1102finalpresentations
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This document summarizes the research projects of several ENC 1102 students. It includes the research questions they investigated and short summaries of their findings. Some of the topics explored included the influence of gender on reading preferences, how personality impacts reading habits, challenges faced by ESOL students, and how technology has affected different generations' literacy. The document then organizes the students into research groups for their 12:30pm and 3:30pm classes.
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Finalpresentation shortened
1) The document discusses several student projects related to literacy, including surveys on reading preferences and how they relate to gender and personality type.
2) One student found that personality type has a significant impact on leisure reading habits, with Type B individuals reading more than Type A.
3) The students each did different projects but came together to discuss their findings and experiences with literacy through a song.
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The document discusses changing the narrative around students' writing abilities by focusing on what students can do well rather than perceived deficiencies. It argues that students are capable writers if given proper instruction, support, time and freedom to take risks in their writing. Errors are a natural part of the writing process and not a sign of inability. It also discusses the importance of various writing genres, feedback, nurturing student identity as writers, and teachers writing alongside their students.
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Finalpresentation shortened
1) The document discusses several student projects related to literacy, including surveys on reading preferences and how they relate to gender and personality type.
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Final project
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Here are my responses:
I am generally satisfied with my progress in class so far. I feel like I am learning a lot about analyzing genres and discourse communities. However, there is always room for improvement.
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You provide helpful feedback that pushes me to support my points more fully. Continuing to point out where I can be more specific or cite examples directly from the texts is useful for improving. You also model strong genre analysis that I
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This document provides guidelines and due dates for student portfolios and presentations. Students are asked to reflect on what they have learned about genres and how understanding genres can help with research and writing in other communities like their major. Presentations are scheduled for Wednesday and Thursday with portfolios due on Thursday as well.
Enc 1102 july 23
This document provides guidelines and a schedule for students completing their final projects. It outlines the required sections of the final project, including an introduction, annotated bibliography, line of inquiry paper, and a paragraph describing a "gap" in current research. It asks students to consider how they would fill this gap by conducting further research, including what methods and evidence they would use. The document provides deadlines for drafts, conferences, and final submission and schedules presentations of the completed projects.
Enc 1102 wednesday july 18
The document provides instructions for combining sections from previous assignments into a final project paper. It directs the student to copy their introduction from the genre analysis paper, then paste the full genre analysis. It then has them add a new heading titled "From Genres to Arguments: The Structure of Roller Coasters" and paste the introduction from their annotated bibliography below it. The student is then told to paste the paragraph they wrote in their journal that day. Finally, it instructs them to paste their inquiry paper below that. It reminds the student to finish all sections of the inquiry paper before the next class for peer review.
Enc 1102 summer b july 16 inquiry paper intro
This document provides guidance on drafting an academic paper using sources. It instructs the reader to cluster sources by topic and give each cluster a subject heading. For each cluster, the reader should write a one sentence generalization introducing what will be discussed. When drafting each section, the document advises using direct and indirect citations to connect sources and show areas of agreement and disagreement. The overall goal is to pull together the sources to support an argument.
Annotated bib peer review
The document provides instructions for submitting a revision of a graded draft for a preliminary genre analysis assignment by July 20th. It describes the expected format of an annotated bibliography, including an introductory paragraph, citations, precis, and ties to topics and sources. Students are also instructed to peer review papers within their groups and provide feedback on areas for improvement.
Enc 1102 summer b july 9 (1)
This document provides guidance to students on writing annotated bibliographies. It discusses identifying a research topic after reading articles in one's field and writing rhetorical precises that summarize key points of articles. Students are instructed to write two paragraphs for each source - the first summarizing the author's thesis and support, purpose, and intended audience, and the second evaluating how the source relates to their own research topic. The document emphasizes learning about one's topic, different perspectives, and developing one's own viewpoint through this process.
