleton framework and then adding in and building up the ideas and images that she desires...” (572) now I set up my essay and start to build it up from what I have writing down on paper. Throughout my life time I have know people that to their misfortune, the teacher would change everything in their paper and make them right it the way she wanted to see it. I have always believed that there’s no point in doing such type of revision. What would be the point in having the student write a paper if the teacher will end up writing it all over again? In the article by Andrea Muldoon it is stated by a student “she doesn’t understand what I’m trying to say,” “she doesn’t share my interests and appreciate my writing.” (67) These are the thoughts that students normally get when the teachers changes everything they wrote. There was a point where I stared to question revision and why we had to do it. I thought that there was no point to it; I began to believe that if the person was a bad writer then there was absolutely no remedy to it until I entered college. I started of with an English professor who greatly enforced the revision process in her class. The last day of class she sat down with me and explained that I was a good writer but that I could improve myself if only my stronger and if I followed the commentary she wrote on my essays. When got around to doing as she advised I compared the revised essay with one of my former papers and saw a great difference. I could right away identify what she was trying to get across.


Revision now has become a major part of my writing. I must always have someone proofread my paper and point out my subconscious mistakes. The article by Bardine and Fulton states that “when writing revision memos student’s detail, the strengths and weaknesses they see in the new draft, their revision focus for future drafts, and the particular changes they made to their current draft.” Revision memos are also a very useful technique to learn to revise your own paper; at this point of my English education not only will it help me in my English classes but also in the career I am pursuing. Revision should be something enforced into the early writing as we being the writing quest.

March 5th, 2010

Today in class:

*Dr. Phillips went more into detail about what the headings for the career options should include.
*She went over the due dates
**There will be no class on monday

-Esperanza Lopez

March 3rd, 2010

Today in class:

*Dr. Phillips talked about the differences between trends, best practices, and issues. She gave us examples so that we could know what they meant in our career field.
*She also talked about how we should start talking to people we know that relate to our major and she just answered questions we had.
*On friday she will give us our due dates
*We should have gotten the outline on blackboard for the second project

-Esperanza Lopez

March 1st 2010

Today in class:

*Dr. Phillips showed us a powerpoint presentation (that we should have gotten already by now via email) dealing with:

• the way we can utilize attributive tags
• how we can agree/disagree
• using metacommentary

*From those 12 slides we have to choose two of those and apply them into our final draft
*Based on the commentary left by Dr. Phillips, if the first few slides dont apply to you, you can use the last two or three slides

-Esperanza Lopez

Feb 26th, 2010

Dr. Phillips told us the due dates for project 2 and explained what is it about.
- Alejandra Diaz:)

Feb 24th, 2010

Today in class:
* we got together in groups and exchanged our drafts.
* we came up with different questions and observations about the project that we weren't sure about.
* Dr. Phillips told us that the final draft is due Friday by midnight.

- Alejandra Diaz:)

Synopsis of Group Discussions

Hi. Below are the questions/comments that emerged from the group discussions today.

1) Do you have to include all 7 articles?
A - No; however, you should incorporate all the articles that make sense (logically support or contrast) your own views/experiences.

2) Should we talk only about ourselves or be broader?
A - You should do a combination. In draft one, you are mostly talking about your own experiences. However, in Draft Two, you will most likely use the basis of your own experiences to make broader statements (i.e. your opinions/beliefs about what is true when it comes to revision).

3) Should the shift from pt.to pt. flow or does it matter.
A - You should try and have it flow; however, when you struggle with the flow in certain sections of the paper, perhaps that suggests the need for a Heading. In other words, you could use the headings as a means to create transitions in your paper.

4) If draft one is experiences, should draft two be as well?
A - It could be; however, there should be a clear shift from experiences to beliefs in Draft Two. In other words, based on your experiences, what conclusions can you draw? What do you know to be true? What statements can you make? In the follow-up discussions you will probably references your experiences somewhat to give the reader a sense of how you arrived at your beliefs, statements, and opinions.

5) Good MLA formatting
A- Be sure to have the attributive tag and the page number. For example, According to Sommers, students struggles with large conceptual elements of their drafts (44). Also, remember to follow the citations with your own commentary that explains and makes the connection between the citation and your own experiences/views for the reader.

