Unit 11 - editing
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This document discusses the editing process for essays. It provides guidance on: 1) How the first draft feedback focuses on macro features like clarity, organization, and use of evidence rather than micro features or grammar. Not all problems will be highlighted. 2) How to make major changes to essays after receiving feedback, such as rearranging paragraphs or adding/removing evidence. 3) The benefits of peer review and getting feedback from others to improve one's own writing. Both the writer and reader can gain new perspectives. 4) Questions to consider when editing one's own essay, such as clarity, logic, transitions, and referencing.
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The document provides an agenda and overview for an Eli beta test involving one writer, many reviewers, and better writing. It introduces Eli as a web-based tool that supports teachers in coordinating and assessing peer review. Key features highlighted include coordinated review assignments, instructor endorsements, multiple feedback types, revision strategies, and review analytics. The overview outlines the beta test timeline and expectations for usage reporting and technical support.
W6 Assignment 2 Reflection Journal· Reflection JournalThis w.docx
W6 Assignment 2 "Reflection Journal"
· Reflection Journal
This week, through our readings and discussion, we explored how we can make the most of failure, how we can expand our horizons, and the notion of ethical awareness. Additionally, we have begun to explore the following course outcomes:
· read and extract information and ideas from a variety of texts;
· ask valid and logical questions that promote a deeper understanding of the issues being examined;
· identify the internal and external factors that affect the process of decision-making;
· express a well-informed, personal viewpoint and show an understanding of his or her own biases; and
· articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the course readings, assignments, and discussions (you are encouraged to reflect back on previous weeks as well). Consider the following questions to guide your reflection:
· What, if anything, did you find surprising, particularly challenging, interesting, or just beautiful?
· From what you know about this course so far, what connections can you make to previous learning experiences, and how do you think this course will help you as you move forward in your college and professional life?
· How do the course outcomes for this week apply to your experience so far?
· What questions do you still need answered?
W6 Assignment 2 "Reflection Journal"
·
Reflection
Journal
This week, through our readings and discussion, we explored how we can make the most of failure, how
we can expand our horizons, and the notion of ethical awareness. Additionally, we have begun to
explore the following course outcomes:
·
read and extract inf
ormation and ideas from a variety of texts;
·
ask valid and logical questions that promote a deeper understanding of the issues being
examined;
·
identify the internal and external factors that affect the process of decision
-
making;
·
express a well
-
informed, pe
rsonal viewpoint and show an understanding of his or her
own biases; and
·
articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the
course readings, assignment
s, and discussions (you are encouraged to reflect back on previous weeks as
well).
Consider the following questions to guide your reflection:
·
What, if anything, did you find surprising, particularly challenging, interesting, or just
beautiful?
·
From what
you know about this course so far, what connections can you make to
previous learning experiences, and how do you think this course will help you as you
move forward in your college and professional life?
·
How do the course outcomes for this week apply to y
our experience so far?
·
What questions do you still need answered?
W6 Assignment 2 "Reflection Journal"
Reflection Journal
This week, through our readings and discussion.
Peer feedback or response in writing class
The document discusses peer feedback in writing classes. It provides an overview of peer feedback, outlining its pros and cons. It then describes different forms peer feedback can take, such as commenting on drafts in groups or exchanging completed drafts. The document also discusses how to train students to effectively provide peer feedback, including focusing on clarity, interest, and accuracy. Students should be taught to ask questions, identify the main idea, and offer suggestions for improvement. Finally, the document summarizes that peer feedback can help writers, but students may need training to learn how to properly respond to and incorporate feedback.
How to Research
This document provides guidance on how to conduct research for a small-scale research project. It discusses researching a topic of choice and creating a blog post on findings. It emphasizes that research involves enhancing understanding rather than just quoting sources. Students are instructed to find an academic article, annotate it, summarize its arguments, and create a blog post discussing the article along with related media examples. The document then discusses developing an individual learning plan by identifying challenging areas of one's research project and setting personal learning objectives.
Writing course 101
The document provides strategies for improving writing skills. It recommends 1) evaluating strengths and weaknesses, 2) dedicating weekly time to study weaknesses, and 3) developing proofreading and revision strategies. For evaluation, instructors will comment on 1-2 examples of 2-3 specific errors to help students learn self-assessment. Independent study is important to correct common mistakes. Regular revision is key, including reading text aloud and allowing time between drafts. The instructor is available for questions but students must practice regularly to develop improved writing habits.
PHL320 Critical Thinking andDecision Making in Business.docx
PHL/320 Critical Thinking and
Decision Making in Business
Copyright ©2014 by University of Phoenix. All rights reserved.
SYLLABUS
Course Description
This course explores the critical thinking techniques necessary to be an effective manager within an organizational setting.
Students will focus on critical-thinking and reasoning methods as they apply to management concepts within a work
environment. Other topics include the use of critical thinking skills in the decision-making process as it applies to
expectations for successful performance of employees and organizations and achieving desired business goals.
Course Dates
Sep 30, 2014 - Nov 03, 2014
Faculty Information
• Academic Policies
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be
slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the
policies governing your current class modality.
