Technology Implementation Presentation
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The document describes a WebQuest activity created by the author for a 12th grade English class on Romantic poets. The WebQuest guided students through four tasks: researching a poet's biography, analyzing two of their poems and finding related artwork, and writing a cover letter for the poet applying for a new job. Students spent two class periods completing the tasks using various websites. The author observed that students seemed engaged throughout and noted some successes and areas for improvement in the activity.
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Poetry WebQuest
This is a WebQuest for Poetry created in my Education Technology and Assessment class at Colorado State University.
Flipped lit
Two-part webinar:
- partnership with Eric Price (American author)
- interview of three American authors
Workshop 1About Workshop 1Workshop 1 is designed to help you.docx
Workshop 1
About Workshop 1
Workshop 1 is designed to help you explore the possibilities in your story/poetry by reflecting on its characters, plot/structure, imagery, and subject matter. You need to have all of your options laid out in front of you before you can decide which one is best.
The purpose of Workshop 1 is NOT to fix your work. It is absolutely crucial to keep this in mind!
Workshop 1 Requirements
There are two basic requirements for Workshop 1:
1. Submit the first 2-3 pages of a story, AND 2-3 pages of poetry (that’s 2-3 pages of poetry, not 1-2 poems), properly formatted, by the assigned due date. To submit your work, create a message, title it with your name, and post your work. You can either copy/paste your work into the message body, or provide a link to a Google Doc. If you provide a link to a Google Doc, you must be certain to set sharing permissions so your group members and I can read your work.
2. Read your group members’ work, and compose a thoughtful response to each work using the “Workshop Response” guidelines below. To respond to group member’s work, simply respond to each person’s message and type your work.
Below you’ll find detailed info on these requirements and step-by-step instructions on what to do.
Workshop Groups
Workshop groups have been randomly selected, and will be posted on the Workshop 1 page on our Canvas site. Each workshop group has its own discussion forum thread on Canvas, which you can find on the Workshop 1 page.
NOTE ON DEVELOPING YOUR FIRST DRAFT: If you’re struggling to find ideas for your Workshop 1 creative work, you can use the “Finding Your Work” exercise at the end of this document.This exercise will lead you through a series of steps to help you develop an idea for your story/poetry. This exercise is not required. You don’t need to submit the results. It isn’t graded. It’s purely an exercise to help you develop your first draft, it’s entirely optional, and it’s purely for own personal use.
NOTE ON POETRY FORMATTING: Poetry may be single-spaced. Underline and/or boldface poem titles, and leave a little white space between poems—just enough to show readers where one poem ends and the next one begins. DO NOT try to get away with placing one extremely short poem on each page, just to reach the page limit.
NOTE ON WHERE ALL OF THIS IS HEADING: Workshop 1 is about exploring your creative ideas in multiple genres (fiction AND poetry). For Workshop 2, you’ll choose ONE genre (fiction OR poetry) to develop from your Workshop 1 draft. At the end of our class, you’ll submit copies of your Workshop drafts along with other materials in a final portfolio, which including another draft of your story/poetry.
· After Workshop 1, you have the freedom to choose to write either a story or a collection of poems. Not both. The final draft of your story will be 8-10 pages long. The final draft of your poetry collection will be 7-9 pages long (any number of poems).
· If you choose to write poetry, .
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
...
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Poetry WebQuest
This is a WebQuest for Poetry created in my Education Technology and Assessment class at Colorado State University.
Flipped lit
Two-part webinar:
- partnership with Eric Price (American author)
- interview of three American authors
Workshop 1About Workshop 1Workshop 1 is designed to help you.docx
Workshop 1
About Workshop 1
Workshop 1 is designed to help you explore the possibilities in your story/poetry by reflecting on its characters, plot/structure, imagery, and subject matter. You need to have all of your options laid out in front of you before you can decide which one is best.
The purpose of Workshop 1 is NOT to fix your work. It is absolutely crucial to keep this in mind!
Workshop 1 Requirements
There are two basic requirements for Workshop 1:
1. Submit the first 2-3 pages of a story, AND 2-3 pages of poetry (that’s 2-3 pages of poetry, not 1-2 poems), properly formatted, by the assigned due date. To submit your work, create a message, title it with your name, and post your work. You can either copy/paste your work into the message body, or provide a link to a Google Doc. If you provide a link to a Google Doc, you must be certain to set sharing permissions so your group members and I can read your work.
2. Read your group members’ work, and compose a thoughtful response to each work using the “Workshop Response” guidelines below. To respond to group member’s work, simply respond to each person’s message and type your work.
Below you’ll find detailed info on these requirements and step-by-step instructions on what to do.
Workshop Groups
Workshop groups have been randomly selected, and will be posted on the Workshop 1 page on our Canvas site. Each workshop group has its own discussion forum thread on Canvas, which you can find on the Workshop 1 page.
NOTE ON DEVELOPING YOUR FIRST DRAFT: If you’re struggling to find ideas for your Workshop 1 creative work, you can use the “Finding Your Work” exercise at the end of this document.This exercise will lead you through a series of steps to help you develop an idea for your story/poetry. This exercise is not required. You don’t need to submit the results. It isn’t graded. It’s purely an exercise to help you develop your first draft, it’s entirely optional, and it’s purely for own personal use.
NOTE ON POETRY FORMATTING: Poetry may be single-spaced. Underline and/or boldface poem titles, and leave a little white space between poems—just enough to show readers where one poem ends and the next one begins. DO NOT try to get away with placing one extremely short poem on each page, just to reach the page limit.
NOTE ON WHERE ALL OF THIS IS HEADING: Workshop 1 is about exploring your creative ideas in multiple genres (fiction AND poetry). For Workshop 2, you’ll choose ONE genre (fiction OR poetry) to develop from your Workshop 1 draft. At the end of our class, you’ll submit copies of your Workshop drafts along with other materials in a final portfolio, which including another draft of your story/poetry.
· After Workshop 1, you have the freedom to choose to write either a story or a collection of poems. Not both. The final draft of your story will be 8-10 pages long. The final draft of your poetry collection will be 7-9 pages long (any number of poems).
· If you choose to write poetry, .
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
...
Publish Locally, Get Read Globally March 2011 Rec and Ed
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Technology Implementation Presentation
- 1. Technology Implementation Project Katie Midland May 14, 2007