6) Title for the Paper
A - Just as you should develop specific headings throughout your paper, so too should you create a specific title for the entire paper.... Don't call it "Synthesis Paper on Revision".... :(

7) In terms of the conclusion: Be sure to highlight where the overlaps in discussion occurred within all or most of the articles. In other words, what were the reoccurring pts. that many of the articles made?

8) Based on that, how do your own views fit. (If you are doing the career project)

9) Based on that, what questions need to still be asked and where do those questions fit in relation to the articles (If you are doing the article for publication)

I think that pretty much covers it; however, please chime in if I missed anything and I'll respond back.

Feb 22nd, 2010

Class was cancelled!
- Alejandra Diaz

February 19, 2010

Today there was no class but make sure to come on Monday, we will begin to discuss Draft Two.

Class on Feb. 17th

Today in class we looked over and discussed our first drafts. Each student received and read another student's draft, compared it to theirs, and thought about questions to ask what observations they had.

Some of the observations were:
-Citing a citation within an article
-Making sure to use a new paragraph for each idea
-Making sure to draw on concrete experiences, not reaching for vague ones
-Making sure to try to discuss all seven articles, but if not possible discuss six articles and have a minimum of seven citations (one for each article).

There is no class on Friday.

Kate Dirrigl

Class on February 17

Wednesday class began with Professor Phillips demonstrating us examples of citations and answering any questions we had concerning draft one. Then, we turned in our drafts and she gave a different one to each person to read (peer review). After, we just discused as a class how it compared to our own drafts. Thats was pretty much the wrap up for class (Remember Professor Phillips announced that we do not have class on Friday Feb 19). Okay well see you guys on Monday.

This Monday we did not meet for class. Professor Phillips does expect us to bring draft one on Wednesday though,in which we describe our own experiences with revision and compare and contrast them with the articles we've read in class. Remember there is no length limit and try to cite all 7 articles if possible. So makeo sure you guys bring a hard copy of draft one to class and see you all on Wednesday.

Class Feb. 15th

There was no class today. The first rough draft, which should include an introduction and a article discussion in which you compare and contrast the articles and how they relate to your own experience with revision, is due next class. The outline for the Revision Synthesis Paper can be found on blackboard.

Kate Dirrigl

Class on February 12, 2010

Today in class, Dr. Phillips started with explaining more to us about draft one. What it is that she wants. She wants to us to give specific experiences. So that our paper can differ one from another.

Then we went on with the presentation on article 7. it was very interesting to know how those memos can help us do better.

At last, Dr. Phillips talked to us about in text citations. the 2 different ways that she wants for us to do them.

Remember to bring your draft one on wedneday, and there is no class on monday. if you have questions, you may go to Dr. Phillips' office.

Melissa Leal

Class on February 10, 2010

Today in class, the article, Revision Strategies by Nancy Sommers, was presented to us. Also, as a class, the article was discussed. It focused on the idea of the differences between a student writer and an experienced writer.

Towards the end of class, Dr. Phillips went over the outline and the checklist for Draft 1, which is due next Wednesday.

Make sure to read Analyzing the Benefits of Revision... by Bardine. This is the article for Friday.

Melissa Leal

Class on February 8, 2010

Today, as soon as all teh members of the groups presenting got there, they started with the presentation. The article for today was Research on Revision by Jill Fitzgerald. They all did a good job with such a lengthy article. It was very intersting also. Ms. Phillips checked to see if we had made an attempt to read our articles. Also, at the end, due dates for our first paper were set. They are as follows:
Draft 1: due on 02/17/2010
Draft 2: due on 02/22/2010
Final 1 with questions: due on 02/26/2010
Fianl 2: due on 03/10/2010

For next class make sure to read the next article. it is Revision Strategies by Nancy Sommers

Melissa Leal

February 5, 2010 Class Discussion

The purpose of our class discussion Friday was for the class to see how the articles relate to one another and the message they try to bring to the audience, people in the literature world that can see and benefit from revision. In the articles read we can see many ways revision impacts not only writers but readers as well, we need to incorporate all the ideas and facts that we can in order for us to do an excellent job in our paper. Dr. Phillips wants to see the process of revision and feedback on our papers. Keep in mind that your final grade is not only on the final draft but also the process of revision.