Enc 1102 summer b july 2nd
This document outlines the agenda for a workshop on genre analysis. It includes activities for students to analyze genres in their disciplines by looking at recurring situations, participants, and features. Students are asked to choose a discipline to study and analyze 3 articles from that field to identify genre conventions. They will then peer review each other's papers, providing feedback on strengths, main issues, and suggestions for improvement. The next day is reserved for individual conferences on the papers.
Enc 1102 summer b june 26
This document provides goals and instructions for starting a genre analysis assignment. It discusses analyzing genres to understand how they shape communication and meaning-making within communities. Students are instructed to find three articles for their analysis and understand the assignment requirements. They are encouraged to work on their preliminary genre analysis paper as much as possible before Monday. The document provides examples and quotes about genre analysis to help students understand the concept and approach. It also includes discussion topics and homework reminders for the genre analysis work.
More from Laura Martinez (20)
1102finalpresentations
- 1. ENC 1102 Research Presentations
- 3. “Literacy, like land, is a valued commodity in this economy, a key resource in gaining profit and edge” (Brandt 169). Making the Connections Hmm…
- 4. Starting Our Field Research
- 6. “Why don’t college Students use emoticons in formal writing? Does it have to do with their gender or personality type?” “Does gender influence reading preferences?” “Does Personality type impact reading preferences?” “How are our reading choices influenced by gender?”
- 7. The Results “I wanted to see if my survey takers could identify any patterns in the story, making assumptions about the author’s gender.” -Natasha “Personality type does have a significant impact on people's desire to read in their leisure time. Type B people get more enjoyment out of reading on their own time than Type A individuals.” -Devon
- 8. “My main finding is that ESOL students often struggled to understand assignments.” -Sammy “Speaking to friends helps ESOL students learn the proper use of grammar.” -Sammy “I wanted to investigate The challenges faced by ESOL students in their writing processes.” -Sammy “How do cultural backgrounds influence the interpretation of soccer rules?” -Bubba “Diction and clarity play a big role in the interpretation of soccer rules.” -Bubba
- 9. “How is the Model United Nations an example of a discourse community?” “The Model UN communicates through writing, and members share common interests.” -Elise
- 10. “I wanted to know how technology influences writer’s block.” -Grady “I found in my research that different professors interpret prewriting differently. Some emphasize it, while some don’t.” -Mark “I thought that parents would be the most influential factor in literacy.” - -Nathalia
- 11. “What I’ve learned is that prewriting is a process.” -Mark “My research could have been biased, because all of my subjects were from the same background.” -Nathalia
- 12. “We all did something different but we had something in common.” “Well we’re here to tell a story about our literacy projects” “Oh I don’t like English class I hope Michael will pass Jeanette won’t multi-task And she dances!” “But if you can keep your mind busy, A drag this paper won’t be.” “We hate writing papers, but Martinez is awesome If we get extra credit, our summer will blossom.” “We hope you liked our song So lets sing along!”
- 14. “Do visual aids increase the amount of information retained by college students?” -Sierra “What challenges do students from abusive homes face in composition courses?”-Brittany
- 15. “Is first grade the foundation for writing skills?” -Nicole “How has technology affected the literacy of different generations?” -Noah
- 16. You did it!
- 20. Now my job begins…
- 21. Research Groups, 12:30 class Mandy Tessin Kirstyn Danielle Ines David
- 22. Research Groups, 12:30 class Zach Cody Kara Alexis Brad Mary Danny
- 23. Research Groups, 12:30 class Nicole Ashley Craig Katie
- 24. Research Groups, 12:30 class Dieu Kristi Deborah
- 25. Research Groups, 12:30 class Seth Oliver Albert Will
- 26. Research Groups, 12:30 class Cathy Luis Austin Jennifer
- 27. Research Groups, 3:30 class Andrea Brittany Haleigh Briana Nolan Ella
- 28. Research Groups, 3:30 class Albert D. Tom Carlos Chris
- 29. Research Groups, 3:30 class Hannah Heather Cory Allred Clifford
- 30. Research Groups, 3:30 class Moseline Nicole Josh Caitlin
- 31. Research Groups, 3:30 class Niki Natalie Abe