top of page

Writing Prompts: In-Class and Home Assignments 

An artist statement is your space to defend the choices you made, and the impact you hope to have. 

Click here to

download the 

sample annotated

bibliography.

Introductions

Due Thursday, January 7, before midnight; 150-250 words

 

Your first writing assignment is pretty simple: Introduce yourself. First, tell us where you're from, what you're into, and what your FSU life is like. (You might include your major, any clubs/organizations you're part of, what you're most excited about this semester, etc.) This will be your bio section on the "Student Websites" page.

 

Then, in a new paragraph, get specific with this course. What are your previous experiences with writing? Are you and writing generally on good terms, or not? Why is that? Can you think of a writing assignment or project you've done that you're proud of, or that you enjoyed? What about a writing assignment that didn't go so well? By your understanding, what's really the purpose of writing? What do you hope to get from this course?

 

You don't have to answer all of these questions, nor are you restricted to answering these questions. Feel free to write informally. This should be written in your voice, so we can really get a sense of who you are. 

Chapter 1: Understanding Genres, p. 4-16

In-class Work for Tuesday, January 12; 200-300 words

 

Class Warm-up (based on Bedford Book of Genres p.9): What genres did you communicate in yesterday? (Really think on this one. Think of all the ways you've communicated and processed information. This includes any form of social media, any amount of writing for any of your classes, filling out a receipt at a restaurant, reading flyers posted around campus, etc. Dig deep!) Why did you use each genre? (What trends do you notice?) Who were your audiences?

 

Putting Ch. 1 into Practice: Take ten minutes, and go take a picture. Back in class, prep your photo for posting on two different social media platforms (e.g. Facebook, Instagram, Twitter, Snapchat…) If you have to, you may take two pictures--one for each platform--to make a point about how you communicate differently in each space. Once your photo is ready to be submitted, take a screenshot and email it to yourself.

 

Then, using your notes from our discussion, and/or The Bedford Book of Genres, explain the choices you made. Why did you choose the platforms you did? (i.e. What was your purpose?) Who will your audience be? What caption did you include for each? Did you alter the photo for one or both of the platforms? If so, how? What did that add? Ultimately, what do you think is similar/different about the end results of this photo?

 

Remember to post your results to your website. You should include your screenshots with the text. On Thursday, we will be analyzing sample papers for Project 1 and brainstorming your own project. In preparation, please read the Project 1 description on our course Wix page and come in with questions.

Breaking Down Project 1

In-Class Activities for Thursday, January 14; 200-300 words

 

Analyzing a Sample Project: First, individually, you are going to take time to read through a previous student's Project 1. As you make your way through the project, answer these questions:

•What's the "theme" of the essay? 

•Which genres is the writer analyzing?

•How can you see those genres appearing on the page? (Think about the typical purpose and audience that genre targets, as well as elements of design and style—tone, sentence structure, font type, etc.) In other words, how is the writer trying to make the paper look like it's about the genres they're focusing on?

•What do each of the genres individually contribute to your understanding of who the writer is? (How is each "snapshot" different?) 

•What’s your favorite part of this essay?

•With the genres and their conventions in mind, how would you take this paper even further? Name at least one detail, and be as specific as you can as you explain why you'd do that.

 

Once you're finished (If you don't get to be as thorough as you'd like, don't panic!), you're going to pair up with other students who had that project and discuss what you came up with. (Use this time to see what was unique about your responses--what someone noticed that you missed.)

 

During the time remaining, check out the document I've linked to through the picture to the left. It contains eight questioning lines of thought that should help you brainstorm your own ideas for Project 1

Pick one of the threads and start writing to answer the questions. (If you have a set topic in mind that you'd like to start writing about, you may run it by me and start freewriting about that.)