As you develop your paper keep in mind important aspects of the articles read such as the purpose, audience, and intent of the articles. The important thing is to see how the articles mesh together and keep in mind the message the articles bring. Many of our classmates mentioned that the articles separate the revision concept in two ways but directed the different ways towards the same goal. REVISION

Remember that feedback expands knowledge and ideas so we need to know what to do with the feedback given to us. As students we struggle with feedback given to us so we need to understand and do something constructive with it.

Other important things to consider:
1 How does teacher feedback affect student writing?
2 Can the environment affect student writing?
3 Can the role of the instructor impact a writer by the atmosphere he/she creates?
4 Surface Changes
5 Content Changes
6 Mitigated vs. Directive
7 The important thing is the literature
8 Get to know your audience and expectations
9 Everyone has their opinion about revision so just take what can make you a stronger writer and build on that
10 Themes
11 How does revision impact your writing?
12 Dr. Phillips will post the guidelines “requirements” for the paper

-Abimael Ramos

Class Review Feb 1, 2010

In today's class we started right away on the presentation.

The group today presented the article "I'll do it my way: Three

writers and their revision practices" by Stephanie Dix. The group

did an amazing job and showed the class how students revise according

to their different styles and ideas. We discussed how Wiremu, Anna, and

Jon were different by the way they revised their work. We went over Surface changes and changes of meaning. We also received feedback on experiences some of our peers had experienced.

In addition, Dr.Phillips tried to force us again to do the research on writing

rather than the one about our career for assignment two. HAHA :p

-Abimael Ramos

Janurary 29, 2010

At the beginning of class Mrs. Phillips bought up the point of doing project two, but not as she had done so originally. Instead she went ahead and done a little research on her own on a different topic, which is quite similar as last time, but different. The topic is on Review Process for Advanced Undergraduate Research, which I believe would be something positive for us as students to do...You might be asking yourself well in what is it going to help if writing has nothing to do with my major. Well that's not so, actually it might actually have to do with your major even if its not a big contribution to what you are majoring in.

Some examples, scientist all ways have to be doing some type of research to make something or to find the explanation of why something is not working the way they want it to work, for example a way to stop corrosion, cures for health problems, and so on and so forth.Engineers have to research themselves to make things work better, more efficient, and to make things a-lot easier for people all over the world.Criminal and justice majors, lawyers, and anyone else in the field has to go back and do research themselves to win major courts or to have knowledge of how actually to contribute to a case or deal with a situation.

Any ways that just my way of thinking yes I'm scared of doing this project, but hey its a challenge and something I would really like to do. I have nothing to lose, but everything to gain from it even if its' the single thought of having the experience of doing so and taking a risk that I might have a chance to get something out of it for future use.

Back on topic though she explained the article and presented us with the information of two similar papers, but had different type of revisions on them, which basically states that their is more then one way of doing things. And finally at the end of the class she went over a checklist of revision items we should look forward to using when re-vising our paper. All righty students that today's wrap up of today's discussion in class have a GOOD WEEKEND =)...SEE YA'LL MONDAY.

January 25,2010 Monday Class Summary

I am not really sure of how Mrs. Phillips started class this morning but I am aware that she picked up the articles to check on our reading. The entire class session for the day was focused on the group that had to present today. After the presentation was over she gave a brief discussion on what she expects from the rest of the groups that present. She also mentioned that there are no articles that need to be read for Friday... Be ready for awesome day Friday...

Janurary 27, 2010 What we did in class

To Start the class I know Mrs. Phillips collected the articles, but I was a little late to class so I am not sure if she gave any announcements at the beginning of class. At the end of class though, she did give a small speach of the pro's and con's of the groups that have already gone up to present the article that they read and told the third group what she expected from them and how she wished to see the presentation presented (Get the class more active in the article that is being presented and just explain the main points of the articles). Overall, I thought class was all right, because I was presenting, but I think we could have gotten the class a little more engaged with the class about the article.

