Debriefing and Your End-of-Quarter Feedback

Writing 2rs,

The end is near!  Woot woot!  I wanted to shoot you a quick heads up, re: portfolios/grades/timelines.  This week, I'll be perusing through your awesome e-portfolios.  Next week, you can expect an email with a personalized debriefing and your grade.

I also wanted to share your end-of-quarter feedback.  It was so, so valuable, and I want to make sure you know that I really, truly appreciate it.  For any aspiring teachers and/or super-nerds, the hard data is below as well as my "best of" curation of your comments.  Before that, though... take a look at this awesome class pic.

What's that?  Too soft?

Writing 2 Spring ’15 – Student Feedback and My Thoughts

Likes:

·       readings were relatively helpful but there were too many of them

·       WP1/Pancakes (77% agreed or strongly agreed à it was helpful)

·       WP2/Vietnam (50% agreed or strongly agreed à it was helpful)

·       WP3/Fairytales (73% agreed or strongly agreed à it was helpful)

·       visual aspect of videos helped

·       videos shown in the middle of class helped (good noticing!)

·       Country tunes  (77% agreed or strongly agreed à it was helpful) for learning genre/conventions

·       Horror movies (63% agreed or strongly agreed à it was helpful) for learning genre/conventions

·       The Rock, MJackson, MJordan, AIversion for “Moves” (72% agreed or strongly agreed à it was helpful)

·       4 Disney Artists Paint 1 Tree (66% agreed or strongly agreed à it was helpful)

·       The Blogger’s Animated Writing Process (77% agreed or strongly agreed à it was helpful)

·       in-class group activities

·       My Comments/feedback (91% agreed or strongly agreed à it was helpful)  Woo hoo!

·       Text Features/Qualities Matrices (ie, “Expecations”)

·       Enjoyed posting your work on a blog (64%)

·        blogs were convenient (ie, no printing required)

·        cool to see classmates’ work/ideas on the blog

·       class conversations/communication/culture

Sweet Comments:

·       Teaching us about the use of dashes changed my writing completely. I find that when I use them, my writing is a lot more clear and it is a lot more easy for me to get out what I'm trying to say

·        Another comment that I thought was very important was when you told me that the paper sounded a little dry and lacked any kind of voice. This allowed me to realize that even throughout these papers, which were directed towards an academic audience, I can add voice that would differentiate my writing as well as make the content a little more interesting.

·        instead of just flat out telling me what I did incorrectly, you also would ask me questions to make me think of other potential ways to improve that excerpt

·       (Re: Text Features/Qualities Matrix) 

o   I felt that they were more beneficial than harmful. The article or survey gave me a glimpse or a screenshot of a teacher's mind as they grade a paper. I saw what most teachers prefer and that in itself was beneficial.

o    After studying them more, I was able to start observing genres in the world around me and in my own everyday life.

o    This whole course made me think about writing in a different way. I think about genres more in depth now.

o    Almost like the quote "When in Rome, do as the Romans do." For certain kinds of paper, pieces, and letters, there are always certain conventions everyone must follow. People can break away from these conventions to be unique, but there are certain standards that must be met and kept up, otherwise the conventions would not follow that genre.

·       (Re: moves)

o   Again, I don't think this really helped me or benefited me anyway (however, in the future once I see the effect I may really like it).

o   Moves was a very interesting and important concept that we discussed in this class. At first it seemed very vague and unspecific, however I later realized that that’s how it should be. Moves could be anything that an author does differently for basically any particular reason

o    I like the moves because it helped me specify why I was doing something or why another author was doing something

·       (Re blogs)

o   Blogging allowed me to speak my mind while still adhering to academic themes. The fact that I was allowed to write about assignments in an informal matter made it so much easier for me and I was actually able to enjoy writing (something I used to not do)

o   [Blogging] was fun and gave my work more meaning. It also made me work harder because I knew my work could be seen by other people.

·       The only way you can get better at writing is by practicing; I think that this really gave me a chance to practice a lot and get better.

·       I actually liked this class. Although it is kind of tedious, I think it helped me become a better writer.

·       I don't think so, you were very easy and fair but also challenging as a teacher and held people to a high standard!

·       My favorite part of the course was being able to decide on our own what we want our topic to be rather than being assigned a topic.

·       I think the classroom environment was always cool, I love when people feel comfortable to share their ideas and talk, as well as discuss things together as a group.

·        I liked to see that I was applying the things I learned in this class to essays in other classes. Like, when I was writing a paper and thought "I'm going to make a move in the way I do this...". That showed me that all the work I do in this class isn't for nothing

·       YES I'm not sure that there would be a 15 minute presentation on semicolons... but the idea of a group activity/ presentation sounds great.