Reading Response: Writing an Artist's Statement (i.e. Reflection)

Due before class on Tuesday, January 26; min. 200 words

 

First, complete the reading from The Bedford Book of Genres, ch. 4, p. 231-243. The reading covers important things to think about as you prepare to write/revise your reflections/author's statements. After you have read, thoroughly (and thoughtfully!) answer the reading response questions: 

 

  • Besides the essay format, what other forms might you use for an Author’s or Artist’s Statement? When might writing a song for this purpose be appropriate? Are there forms that would never work as a Statement? What forms? Why? (236)

  • Choose 6 of the 10 questions from p. 243 and answer them. I recommend using discretion as you select which questions you choose. Answer the questions that will be most helpful to you as you continue working on your paper.

 

If you end up needing another example artist statement as you draft, you can find one in Ch. 2 of The Bedford Book of Genres, p. 33-35.

 

If you have any questions about the reading, writing, or any of your responsibilities for the next week, let me know.

Analyzing Artist Statements & Prepping for Peer Review

In-Class Activities for Tuesday, January 26; 200-300 words

 

Analyzing Artist Statements: The top image to the left links to a document with two artists' statements. Take a few minutes to read through them, and then write a few sentences about what they're accomplishing. Which  terms from your reading do you see the two writers reflecting on? (Give at least two specific examples from each statement. Cite your book!) After marking them up, draw connections between the statements and/or note their most striking differences.

 

Prepping for Peer Review: The bottom image to the left links to a document with a Project 1 sample excerpt. After reading the excerpt, answer these questions: 

  1. Using the Microsoft Word Comments feature (under the Review tab), highlight and comment on your favorite part of the essay. Be detailed as you explain why that moment worked well.

  2. Why do you think Martha chose to start and end the paper the way she did? What tone does she set at the beginning, and what tone are you left with at the end? (How would you describe the “vision” Martha has for the paper—what big idea she wants to communicate to you.)

  3. Do you think she uses an appropriate amount of detail in communicating her vision? Could she use more detail—or different detail—in any space? Why is that?

  4. How does she reinforce the main points of her paper through her writing style? (This might include changes in tone, sentence lengths, word choices, the sounds those words make when read aloud, etc.)

  5. Based on this excerpt, what tips would you give Martha to make the form of the essay more closely match the content? (Example lines of thought: Do you think multimedia elements would be appropriate to include? Was Times New Roman a solid font choice?) Using the Comments feature, highlight any specific portions of the paper and explain your tip for improvement.

 

After you’ve answered these questions, have a conversation with someone near you about what you wrote. On Thursday, during our peer review, we’re going to really emphasize having conversations with each other about our work—not simply marking up grammatical mistakes.

Peer Review Workshop #1: Making Paper 1 Purposeful

In-Class Activity for Thursday, January 28

 

To the left, you will find a link to a document detailing what you're looking for as you participate in our first peer review. Remember, again, that your main focus is on making sure every detail in this paper is as purposeful as possible, from the moments they choose to include and exclude, to the organization of their snapshots, and down to every word choice and space.

 

While the document provided here is a very helpful guide, it may not cover everything you see in the paper(s) you read today. Stay in close communication with the writer and her/his concerns. Generally, aim to have at least 2-3 comments on every page. (More is definitely okay. You're not going to comment too much.)

 

Once you've finished the review, you need to post your fully reviewed document to your Project 1 tab. Rather than copying and pasting the document, you should post the entire document as a link. Next to that link, you should write a brief paragraph summing up the advice you got, and how you're going to use that advice going forward, as you strive to make your paper even more purposeful. What was the most helpful comment you received? Did you read anything in someone else's paper that gave you idea for furthering your own project?

Avoiding Plagiarism: Summarize, Paraphrase, Quote

In-Class Activities for Tuesday, February 2; 200-300 words

 

First, find an online article. You may use one of the samples I've provided in the link to the left, or you may find one on your own. This doesn’t have to be from FSU’s library database. It can be an article that somehow relates to your potential interests in this paper, or it can be an article you’re just interested in reading. Once you've selected an article, read it all the way through.

