Beat Poet Webquest Vista Powerpoint
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This document outlines the steps of a webquest for a 9th grade language arts class on researching and presenting about the Beat poetry movement. Students will research the Beat poets individually and in groups, write biographies of assigned poets, learn historical facts about the Beat era, and hold a poetry cafe performance for the class portraying different Beat poets. The webquest is designed to meet state curriculum standards and develop students' research, writing, collaboration, and presentation skills through an immersive project on an influential literary movement.
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![Photograph Attribution: Flicker / Wadem WebQuest Based on a template from The WebQuest Page Find a pdf version of this WebQuest here Finding a New Rhythm: The Beat Movement Poets A 9 th Grade Language Arts WebQuest by Kathryn Hulings [email_address] Student Page Introduction Task ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Conclusion Credits & References [ Teacher Page ] Title](https://image.slidesharecdn.com/beatpoetwebquestvistapowerpoint-1226478522930688-8/85/Beat-Poet-Webquest-Vista-Powerpoint-1-320.jpg)
![Introduction The website www.poets.org tells us that “ [The] poets [who] would become known as the Beat generation, [were] a group of writers interested in changing consciousness and defying conventional writing . . .The battle against social conformity and literary tradition was central to the work of the Beats. Among this group of poets, hallucinogenic drugs were used to achieve higher consciousness, as was meditation and Eastern religion. Buddhism especially was important to many of the Beat poets . . .” ( http://poets.org/ ) This sounds intriguing, don’t you think? This titillating teaser may have left you wondering just exactly who these maverick writers were, when they lived, what they wrote, and the impact they have left on the literary world. Aching to find out? Well, you’re in luck! Your group of five students has selected to study the Beat Movement as your contribution to our class investigation of literary movements throughout time. Let’s get going! Student Page Introduction Task ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Conclusion Credits & References [ Teacher Page ] Title](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Reflective Writing and the Revision Process What Were You Thinkin.docx
Reflective Writing and the Revision Process: What Were You Thinking?
by Sandra L. Giles
This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press.
The full volume and individual chapter downloads are available for free from the following sites:
• Writing Spaces: http://writingspaces.org/essays
• Parlor Press: http://parlorpress.com/writingspaces
• WAC Clearinghouse: http://wac.colostate.edu/books/
Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers.
To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/.
This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter.
© 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s).
Library of Congress Cataloging-in-Publication Data
Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook)
1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel.
PE1417.W735 2010
808’.0427--dc22
2010019487
Reflective Writing and the Revision Process: What Were You Thinking?
Sandra L. Giles
“Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester.
A Writer’s Experience
The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a
* This work is licensed under the Creative Commons Attribution- Noncommercial-No Derivative Works 3.0 United States License and is sub- ject to the Writing Spa ...
Reflective Writing and the Revision Process What Were You T.docx
Reflective Writing and the Revision Process:
What Were You Thinking?
by Sandra L. Giles
This essay is a chapter in Writing Spaces: Readings on Writing,
Volume 1, a peer-reviewed open textbook series for the writing
classroom, and is published through Parlor Press.
The full volume and individual chapter downloads are available for
free from the following sites:
• Writing Spaces: http://writingspaces.org/essays
• Parlor Press: http://parlorpress.com/writingspaces
• WAC Clearinghouse: http://wac.colostate.edu/books/
Print versions of the volume are available for purchase directly
from Parlor Press and through other booksellers.
To learn about participating in the Writing Spaces project, visit the
Writing Spaces website at http://writingspaces.org/.
This essay is available under a Creative Commons License subject to the Writing
Spaces Terms of Use. More information, such as the specific license being used,
is available at the bottom of the first page of the chapter.
© 2010 by the respective author(s). For reprint rights and other permissions,
contact the original author(s).
Library of Congress Cataloging-in-Publication Data
Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe
and Pavel Zemliansky.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1
(adobe ebook)
1. College readers. 2. English language--Rhetoric. I. Lowe, Charles,
1965- II. Zemliansky, Pavel.