Dislikes:

·       no set bathroom breaks

·       vague comments on papers

·       a bit too much focus (ie, only) on genres

·       “moves” seemed vague

·        commenting on classmates’ blog posts seemed forced/too much (45%.... but 40% did like it….)

·        2 hours is a long class

Clarification:

·       (Re: unhelpful comments).  The one about steak. Im still a little confused about how I should make my paragraphs into bite­sized pieces

·       Comments saying that I should change my thesis statement were not helpful because I didn't know what to change it to.

·       In one comment you asked " so? how does this relate back to your argument?" This was helpful in that I took a second look and tried to figure this out, yet I'm still confused. I know you're not suppose to correct our paper for us but maybe a leading question would have helped.

·       I mean I understand how there are different "techniques" or "moves" that are used by writers, but I kind of felt that this occurs more unintentionally. When you have been writing for so long, we kind of incorporate these techniques without second­guessing ourselves. This does not mean I have not learned anything from the lesson, but a lot of the "moves" we talked about, I felt like I have already used or have done without considering them as "moves."

·       I wish that the class taught how to write a research paper or another genre depending on our major because I found that the writing style in this class doesn't really translate to other classes.

·       I think the lesson plan/what we had to write for WP2 could be edited. I hated writing this paper because I don't think I really understood what we had to do

Huh?!/  In My Defense

·       (Re: My Comments)

o   "I'm not understanding this". A select few comments were vague like this and it really just doesn't help me when I look at it because I myself understand it. It would help to clarify on what about that specific part is unclear.

o   One comment that I found the least helpful might have been to make sure that my document’s margins were 1 inch. This might be due to the fact that the change is extremely minor and I felt as if it did not make much of a difference, however I do realize that the academic standard is to be 1 inch margins and it is important to follow that rule.

·       (Re: Text Features/Qualities “Expectations” Matrix)

o   I would rather have it pointed out to me on my paper where I went wrong (where I could use more analysis, things that could be developed/changed, etc). I didn't find the "didnt meet expectations" helpful because it didnt specifically tell me where I was making the mistakes

o   I don't believe I was there for that class.

·       (Re: Genre Awareness as the UCSB WProgram Model)

o   I think genre is a good topic of writing. However, genre is not the only topic of writing. It would be better to add some other elements and combine genres and other topics.

o   I don't understand how helping understand genres is going to help me become a better writer. I feel like I already noticed "moves" about writing different papers and such. I do understand that we have to choose something to write about and genres seem like a pretty logical topic.

o   I think you should lessen the amount of responses we have to do on the blog. Its a lot. Also, I spend wayyyyy more time on this class than any of my other classes. I think the workload should be less. I understand that we should work hard in this class and that this is college, but for the amount of time needed to be put in in order to be successful in this class, I really believe it should be worth more than 4 units.

·       (Ummmmmmm….?!?!!)   Maybe a little less getting upset when people ask questions. You did this quite often, and then wondered why people didn't end up asking them later on. Maybe just be a bit calmer in that aspect.

·       You often sent emails very last minute: For example: you let us know you opened up the spot to turn in WP3 rough drafts the DAY it was due

Tough Ones

·       I just thought it wasn't taken very seriously with the comments so I couldn't really use that feedback

·        I didn't really enjoy responding to classmates' blogs because I never knew what to say and had a hard time being critical.

·        Sometimes the peer reader workshops were helpful, but then other times some people would just fix grammatical mistakes and not comment on the paper as a whole.

·        We can read more sample WPs because they are very helpful for me to understand and think how to work on the WP.

·       "How to organize WP" is a good lesson because when we worked on WP2, most of us felt trouble organizing the paper.

Changes I Will Probably Make:

·       The Blogger's Animated Writing Process was most helpful. This helped with not only writing process tips but also with life tips. I feel this video could be more helpful earlier in the quarter!

·        Readings were helpful, so maybe take some time in class to kinda discuss about it a little bit. I know we kind of did that in the beginning of the course, but I felt like we strayed from the reader.

·        Maybe talk more about thesis statements, I still feel a little lost on them.

·        Comments on classmates’ blogs… extra credit?

Great stuff right there.  OK, so as promised, here's a link to the survey data. 

The "People's Elbow" Revisited: "Moves" and Writing Project #2

Writing 2rs,

I wanted to pass along a couple of thoughts, re: “moves” and the WP2 assignment.

Moves:

Remember: a “move” doesn’t just have to be a wrestler’s finisher or a writer’s thesis (ie, the "big stuff).  It can involve the subtler, more nuanced components to what they're doing.  You can, and should, consider the build-up to the main moves too.  In other words: how does the writer/wrestler get to that point?  What do they do to set themselves up?