 

Then, write a paragraph in which you discuss the article you’ve just read--what its main purpose is, what you found most interesting, and how that article could be turned into a research topic. (You may need to do some Googling if an "individual" is not the direct focus of the article you've chosen.) Your paragraph should include elements of both summary and paraphrase, and you should directly quote your source at least once. (Be sure to include an in-text citation and a reference at the end. Use Purdue OWL's MLA guidelines, or ask me, if you’re unsure about citation formatting.)

 

Here are some questions to guide your thought process as you respond to the article: Who’s writing this article, and what kind of investment do they seem to have in this topic? What current event or trend motivated the author to write this article? Who might be the audience for this piece? How can you tell? What do you think they’ll already know (or not know) about this topic (i.e. What prejudices might they have?). Why did you pick this piece? What’s your investment in this topic, and what do you hope to learn while reading this?

 

Once you've finished, color-code your paragraph--one color for your summary, one for your paraphrase, and one for your direct quote. (Distinguishing between summary and paraphrase is often students’ greatest weakness.) 

 

#LiveTweetingTrevorNoah

In-Class Activity for Thursday, February 4; Take-Home Response for Tuesday, February 9

 

Use #livetweetingtrevornoah during the screening. Respond to some of your classmates' tweets, quote tweeting or favoriting throughout the sketch. As you watch, think about the following questions. They're going to be the basis of your response after class:

 

1) What are the advantages and constraints of using comedy as a genre? (Why does comedy work the way it does? When does it not work for you?) How would you describe Trevor Noah’s style as a comedian, compared to other comedians or cultural critics you know? What does he do to try to connect with his audience, or to affect his audience? (Always point to specific examples.) What most struck you about his sketch? 

 

2) Name at least two interesting, relevant issues (other than general ‘racial tensions’) in American pop culture Trevor Noah pointed out (or alluded to) in his sketch. Pick one issue to look into in more depth. Over the weekend, find an article--like the ones we worked with on Tuesday--that offers a different or more detailed perspective on the issue you've chosen. In your response, write about how that article is distinct from Trevor Noah's take on the topic. Now that you have two voices to consider, come up with a potential research question/path—something that could allow you to enter into conversation with Trevor Noah and/or the article you've chosen. If you're stuck, use The Bedford Book of Genres p. 266-276 for guidelines on creating solid research topics and questions.

 

3) Come up with at least one potential topic you would truly like to explore in the research paper. (This doesn’t have to relate to the Trevor Noah sketch, though it may, if something particularly grabbed your attention.) Be as specific as possible. On Tuesday, we'll work more on defining a "good" research topic. Please come to class having read p. 291-301 of The Bedford Book of Genres, which details how to approach and what to include in the research proposal (and the annotated bibliography).

Solidifying Paper Topics

In-Class Activity for Tuesday, February 9; 200-300 words

 

After our discussion, break into your groups. Share with each other the research topics you produced based on Trevor Noah’s African American, briefly explaining how you came up with it, how you developed it, and why you think that topic is important. Then, as a group, choose the topic you think is best—however you want to define best. You’re going to develop this topic a bit further together (using your computers and The Bedford Book of Genres), with a hypothetical research project in mind.

 

Together, think about these questions: What’s your personal investment in the topic? (You may each have different answers.) Who is the individual you're using to enter the converseation, and what contribution are they making to the conversation? Who would the audience be? (Be specific.) What research questions can you come up with, to make the topic even more specific (BBG 274-276)? What would the purpose of the research project be? (What’s the end goal--What do you want to convince the audience to do/think/feel/say?) What platform could you imagine writing this paper for? (Can you think of a specific website?) What kinds of sources might you use? (Be sure to include a variety of voices, both academic and mainstream; both famous and everyday voices.) With each of these questions, be as detailed as possible. Do research when appropriate.

 

When you're finished, post your writing to your Wix page. If you finish before other groups, take time to seriously talk about the topics you came up with for your own projects. You're going to need to answer all of these questions in your own research proposal, so help each other start now!