PE1417.W735 2010
808’.0427--dc22
2010019487
http://writingspaces.org/
http://writingspaces.org/essays
http://wac.colostate.edu/books/
http://parlorpress.com/writingspaces
191
Re!ective Writing and the Revision
Process: What Were You "inking?
Sandra L. Giles
“Reflection” and “reflective writing” are umbrella terms that refer
to any activity that asks you to think about your own thinking.* As
composition scholars Kathleen Blake Yancey and Jane Bowman Smith
explain, reflection records a “student’s process of thinking about what
she or he is doing while in the process of that doing” (170). In a writ-
ing class, you may be asked to think about your writing processes in
general or in relation to a particular essay, to think about your inten-
tions regarding rhetorical elements such as audience and purpose, or
to think about your choices regarding development strategies such as
comparison-contrast, exemplification, or definition. You may be asked
to describe your decisions regarding language features such as word
choice, sentence rhythm, and so on. You may be asked to evaluate or
assess your piece of writing or your development as a writer in general.
Your instructor may also ask you to perform these kinds of activities
at various points in your process of working on a project, or at the end
of the semester.
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The first time I had to perform reflective writing myself was in the
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This document outlines a lesson plan on Walt Whitman for 11th and 12th grade American Literature students. Students can choose between interpreting one of Whitman's poems from Song of Myself, writing an original poem inspired by his work, or drawing an image representing his poems. They then write a one-page paper analyzing Whitman's views on urban vs rural life, technology vs nature, life vs death, and tradition vs new ideas based on their chosen work.
Reflective Writing and the Revision Process What Were You Thinkin.docx
Reflective Writing and the Revision Process: What Were You Thinking?
by Sandra L. Giles
This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press.
The full volume and individual chapter downloads are available for free from the following sites:
• Writing Spaces: http://writingspaces.org/essays
• Parlor Press: http://parlorpress.com/writingspaces
• WAC Clearinghouse: http://wac.colostate.edu/books/
Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers.
To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/.
This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter.
© 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s).
Library of Congress Cataloging-in-Publication Data
Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook)
1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel.
PE1417.W735 2010
808’.0427--dc22
2010019487
Reflective Writing and the Revision Process: What Were You Thinking?
Sandra L. Giles
“Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester.
A Writer’s Experience
The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a
* This work is licensed under the Creative Commons Attribution- Noncommercial-No Derivative Works 3.0 United States License and is sub- ject to the Writing Spa ...
Reflective Writing and the Revision Process What Were You T.docx
Reflective Writing and the Revision Process:
What Were You Thinking?
by Sandra L. Giles
This essay is a chapter in Writing Spaces: Readings on Writing,
Volume 1, a peer-reviewed open textbook series for the writing
classroom, and is published through Parlor Press.
The full volume and individual chapter downloads are available for
free from the following sites:
• Writing Spaces: http://writingspaces.org/essays
• Parlor Press: http://parlorpress.com/writingspaces
• WAC Clearinghouse: http://wac.colostate.edu/books/
Print versions of the volume are available for purchase directly
from Parlor Press and through other booksellers.
To learn about participating in the Writing Spaces project, visit the
Writing Spaces website at http://writingspaces.org/.
This essay is available under a Creative Commons License subject to the Writing
Spaces Terms of Use. More information, such as the specific license being used,
is available at the bottom of the first page of the chapter.
© 2010 by the respective author(s). For reprint rights and other permissions,
contact the original author(s).
Library of Congress Cataloging-in-Publication Data
Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe
and Pavel Zemliansky.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1
(adobe ebook)
1. College readers. 2. English language--Rhetoric. I. Lowe, Charles,
1965- II. Zemliansky, Pavel.
PE1417.W735 2010
808’.0427--dc22
2010019487
http://writingspaces.org/
http://writingspaces.org/essays
http://wac.colostate.edu/books/
http://parlorpress.com/writingspaces
191
Re!ective Writing and the Revision
Process: What Were You "inking?