For next time have the article (I will do it my way: Three Writers and Their Revision Practices by Stephanie Dix) read and ready to present for the group that is going to present.

January 25, 2010 What we did in class

Well the class was started off with Mrs.Phillips went around seeing who and who had not read the article. After she had checked off the names of the people who had read the article. She went on to announce to see what we had decided to do for project two the Conference Submission or the Critical Issues/Trends/Best Practices in your Career Field. And well to be honest I think the students aren't really to sure which one they would like to do.

For the reason that well its something new and something they have never done and they probably don't think they can manage to come up with the information or the right attributes to complete the assignment satisfactory.

After this was discussed the group that had the assigned article today went on to presenting they're article in, which they did a excellent job of presenting. They got the class to get into a conversation and discussed why were some of the reasons why and why not they re-do their draft after the teacher had left the comments. After they finished presenting the information they briefly summarized everything.. And well it was time to leave, but overall class was awesome and entertaining

1-25-10 Additional Follow-up notes

Hi.



Just a few follow-up notes from today...



1.) The group that went today did a good job facilitating a detailed understanding of the article by discussing all its points. The PowerPoint and handout worked well to give us additional pts. of reference.



2.) For future discussions, perhaps each group should also consider just highlighting the main pts. and focus more on how to stimulate class discussion. The group that went today left us with many things to think about with regard to how students take and interpret teacher feedback, but we seem to run out of time to really dialogue about teacher comments and revision.



3.) That said, I invite the rest of the group to really think about how to get your peers talking about the article, especially since you have more time to reflect, plan, and create.





Finally..... In terms of Blackboard ----



1.) I figured out today that if I create assignments for each grade, the grade book system will automatically add the total points you earned to-date. So, the 'calculated' column will give you the total pts. possible and the total pts. you've earned. All you'll need to do is divide the two numbers: total pts you earned / the total points possible = overall percentage.



2.) So, in other words, the assignments that appear in blackboard are only there so that your points will automatically be added. You don't have to do anything with them.



3.) That said, the grade from today is already in Blackboard.

See you Wed. Come ready to verbally participate.

Class Summary

As we started class today Mrs. Phillips approached each student in class to questioned them regarding if they had read the article they were suppose too.
Class followed with a brief discussion from were we had left off on Friday.
Today we also had our first group discussion on the article they were assigned the first day of class. For the remainder of the class the article disscussion took place until class ended.
Be prepared to do you group discussion on the article you were assigned for on Wednesday.

Purpose the of the first Assignment...

Remember, the goal of this first assignment is three-fold:
1.) To help the class understand and process the article
2.) To promote class discussion
3.) To prepare everyone to write a synthesis paper at the conclusion and discussion of the last article.


We will discuss the paper more in-depth as we conclude the discussions of the articles, but essentially you will be asked to consider the similarities/differences of all the articles and use them as a backdrop to support your own assertions and thoughts about revision.

Articles on Revision Presentation Dates

Hi.

1. Below please find all the articles that everyone is responsible for reading by the assigned dates.

2. Per your group assignments today, be prepared to lead the class discussion.

3. Remember, even if you are not leading the discussion that day, you still need to read the assigned article. Be sure to highlight the article as you read and to make notes in the margins... (Your ability to "show" that you read the article will be worth 10 pts. per article).

4. PS. Don't forget that once we discuss all the articles, each student will then write a synthesis paper that discusses all the articles and asserts your own opinions and thoughts about revision...

Assigned Dates...
Jan. 25
Teacher-Written Commentary in College Writing... by Maria O. Treglia

Jan. 27
Revising Attitudes by Brock Dethier

Feb. 1
I'll do it my way: 3 writers and their revision practices by Stephanie Dix

Feb. 3
Debunking the Myth... by Andrea Muldoon

Feb. 8
Research on Revision... by Jill Fitzgerald

Feb. 10 - Jose Serna's Group
Revision Strategies... by Nancy Sommers

Feb. 13 - CJ's Group
Analyzing the Benefits of Revision... by Bardine, and et. al.pdf