 

With the time remaining, we're going to spend some time looking at FSU's databases, to make sure you all have the know-how to effectively research for your topic.

Introducing the Annotated Bibliography

In-Class Activity for Tuesday, February 16; 200-300 words

 

Recall, from the Project 2 page, the details you need to include in each of your source annotations:

 

  1. Briefly summarize the source and its main ideas.

  2. Tell how the source relates to your research topic and/or to the individual you’ve selected.

  3. Tell how the source relates/does not relate to the other sources you have found.

  4. Tell how you plan to use this source in your paper.

  5. A tweet (max. 140 characters) through which you communicate some aspect of the source to your informal Twitter audience.

 

Today, we’re going to make sure everyone is on the same page concerning how to get this done. First, you’re going to read the assigned text. (Don’t read every word. You should read the introduction and conclusion, trying to locate the biggest points. Skim through the rest of the text to find what’s most relevant/interesting.) Then, you’re going to write an annotated bibliography entry on the text. Start with the MLA citation, then get into the annotation, and lastly—include the transcript of a tweet.

 

Once you’ve written your entry, get with a partner and compare your entries. Write down something your partner included that you didn’t, and discuss whether you should have included that material. Together, through discussion, you should come up with a better entry than you had on your own.

Your First Two Annotated Entries

In-Class Activity (to be completed at home!) for Thursday, February 18; 200-300 words

 

Using the same prompt from Tuesday ("Introducing the Annotated Bibliography") and the Annotated Bibliography assignment description under the Project 2 tab, create your first two annotated entries. Remember to start with an MLA citation (using Purdue Owl as a guide), to double space the entire document, and to include a hanging indent. For formatting help, see the sample annotated bibliography I posted under the Project 2 tab and in the link to the left.

 

I recommend making at least one of your entries a peer-reviwed source from the FSU databases. If you need help finding academic sources, I recommend going to the "Research Help" desk at Strozier library, located next to the circulation desk on the first floor. 

 

Remember to post your entries to Blackboard (in addition to your in-class writing tab on Wix) by the end of class time on Thursday. If your submission is not on Blackboard, you will be counted absent.

 

Email me with questions. Good luck!

A Variety of Voices #foodforENCthought

In-Class Activity for Tuesday, February 23; 200-300 words

 

Today, the goal is to ensure that you have a proper variety of sources as you move forward with your annotated bibliography. (The final, ten-source version is due on Thursday by midnight.) To that end, we are going to take a sample topic (the food industry) and discuss it using different media/genres/ voices. We're going to look at documentary footage, a TED talk, street interviews, mainstream news, academic articles, and your own experiences. As we look each source, consider our key terms:

 

  • Who is speaking, and what does that tell you about their interest/goals as they enter the conversation?

  • What kind of tone do they set, and why is that important? (Pay particular attention to how the piece starts and ends.) 

  • Who are they talking to, and how does that influence what they're saying/writing?

  • What kinds of sources/evidence are they using?

  • What are their strong and weak points?

 

After our discussions, you're going to write a brief paragraph about your own relationship with food. What kinds of foods do you eat most right now, and why? Do you maintain a specific diet? What foods do you avoid, and why? How important is food to your daily lifestyle? (Are you a foodie, or do you just eat because you have to?) Are you vegetarian, vegan? How would you compare your current diet to the one you have when you go home?

 

Once you’re done, show your paragraph to partner--and read the paragraph your partner has written. Their writing is going to become an everyday voice for you to use in your next paragraph. In that second paragraph, you're going to analyze some aspect of food culture in the U.S. (What trends do you notice? What's going well, and what's not? Who are the biggest voices in conversations about food in the U.S.? What kinds of voices do you encounter about food on a daily basis?) Use as many voices from today as possible. Include at least one academic voice, one mainstream voice, and the everyday voice of you partner.