Sandra L. Giles
“Reflection” and “reflective writing” are umbrella terms that refer
to any activity that asks you to think about your own thinking.* As
composition scholars Kathleen Blake Yancey and Jane Bowman Smith
explain, reflection records a “student’s process of thinking about what
she or he is doing while in the process of that doing” (170). In a writ-
ing class, you may be asked to think about your writing processes in
general or in relation to a particular essay, to think about your inten-
tions regarding rhetorical elements such as audience and purpose, or
to think about your choices regarding development strategies such as
comparison-contrast, exemplification, or definition. You may be asked
to describe your decisions regarding language features such as word
choice, sentence rhythm, and so on. You may be asked to evaluate or
assess your piece of writing or your development as a writer in general.
Your instructor may also ask you to perform these kinds of activities
at various points in your process of working on a project, or at the end
of the semester.
A W#$%&#’' E()&#$&*+&
The first time I had to perform reflective writing myself was in the
summer of 2002. And it did feel like a performance, at first. I was a
...
Prepare · Read Chapters 1, 2, and 3 of your textbook.· Explor.docx
Prepare:
· Read Chapters 1, 2, and 3 of your textbook.
· Explore the Alien Menace (Links to an external site.)Links to an external site. article thoroughly, viewing all of the links. You are not required to answer the questions on the website, only to consider them.
· Choose the group that you plan to focus on during this course and in your Final Project. You must choose from the groups listed below:
· African Americans
· Native Americans/American Indians
· Women
· Immigrants
Reflect:
· Reflect on the restrictions and beliefs based on race, gender, ethnicity, and national origin that were common in American society during the last half of the 1800s.
· Think about the changes (both positive and negative) that came about as a result of the industrial revolution and westward expansion.
· Think about how discrimination shaped the experiences of each group. What particular challenges and opportunities did each group confront during this period?
· How did your chosen group impact the history of this period?
· Consult The Anatomy of a Discussion Board (Links to an external site.)Links to an external site. as well as Critical Thinking: A Guide to Skillful Reasoning (Links to an external site.)Links to an external site. as you formulate your response.
Write:
Include your chosen group in your discussion title. Based on the chapters in your textbook and the required exhibit, answer the following:
· What are some of the ways that restrictions and beliefs based on race, ethnicity, gender, and national origin shaped American society in the latter half of the 1800s?
· Assess how these restrictions shaped your chosen group’s experience of the industrial revolution and/or westward expansion.
· Explain the changes that members of your chosen group made possible during this period.
Your initial post should be at least 250 words in length. Your post should make reference to the required materials with in-text citations. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center (Links to an external site.)Links to an external site.. You may use additional scholarly sources to support your points if you choose.
As this course uses the “Post First” feature, you will not be able to see other posts in a forum until you have posted there as well. If you need a modeled example for a discussion post check out the Sample Discussion Post.
Art Analysis Project: Non-Western Art
ARTS 1301 ~ Dr. Foltz
This semester, you and your group will complete a four-stage project about the art of one
non-Western culture (chosen in class). This project fulfills the SOCIAL RESPONSIBILITY
and TEAMWORK core objectives set by the THECB and El Centro College.
This project is completed in stages:
1. Formal Analysis (museum visit)
2. Research Paper
3. Group Culture Wiki Entry
4. Final Paper (combination of previous steps + group analysis)
Due dates for all work are found in eCampus.
STAGE 1: FORMA.
Abstract Expressionism Webquest
The document is a WebQuest that guides students through researching an Abstract Expressionist artist and creating materials for an art exhibit on that artist. Students are split into roles like curator, historian, publicist, and critic. They choose an artist together, then each role researches to fulfill tasks like choosing artworks, writing artist biographies, designing advertisements, and reviewing one of the pieces. The goal is to plan a successful exhibit and draw visitors to a struggling art museum.