In class, remember when we were analyzing  (my main man) The Rock’s finisher—the devastating People's Elbow?  

Sure, he brings his massive arm crashing down on his opponent’s jugular, but before that, he sets it up through a series of “mini-moves.”  The Rock begins by kicking in the guy’s outstretched and listless arm (with his right foot), then he menacingly stares out into the audience and hypes up the moment by ripping off his elbow pad.  After chucking it into the audience and criss-crossing his arms, he starts running to his left and bounces off the ropes (gaining considerably more momentum), then he hops over his opponent’s body and bounces off the other ropes (and, somehow, gained even more momentum), and then he abruptly stops in front of his poor opponent’s body, hesitates just a bit, and then BOOOOOOOOOOM!, he delivers the most electrifying move in sports, People’s Elbow.  1, 2, 3.  Game over.

For our purposes, paying attention to each one of these mini-moves is also (very) important.  There are a bunch of these mini-moves in texts too.  The whole point of studying a writer’s moves is to see how he/she has constructed their text(s) and how that construction appeals (or doesn’t) to us as readers—how it wins us over and why.  This can, and usually does, change depending on a particular audience and what their expectations are for a given genre.

WP2:

OK, so for WP2, I’m asking you to take a look at one topic/idea and how it’s approach in different ways from 2 scholarly sources from different disciplines and 1 non-scholarly source that’s published in a mainstream media outlet.  As stated on the assignment, you’ll need to craft a thesis-driven argument and then back that up with support.  I’ll be using a very similar ~rubric for my feedback, so keep in mind the major facets that are important here: thesis statement, use of textual evidence, analysis, etc. 

Like we discussed in class last Wednesday, I think it’s a great idea to write with a working thesis statement in place.  Remember: you’re not married to it, and you can—and should (if your argument, evidence, or analysis changes)—when need be.

I hope this clears up any potential confusion or uncertainty you may have been having. 

If I can share one last tip: write about what you find interesting!  When you get the chance to essentially create your own assignment like this, go for it.

Don’t forget about our new’n’improved Peer/Reader Review workshop: to participate in it, you’ve got to Google Doc-ify your paper, make it “editable” (so that you can comment on each others’ work), and then post your Google Doc link to the page I created (so we can access the papers).

Rock it out, and good luck.

Z

Digital Peer/Reader Review Sesh for WP#2

Folks,

Don't forget: this Monday, May 4th, we're meeting in SMSS 1304 for our Peer/Reader Review on WP#2.  We'll also be meeting in this computer lab on May 27th, June 1st, and June 3rd.

Why are we meeting there?  Glad you asked!  I'm a big fan of Google Doc-style collaborations -- I like how they allow users to (1) give/get instantaneous feedback, (2) use the "Insert Comments" feature, which can tie comments to specific pieces of text (words/phrases/sentences) and (3) provide more detailed feedback with the allotted time -- most folks, in my experiences, can type a hell of a lot faster than write "long hand."

I've been wanting to experimenting with using a Google Docs for Peer/Reader Review workshop, and this is the perfect chance.  Let's get super funky and use tech to help us communicate with each other more efficiently and, hopefully, effectively.   (PS: this won't be all digital; I'm going to leave 10-15 minutes for each group to chat at the end of class.)

To prepare for this Peer/Reader Review sesh, I need you to do a small amount of extra work ahead of time.  In addition to uploading your paper to Gauchospace, I need you to "turn" your paper into a Google Doc, make it editable (so that your classmates can provide feedback), and then share that link so your group members can access it.  Here are more details on each of those steps.

• To make your paper a Google Doc, you can do it in one of two ways. 

• Way #1: Upload your paper to Google Drive then convert it to a Google Doc.  You can do this by selecting "New" (look: upper-left), "File upload," and then once your MS Word doc successfully uploads, you can right click it and choose "Open With --> Google Docs."

• Way #2: Open up your paper (in the MS Word file) just like you were going to edit something in it, and then copy/paste it into a Google Doc.  

• To enable the commenting function on your Google Doc, click the blue "SHARE" icon inside your Google Doc.  Make sure that "Can Edit" is activated (instead of "Can View").  "Can Comment" will work OK too.

• Once you've done that, get the link!  (Your Google Doc is, essentially, its own little website.  Pretty cool, huh?)  As a double safeguard, I want you to post this link in two places: (1) this Google Doc link and (2) on your blog too, just to be safe.

I have high hopes for this, and I'm genuinely juiced up.  If/when all goes well, I think you'll find it more engaging, worthwhile, and effective than the "old school" Peer/Reader Review method.