Choosing an Audience: For Thursday, February 25

 

On Thursday, we're going to analyze the ways authors target specific audiences--how audience affects things like introductions/conclusions, tone, word choice, sources, titles, etc. In preparation, please pick two of the mainstream articles (listed below) to be familiar with for Thursday's class. We'll spend time discussing and writing about the rhetorical choices these writers make. These considerations should help you polish your annotations--for the bibliography that is due at the end of the day on Thursday.

 

There will be an in-class writing activity on Thursday (based on the readings and our discussion of them), followed by a workshop of your annotated bibliographies. Towards the end of class, we'll be signing up for conferences. 

 

Here are the reading options. Pick 2 that, from their titles, seem to be 1) written from different perspectives, 2) targeting different audiences, or 3) taking different stances.

 

“Why You Should Stop Watching Football” - Click here.

“Should You Let Your Son Play Football?” - Click here.

 “In Defense of Football” - Click here.

“Why Football Matters” (by John Harbaugh) - Click here.

“Why I Still Play Football” (by John Urschel) - Click here. 

 “When It's OK to Push Your Kid into the Sport You Love” - Click here.

 “Playing Different Games" - Click here.

 “How to Choose a Sport for Your Child” - Click here.

“An Open Letter to Professional Athletes” - Click here.

Targeting an Audience

In-Class Activites for Thursday, February 25; 200-300 words

 

Using the two articles you chose (from the list in the above prompt), consider their differences. Focus your answers on how audience plays a role in three of the following concerns:

  • Who’s the author of each piece? What does that tell you about their position in this conversation? How is the difference in their perspectives important?

  • How do the two articles you chose start differently? How do you think that beginning impacts the audience they’ve chosen? How else might the article(s) have started?

  • What evidence (sources and/or arguments) does each article use? What type of source (academic, mainstream, or everyday) does each author rely on most, and what does that tell you about the argument they’re making?

  • How would you describe the overall tone of each article? (Be specific and concise.) What impact is the author trying to make on the audience, using this tone?

  • How do the two articles end differently? Why do you think they ended that way—what is the audience meant to do/think/feel/say now that they’ve finished reading? How else could the article have ended?

  • Which article most convinced/interested you? Why? (Think especially of your own position as an audience, and your own investment--or lack thereof--in this topic.)

 

After you've thoroughly responded to three threads, describe one thing about your own paper--how you're going to engage your specific audience--that you've learned from these articles. (All of the above concerns are, of course, ones you should be working through as you begin the drafting process.)

 

In the time remaining, work in groups to discuss the sources you have so far in your annotated bibliography. Describe the academic, mainstream, and everyday voices you’re including—and how you think they’re going to contribute to your paper (i.e. help you have an engaging, convincing conversation with the audience you’ve chosen). Listen carefully to your group members, making sure they have an appropriate balance of sources. Look at their annotated bibliography and confirm that 1) the formatting matches exactly with the sample posted to our Wix page, 2) there are four peer-reviewed journal articles, and 3) there is a tweet included for every source.

 

Annotated Bibliographies (10 sources; 1,000 words; tweets included) are due by midnight! They're worth 15% of your Project 2 grade, so be sure you're thorough and professional. Lastly: Don’t leave without signing up for a conference.

How does the 
conversation 
change if you're 
talking to...
an athlete? 
a fan?
a parent? 
a sponsor?

Working with Quotes

In-Class Activities for Tuesday, March 15

 

The two images to the left each link to a document: 1) The McGraw-Hill Handbook reading with strategies for integrating quotes into a paragraph, and 2) A collection of 12 paragraphs from student research papers, all of which need help working with quotes. 

 

Today, we're going to discuss different strategies for bringing quotes into a paragraph. In addition to knowing the different strategies, you'll need to know which strategy is most appropriate in any given situation. 

 

After discussing, you're going to choose one of the 12 sample paragraphs to rewrite. Two people will be assigned to each paragraph. Using the reading, you're going to focus on the paragraph's quote(s). (Remember to look at the sentences before and after the quote, too.) You may need to do some quick Googling to find different/better information about the source to include. When you've finished, compare what you wrote with your partner's paragraph. Be prepared to discuss with the class. 