Hum 201 WW[Semester][Instructor][Email] 1Chicago Public Ar
Hum 201 WW
[Semester]
[Instructor]
[Email]
1Chicago Public Art ProjectPoint Value: 50 pts possible
50 pts for submitting project to BSP:Assignments by 11:59pm at the end of Module 3—Part 4
(your “Module 3 discussion: Selfhood and Space” asks you to share a portion of that Public Art Project with your classmates as well, and that discussion forum is worth an additional 30 pts)
PLEASE NOTE: This assignment requires that you visit public art sites in Chicago,[footnoteRef:1] so plan ahead! [1: If you are taking this class while living in another place, please reach out to the instructor asap about how to adapt this assignment for your locale.]
Step 1: Ponder and Plan
Did you know that, since 1978, a certain percentage of all city-funded construction projects for public and municipal spaces in Chicago must be spent on public art?
· Who are these public artists?
· Where is their art?
· How do these works reflect or “live” in a neighborhood?
· How do communities assign value to them…or not?
· Do the styles, content, media, or messages differ across Chicago’s map?
· Which art do you see from your window, your block, your el stop, your commute, your favorite places in the city?
· Can you imagine these spaces without the art? Do you imagine replacing them with different one?
This project asks you to EXPLORE public art in Chicago, using both a mirror and a window as your “lens.”
You are assigned to visit or re-visit FOUR public art works in person.
· TWO of them should be pieces that are already meaningful to you (i.e. they are in your neighborhood, you love them, you see them every day, etc.).
· The OTHER TWO should be pieces that are totally new to you (i.e. you’ve never seen them or noticed them before, you discover them along with a new neighborhood or area of the city, you seek them out because of the artist/style/medium, etc.)
Use the Chicago Public Art Guide, Year of Public Art, CTA Public Art guide, and other resources posted in the Module 3—Part 3 folder to find new pieces or research the ones you already know. Conduct further research as needed and take notes on what you expect to see or hope to find. Map out your route and go!Step 2: Visit and Explore
When you arrive at each piece, SPEND TIME with it! Move around it, touch it (if allowed), sit for a while, notice how others respond to it, observe what’s around it. Use principles for analyzing visual art to organize your observations and reflect on how the piece impacts you as the view and visitor. Take notes, write in a journal, TAKE PICTURES.
Step 3: Share and Enlighten Us!
After you have visited all four public art locations, write a TOUR GUIDE to share with us!
You should have four entries (one for each piece) in your tour guide.
Each entry should include:
1) Title (use italics for titles of visual art), artist, medium, date, and location of the piece
2) The story behind its creation (funding source, collaboration with community, location choice, intention behind ...
Kimwebquestbach
This WebQuest lesson is designed for high school music students to learn about composer J.S. Bach. Students are split into groups and each assigned a role - biographer, theorist, or apprentice composer. They research Bach's life, compositional techniques, and styles. Then students create a presentation and short composition in Bach's style. The goal is for students to gain knowledge of music theory, history, analysis, and composition through exploring Bach's life and work.
Amy Vailwebquest Template0
This document provides instructions for an assignment where students will research and write a chapter from the biography of a member of the Bloomsbury Group. Students will be placed into groups and each research one artist from the group. They will use provided websites to learn about the artist's life and work. Then, they will write a chapter focusing on a period in the artist's life where they were involved with the Bloomsbury Group. The chapters will be combined into a class anthology of biographical snapshots of different group members.
The Romantic Times
This document is a teacher page for a WebQuest on Romantic era composers. The WebQuest guides students through researching a composer, writing a newspaper article, and presenting their findings. Students choose a composer, research their biography and a major work, then write a newspaper article covering this information. The goal is for students to learn about Romantic composers and how they influenced music during this period.
Similar to Beat Poet Webquest Vista Powerpoint (20)
Reflective Writing and the Revision Process What Were You Thinkin.docx
Reflective Writing and the Revision Process What Were You Thinkin.docx
Reflective Writing and the Revision Process What Were You T.docx
Reflective Writing and the Revision Process What Were You T.docx
Prepare · Read Chapters 1, 2, and 3 of your textbook.· Explor.docx
Prepare · Read Chapters 1, 2, and 3 of your textbook.· Explor.docx
Hum 201 WW[Semester][Instructor][Email] 1Chicago Public Ar
Hum 201 WW[Semester][Instructor][Email] 1Chicago Public Ar
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