I'll leave it at that for now.  I'll give an in-class demonstration on this too, so stay tuned.

Z

WP#2 - Draft - Testing, Testing

Writing 2rs,

Don't worry about this post.  I'm testing some stuff out...

WP#2 - Draft on Google Docs

"Moves!"

I.  Can't.  Wait.  To.  Teach.  This.  Lesson.
#omfg
#truestory

Whether you realized it or not -- and whether I, the writer, realized it or not -- I made some "moves" right there.  I tapped into my pop culture resources and used some informal conventions of the modern "millenial" generation to (1) reach you, my target audience, by writing a somewhat unusual teacher-to-student "hook" in the beginning (2) let you know that I'm honestly juiced up to teach this lesson... perhaps my enthusiasm for this will be contagious, and (3) let my hair down for a change.

Some other moves I made right there?

• put the key buzzword in boldface for added emphasis
• #'d that list so you realized that there were only a few things you had to get through
• #'d that list so that my punctuation (commas) would come across more clearly -- the #s allowed me to separate each "thing" without using commas.  By using #s, I can save my commas within each item/thing so you (probably) wouldn't confuse them as an additional unit/thing
• used the "rule of 3" (a cheap trick that most readers seem to enjoy)
• finished the list with a joke.  If I started that list with my "long hair joke," would it have been as effective?  Probably not -- punchlines usually work best at the end.

OK, so Writing Project #2 is coming up, which requires you to analyze and evaluate what's gained/lost between scholarly and non-academic texts.  To most effectively do this, I'd like you to consider each writer's moves -- what they're doing, how they're doing it, and whether you believe that it was effective.

By studying this, my hope is that you'll be able to detect writers' moves more clearly and, in doing so, consider adapting what you find to be effective.  Think of this as a way to open up your tool kit.

Ever hear of two musicians "jamming out"?  Well, this is essentially what you're doing as a (good) reader.  You're listening to what the writer/musician is trying to communicate, and if you like what they've done, feel free to "borrow that lick."  (But remember: if you're borrowing their ideas/research, you need to attribute that work to them in a citation!)

Blah blah blah.  Here are some videos that can help us start thinking about "moves."

#thisissocool

Genre Analysis of the "Rhetorical Situation"

Here's a great video that Dr. Mary Silva (a UCBS graduate from Education: Language, Literacy, and Composition Studies -- like I'll hopefully be sometime within the next 30 years...) put together.  I love it, and I hope you will too.

Side note: do you already feel like you're getting "hit over the head" with genre in this course?  Well, get used to it, my friends!  To become better writers, we've got to become better thinkers.  Thinking about the tenets of rhetoric -- audience, purpose, context -- as well as the different genres (and thus, conventions) in which they exist will help us do that.  Trust me, in Writing 2 we're shooting for your long-term writing development, and this approach is going to help you get there.

"In Defense of Rhetoric" Video

As we continue to build our genre awareness, it's important that we get a firm hold on the term "rhetoric."  Rhetoric goes hand-in-hand with genres, their conventions, and how writers choose to communicate their messages.

Horror Movies: More Practice with Genre and Conventions

Scenario: all of a sudden, you're sitting in the middle of a movie theater, watching a horror movie.  How do you know you're watching a horror movie?  What features/things about this movie make it a horror movie?

 After you jot down your predictions, let's put our hypotheses to the test!

The Shining

Psycho

Thinking About Genre Through Country Music

I wanted to post these videos to help you (re)consider the following questions which can, hopefully, help you to think about the relationship between genres and their conventions:

• what's the "glue" that binds these songs together? 
• what about them makes them fall into the “country music” category?
• at what points do they bend/blend into other genres (such as folk, blues, and bluegrass)?

"Your Cheating Heart"

Lyrics

"Coal Miner’s Daughter"

Lyrics

"Whiskey River"

Lyrics

"I Am a Man of Constant Sorrow"

Lyrics

Campus Map of Office Location: Gevirtz 2258

To eliminate any confusion: here's where my office is located.  I'm in Gevirtz 2258 (remember: that's not the same as Girvetz!).  I'll be here after our classes for an hour on both days, from 5 - 6 on Mondays and Wednesdays.

The name tag next to the door reads "Dr. Karen Lunsford" -- she's one of my advisors, so she's been kind enough to let me use her research office.  Also, sometimes the door doesn't stay open, so if it's closed, don't worry, I'll definitely be in there.  Give me a quick knock.

One last thing: please know that I'm more than happy to meet with you.  "Office hours" isn't my time; it's your time.  Swing by whenever you'd like for however long you'd like.