 

Lastly, using your own draft, locate one quote that could be more appropriately/interestingly/ thoroughly integrated into a paragraph you have. Create two alternate options for bringing in that quote, using two different strategies mentioned in The Brief MicGraw-Hill Handbook. 

 

Post both rewrites--from your partnered activity and your independent one--to your Wix page.

 

Peer Review Workshop #2: Making Project 2 Purposeful

In-Class Activities for Thursday, March 17

 

Step 1: Write an artist's statement. 

In a paragraph, write about your vision for this paper. What's the current conversation you're entering? Who are you talking to (i.e. audience), and why? How is your audience shaping your paper--the variety of sources you've chosen to use (Think especially about the individual you've chosen to get you into the conversation), the tone you've chosen to take, the way you've chosen to start and end your paper? Ultimately, what are you trying to motivate your audience to do/say/think/feel about your topic? Where are you most successful in the current draft, and what do you have to work on most? On all fronts, be as specific as you can! And remember: The goal of this paper is for you to produce real writing that can engage a digital audience through your Wix page.

Step 2: Peer Review.

Discuss your artists' statements with your groups, giving readers a sense of what they're about to read and how they can help you further fulfill your vision for the project. Access a digital copy of the writer's draft, and make comments in the margins via Microsoft Word. As you read, focus on the writer's main concerns--and on ensuring the writer is properly engaging an audience on every level of the paper, from the title to organization, from a block quote to a punctuation mark. 

Step 3: Write a revision plan.

Have a reader-writer conversation about the draft--what it's doing really well, and where it needs more work. Then, write a few sentences about how, specifically, you're going to revise the paper before turning the final draft in on Tuesday. 

Step 4: Post artist's statement, peer reviewed draft, and revision plan to Wix. (Project 2 Tab)

How are you 

contributing

to the conversation

about your topic?

Introduction to the Composition in Three Genres

In-Class Activities for Tuesday, March 22

 

Your in-class writing today asks you to create an artist's statement from a sample project. Pick two genres from the sample (click image to the left) to work with. Before and as you compose, consider these questions: 

 

What is the purpose of this composition? Why do you think the author chose to work with this genre, instead of any other? (i.e. What makes this genre different? Consider things like modes & media, in addition to content concerns.) Who does the author seem to be trying to reach? How can you tell? What is the tone of the piece? Is that appropriate for the purpose/audience? Are there any sources used? Does the choice to include/exclude sources seem appropriate? How could the composition be improved?

 

Be prepared to defend your statement to the class. When you're finished, post your writing to your Wix page.  

 

For homework, read from The Bedford Book of Genres Ch. 10, p. 502-513. Pay particular attention to the given examples of "genre compositions," and the application of those terms we've been working with all semester. Start brainstorming three or four genres you could work with in the final paper. On Thursday, you'll be asked to propose several potential genres--and what each genre would add to your researched ideas from Project 2. Use terms from The Bedford Book of Genres to help you explain what makes each genre distinct and worthy of composing in. This "potential genres proposal" will be due at the end of Thursday's class.

The Potential Genres Proposal

In-Class Activities for Thursday, March 24

 

With your Project 2 topic in mind, consider potential genres you could use to purposefully communicate your idea(s). First, you'll need to download the document linked to the left. In that document, fill out the left-hand column on your own, and then have a partner fill out the right.

 

Rules:

1. You can’t repeat a genre. All twelve blanks should have unique answers.

2. Choose from a range of persuasive, informative, and narrative genres. (Be sure you’re trying to target different rhetorical appeals—ethos, pathos, logos—in addition to different media and modes.)

 

Once you’re finished, discuss the options with your partner—which options could be the most fun, the most emotionally impactful, the most logically impactful, etc. Pick three genres that you could see yourself pursuing in this project.

