Orlando and ENGL 101

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Orlando and ENGL 101 by Mind Map: Orlando and ENGL 101

1. Rhetorical Awareness

1.1. a. identify the purposes of, intended audiences for, and arguments in a text, as situated within particular cultural, economic, and political contexts.

1.1.1. ● Such as with Stacey Waite's “Queer Literacies Survival Guide” the purpose was to show there are more than one way to look at the world

1.1.2. ● Project #2 focused on the Purpose, audience and argument as it convey within a culture

1.2. b. analyze the ways a text’s purposes, audiences, and contexts influence rhetorical options.

1.2.1. ● In Tanya Barrientos' "Se hable Espanol" it connected not only to an audience that was Hispanic but also to anyone who felt out of place in the world

1.2.2. ● "Please Donate to Your Next President" reviewed connective with anyone who has received emails pertaining to a

1.3. c. analyze how genres shape reading and composing practices.

1.3.1. ● In Chimamanda Adichie, “Dangers of Single Story” TedTalk It drew light to how reading just one way or set of ways can manipulate and change how we read and create our own stories/writing

1.3.2. • Kerri Dirk's “Navigating Genres” explores throughout the writing on shaping and reading practices

1.4. d. read in ways that contribute to their rhetorical knowledge as writers.

1.4.1. ● Providing details and painting a picture with words like in Cheryl Strayed memoir: “What Kind of a Woman Are You” gave insight into the mind of the woman walking through the forest

1.4.2. ● Freelon, McIlwain, & Clark “Beyond Hashtags” explores the styles of writing that are used in twitter in a knowledgeable way that show they were frequent user and had a good graph on the use of the genre

1.5. e. respond to a variety of writing contexts calling for purposeful shifts in structure, medium, design, level of formality, tone, and/or voice.

1.5.1. ● Ms. Conceptions By Laura County had great shifts between location giving vivid details to where she was and what she felt. Presented the right tone between character that spoke in the story that moved everything forward

1.5.2. ● "Please Donate to Your Next President" provided examples of the tones between the candidates and what their pitch was to get donations

2. Critical Thinking and Composing.

2.1. a. employ a variety of research methods, including primary and/or secondary research, for purposes of inquiry.

2.1.1. ● This was done heavily though the proof reading process as well as tip on introductions and titles

2.1.2. ● Project #2 required rough draft, second draft revising to lead to the final draft

2.2. b. evaluate the quality, appropriateness, and credibility of sources.

2.2.1. ● DD1HW4 Academic Services, provided the opportunity to review multiple site to assess which ones would benefit me the most

2.2.2. ● Kerri Dirk's “Navigating Genres” used the most and in a way that help the purpose of his writing

2.3. c. incorporate evidence, such as through summaries, paraphrases, quotations, and visuals.

2.3.1. ● DD3HW2 List of memory triggers, revisiting items of my past to bring back memories, feeling, conversations that I had forgotten for some time

2.3.2. ● Freelon, McIlwain, & Clark “Beyond Hashtags” used sources from the site and included pictures examples and authors in the most appropriate way.

2.4. d. synthesize research findings in development of an argument.

2.4.1. ● Most responses that I had to replies given required me to re-read assignments to strengthen my initial responses and even provide further evidence

2.4.2. ● Freelon, McIlwain, & Clark “Beyond Hashtags” used not only examples but also provided statistics and trends.

2.5. e. support ideas or positions with compelling discussion of evidence from multiple sources.

2.5.1. ● The final draft borrowed ideas and stories from my own experiences as well as the one read in Tanya Barrientos' "Se hable Espanol", or when I interviewed my wife on her learning experience

2.5.2. ● "Please Donate to Your Next President" shows sources from different emails from different candidates and their approaches towards their campaigns

2.6. f. compose persuasive researched arguments for various audiences and purposes, and in multiple modalities

2.6.1. • Kolander, “Parent-Child Text Exchanges" It uses multiple text from different mothers and children

3. Reflection and Revision

3.1. a. follow appropriate conventions for grammar, punctuation, and spelling, through practice in composing and revising

3.1.1. ● Had to review multiple time especially on the final draft

3.1.2. ● Each draft I reviewed, read out loud, reviewed and reviewed to insure it read and sounded correct

3.2. b. reflect on why genre conventions for structure, paragraphing, tone, and mechanics vary.

3.2.1. ● All dependent on the audience you are writing for and what picture you are trying to paint

3.2.2. ● Going off the first answer I also needed to review the purpose of the writing

3.3. c. identify and effectively use variations in genre conventions, including formats and/or design features.

3.3.1. ● Through remembering my experience out of the country tried to remember what I felt, how I felt, and conversations to provide a sense of immersion

3.3.2. ● I could see it in the everyday writing at work as well as what was gathered in the interview I conducted

3.4. d. demonstrate familiarity with the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions.

3.4.1. ● Reconized that in Chimamanda Adichie, “Dangers of Single Story” that it was fair use when she described the stories that she grew up with since she did not state they were her own stories and provided references to the authors who created the stories she grew up with

3.4.2. ● Kerri Dirk's “Navigating Genres” used it throughout the writing, quoting multiple sources

3.5. e. apply citation conventions systematically in their own work.

3.5.1. ● When writing the final draft read than re-read our text for guidance on MLA format

4. Reflection and Revision

4.1. a. adapt composing and revision processes for a variety of technologies and modalities.

4.1.1. ● The full process of creating project one, required research online, through the textbooks and required getting used to certain programs(word) as well as the working of my printer(did not always work)

4.1.2. ● Project #2 went through different processes through tech, review from the text books

4.2. b. produce multiple revisions on global and local levels.

4.2.1. ● My first draft, each review of the draft and even the final draft that I reviewed and re wrote multiple times

4.2.2. ● The interview, I reviewed the questions a few times to make sure they were appropriate and gathered the most info I could use

4.3. c. suggest useful global and local revisions to other writers.

4.3.1. ● Friends and family whom helped read through each re-write as well each reply to my works provided a fresh perspective on each HW assigned

4.3.2. ● Peer review, as well as the text books

4.4. d. identify the collaborative and social aspects of writing processes.

4.4.1. ● Wither it is others reading your work or you reading theirs can give fresh eyes and a different perspective that at first you may have produced something that made sense to you but a slight tweak suggested by another provided insight to everyone else reading your work

4.4.2. ● Peer review give the social aspect in having others looking into the writing

4.5. e. evaluate and act on peer and instructor feedback to revise their texts.

4.5.1. ● I felt this the most on the response I received in the rough draft and helped me reshape each event that I wrote about.

4.5.2. ● Project 2 helped me looked the how I produced limited \rough drafts to try and review rewrite, an repeat as many times as needed

4.6. f. reflect on their progress as academic writers.

4.6.1. ● This has been the most writing I have done in a very long time. Now with more practice I feel more confident in what I am writing

4.6.2. ● Still getting used to the amount of writing and reviewing to get a better product from my writing