Get Started. It's Free
or sign up with your email address
Rocket clouds
English 102 by Mind Map: English 102

1. Goal 3: Reflection & Revision

1.1. Def: Understand composing processes as flexible and collaborative, drawing upon multiple strategies and informed by reflection

1.1.1. SLO 3A: adapt composing and revision processes for a variety of technologies and modalities

1.1.1.1. Example in Project 1, I completed a peer review on a student, as well as completed 3 drafts as a revision process

1.1.1.1.1. Draft 1

1.1.1.1.2. Draft 2

1.1.1.1.3. Draft 3

1.1.1.2. Example in Project 2, I completed a peer review, as well as wrote 3 different drafts that were fixed and edited during the revision process

1.1.1.2.1. Draft 1

1.1.1.2.2. Draft 2

1.1.1.2.3. Draft 3

1.1.2. SLO 3D: identify the collaborative and social aspects of writing processes

1.1.2.1. Example in Project 1, I completed a peer review form for another student. We were social and collaborative in the comments made on the document

1.1.2.2. Example in Project 2, I completed a peer review form that helped stimulate social collaboration between me and my partner about how to improve our papers

1.1.2.3. Example in Project 3, I completed a peer review form on my friend Frank's argumentative essay. We collaborated on changes that we both needed to make for our assignments.

1.1.3. SLO 3F: reflect on their progress as academic writers

1.1.3.1. Example in Project 1, I completed a reflection on the processes I chose in order to complete the project

1.1.3.2. Example in Project 2, I completed a reflection essay that highlighted what I learned from doing this project

1.1.3.3. Example in Project 3, I was able to reflect on my writing and process that I took to complete my essay

1.1.3.4. Example in Project 4, I completed a reflection letter summarizing my experience in this course as a whole

2. Goal 4: Conventions

2.1. Def: Understand conventions as related to purpose, audience, genre, including such areas as mechanics, usage, citation, practices, as well as structure, style, graphics, and design

2.1.1. SLO 4B: reflect on why genre conventions for structure, paragraphing, tone, and mechanics vary

2.1.1.1. Example in Project 1, I made note of certain ways that the author approaches topics, and how the tone that is used impacts the way it is received

2.1.2. SLO 4C: identify and effectively use variations in genre conventions, including formats and/or design features

2.1.2.1. Example in Project 3, I had to demonstrate my ability in forming an augmentative essay that satisfied that genre

2.1.2.2. Example in Project 2, I exercised my ability to write in the genre of an informative piece

2.1.3. SLO 4D: demonstrate familiarity with the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions

2.1.3.1. Example in Project 1, I made sure to cite the authors when I referenced their work, as well as made sure to give the authors valid credit in citing their work.

2.1.3.2. Example in Project 2, I made sure to cite the authors when I referenced their work, as well as made sure to give the authors valid credit in citing their work.

2.1.3.3. Example in Project 3, I cited the authors from the sources that I used at the end of my paper in the works cited section, as well as cited them throughout the paper when I quoted their information.

3. Goal 2: Critical Thinking & Composing

3.1. Def: Use reading and writing for purposes of critical thinking, research, problem-solving, action, and participation in conversations within and across different communities

3.1.1. SLO 2A: employ a variety of research methods, including primary and/or secondary research, for purposes of inquiry

3.1.1.1. Example in Project 1, I had to conduct primary and secondary research. I conducted an interview, and used the UA online library to find more resources.

3.1.1.2. Example in Project 2, I had to conduct secondary research in using the UA online library to search for sources related to my issue

3.1.1.3. Example in Project 3, I had to use the UofA library database in order to conduct secondary research on my topic

3.1.2. SLO 2B: evaluate the quality, appropriateness, and credibility of sources

3.1.2.1. Example in Project 2, I had to go through many different sources and evaluate them in terms of which ones were directed towards the topic I wanted

3.1.2.2. In Project 3, I had to sort through numerous amounts of articles that came up when I tried to search for information on my issue

3.1.3. SLO 2D: synthesize research findings in development of an argument

3.1.3.1. Example in Project 1, I had to gather the information that I found from the articles in order to form an opinion/argument about my perspective on the issue

3.1.3.2. Example in Project 2, I had to find 3 quotes from the article that agreed with my opinion on the issue being discussed

3.1.3.3. Example in Project 3, I conducted research and formed argumentative stances and opinions on my issue.

3.1.4. SLO 2F: compose persuasive researched arguments for various audiences and purposes, and in multiple modalities

3.1.4.1. Example in Project 1, I completed a multimodal power point presentation in which I presented my research findings and conclusions

3.1.4.2. Example in Project 3, I created a poster which advertised my argumentative perspective on my issue

4. Personal Goals

4.1. Get better at giving useful feedback and making sure the person knows why the corrections were advised

4.1.1. I completed this goal in learning how to give someone more useful feedback. I was able to do this by answering the questions that were on the peer review worksheet. I also improved on the kind of feedback that I give to others, and have a better understanding of what is necessary to correct.

4.2. Understand the rhetorical structure of a text and to be able to read it through the frame of rhetorical analysis

4.2.1. I used to not know what rhetorical analysis actually was, but after finishing up this course, I feel as though I am an expert at it. I know which elements are important when discussing a rhetorical analysis.

5. Goal 1: Rhetorical Awareness

5.1. Def: Learn strategies for analyzing texts' audience, purpose, and context in order to get better at reading and writing

5.1.1. SLO 1B: analyze the ways a text's purposes, audiences, and contexts influence rhetorical options

5.1.1.1. Example in Paper 2, I had to identify how the different rhetorical elements influence the overall structure of the paper.

5.1.1.2. Example in Paper 1, I completed a rhetorical analysis on 3 different articles that allowed me to understand how these different themes influence each other, as well as the paper overall.

5.1.2. SLO 1E: respond to a variety of writing contexts calling for purposeful shifts in structure, medium, design, level of formality, tone, and voice

5.1.2.1. Example in Paper 1, I read a scholarly article and identified the audience, tone, purpose, in order to understand the rhetorical

5.1.2.2. Example in content and response journals, I had to identify specific parts of the content that stood out to me and respond to them in a rhetorical light

6. Project 3

7. Project 1

8. Project 2