 

On your own, write your “Potential Genres Proposal” based on your selections. Consider what would make these particular genres the most appropriate options—for your audience, for your purposes, for the impact you want to make, etc. Be as specific as you can! (This is worth 10% of your Project 3 grade, so make it count.)

 

When you're finished, post the document to Wix. 

Potential Genres

Proposal

Working with Websites

In-Class Activities for Tuesday, March 29; min. 250 words

 

Together, we verbally analyzed the rhetorical choices made by sample website creators. Your writing responsibilities today are to analyze choices made on two additional sites.

 

The first site will be assigned to you. Take some time to browse the site, considering the following: What is the purpose of this website? Who does the site seem to be trying to reach? How can you tell? What's the background image/color, and is that working well? Why do you think they've organized the page the way they have? What's the color scheme of the page like? How do you think that adds to the site's purpose, or helps the site to reach its target audience? What's the tone of the page? Is that appropriate for the purpose/audience? What kinds of sources (including any hyperlinks) does the site use, if any? Does that seem appropriate for the site's purpose/audience? 

 

For the second site, you may choose from the samples provided here. Some are complete e-portfolios from previous ENC2135 students, and others are dedicated specifically to the Composition in Three Genres project. Use the same questions from the first paragraph for this website. Keep thinking about things like purpose, audience, design, style, and sources. 

 

On Thursday, we're going to have a quasi-peer-review workshop of your Wix portfolios. You'll be answering these same questions based on group members' sites, and they yours. After the workshop, you'll have time to incorporate their feedback and present your major projects on Wix. 

Working on Wix

In-Class Activities for Thursday, March 31

 

Your in-class writing for today asks you to complete a peer review of two partners' Wix pages. Make at least three detailed suggestions for improvement on each site you view. You might address things like background image/color, organization, font type/color/size, incorporation of images, accessibility of in-class assignments, presentation of major projects, etc. The goal--for everyone--is to create a cohesive, engaging website. Help your group get there!

 

Write a brief paragraph to each group member. Email the paragraph to them, and post your suggestions (both the ones you write and the ones you receive) to Wix. 

 

In the time remaining, you may work on your website. Use your partners' feedback, the Website Tips page, and previous ENC2135 portfolios from the Digital Symposium as guidance. As you plan your Project 3 tab, be sure you're thinking about how you'll go about presenting your two genre creations in that space. 

 

Remember: Final Project Proposals are due by midnight tonight. 400 polished words. The most proofread, concise piece of writing you've done all semester. Check out the Blackboard announcement and email I sent out for some extended content suggestions. 

Peer Review Workshop: Making Project 3 Purposeful

In-Class Activities for Tuesday, April 12

 

Last ENC2135 Peer Review! As usual, start with a conversation about what you have so far—how you’re trying to communicate purposefully through your multimedia projects, how you’re taking advantage of the particular genres you’ve chosen, and where you think you aren’t doing enough yet.

 

As reviewers, your first priority is to address the composer’s concerns. In addition, however, be sure you—both as a composer and a reviewer—are seriously considering the conventions of each genre you encounter today. (What are the rules for communicating in that space? Who’s usually the audience? What kind of vocabulary is usually used?) In addition to reviewing what’s already in the composition, think about what’s not there yet. Finally, consider the in-class presentations. Talk about what will happen during the presentation (especially how the two genre creations will be used), and help each composer produce a practical, engaging project and presentation. (You’re going to have to sit through their presentation. Make it good!)

 

As always, be as specific as possible in your recommendations. Like you did for the Wix peer review, write your Project 3 recommendations for each person in individual paragraphs that you send to them. Post your reviews to the Project 3 tab on Wix.

 

On Thursday, we’re going to discuss final reflections. In preparation, please read the two articles posted to the left. For each article, locate both a thesis statement and a statement that most struck you as you read. Lastly, consider how these concepts apply to the career(s) you're considering.

bottom of page