Get Ready for Class
• Familiarize yourself with the textbooks used in this course.
Course Materials
All electronic materials are available on your student website.
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the
following two documents (both located on your student website):
Policies
JENNIFER STEPHENS (PRIMARY)Name :
Email Address : [email protected]
Alternate Email Address
Phone Number : Not Available
Week1 Sep, 30 - Oct, 06
Basics of Critical Thinking
Tasks
1.1 Describe the importance of critical thinking to the decision-making process.
1.2 Differentiate among types of reasoning and critical thinking.
1.3 Explain common cognitive biases.
Objectives/Competencies
Required Learning Activities
• Critical Thinking, Ch. 1
• Critical Thinking, Ch. 2
• Critical Thinking, Ch. 3
• Week One Electronic Reserve Readings
• Knowledge Check Personalized Study Guide
• Critical Thinking Ch. 1, 2, & 3 Microsoft® PowerPoint® Presentations
• Critical Thinking Ch. 1 Multiple Choice Quiz
• Critical Thinking Ch. 2 Multiple Choice Quiz
• Critical Thinking Ch. 3 Multiple Choice Quiz
• Gates Go Back to School Video
• Introduction
• Learning Team
Assignments
See the student website for additional recommended learning activities that may help you learn this week's concepts.
Title Type Due Points
Week 1 Participation
Participate in class discussion. Individual Oct 06, 2014 11:59 PM 2
Critical Analysis Worksheet
Read "Common Core" and "The Battle Against Common Core
Standards."
Complete the University of Phoenix Material: Critical Analysis
Worksheet.
Individual Oct 06, 2014 11:59 PM 2
Critical Thinking Discussion and Summary
Participate in a class discussion by responding to the following
questions:
• How would you define critical thinking? What makes a person a
critical thinker?
• Why is critical thinking important? Provide an example of how critical
thinking has helped you.
Unit-4-Grace Centers of Hope Internship Deliverable (Writing and Paraphrasing)
Here are the key points about identifying relevant information:
- Read carefully and look for clues like evidence, details, keywords
- Identify the main ideas, topics, and important information
- Ask questions about the type of information needed and the author's point
- Relevant information is important, related, and pertains to the main topic
- Irrelevant information is pointless, inappropriate, and not connected to the topic
Being able to distinguish relevant from irrelevant information is an important skill for comprehending texts. Let me know if you have any other questions!
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When we talk about sustainability in EAP, we need to consider not only how we can raise related issues with students but also how EAP practitioners, as a
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of developing and releasing an award-winning EAP course we believe achieves that.
Develop EAP: A Sustainable Academic Skills Course was designed in 2016 with flexibility in mind. It is based on the UN’s Sustainable Development Goals
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Once we had developed the course for one EAP English Medium Education setting in Asia, we recognised its potential utility in other teaching contexts. Rather
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This document summarizes a presentation about supporting student collaboration. It discusses why collaboration is an important skill, reviews literature on defining collaboration, and explores teacher and student perspectives on collaboration through surveys and interviews. It also provides a framework for understanding different levels of collaboration in assignments. The presentation concludes that facilitating and assessing collaboration requires ongoing professional development for teachers and emphasizes that simply putting students into groups does not guarantee collaboration will occur without proper support structures.
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Having a clear definition of a term allows investigation into best practice and this talk goes on to discuss the implications for practice in terms of assignment design, delivery, and assessment. We will discuss the practicalities of designing and implementing a collaborative assignment. We will also look at how a practitioner can navigate what can be a problematic process and move from being a "guide on the side" (Rummel and Deiglmayr, 2018) to make the most of an innovative approach.
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- 1. Unit 11: Editing Develop EAP – Bolster & Levrai
- 2. Editing Making your essay the best it can be Develop EAP – Bolster & Levrai
- 3. The 1st draft feedback Focuses on macro features of the draft, not micro features. clarity of ideas organisation of ideas connection of ideas use of evidence overall effectiveness of answer Develop EAP – Bolster & Levrai
- 4. The 1st draft feedback you will receive Will focus on macro features of the draft, not micro features. Not every problem is highlighted. Not comment doesn’t mean no problem. The comments tell you the kinds of things you need to check throughout your essay. Develop EAP – Bolster & Levrai
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- 8. Peer Feedback Helping others to help yourself
- 9. You write for a reader • You don’t write an essay for yourself. • You write an essay for a reader. • Your essay should nterest nform nspire your reader Develop EAP – Bolster & Levrai
- 10. No-one Writes Alone • Watch the video from MIT about peer review. • According to the video: What is a peer? Why is peer review a good idea? What is the benefit of peer review? Develop EAP – Bolster & Levrai
- 11. A Virtuous Circle • Peer feedback is a virtuous circle – everybody wins. Writer Reader The writer • understands if a reader can follow the argument • sees strengths and weaknesses in their essay • learns how to make the essay more effective for the reader The reader • sees how someone else approaches the same assignment • sees things they should (or shouldn’t) do in their own essay • gets new ideas and sees different perspectives Develop EAP – Bolster & Levrai
- 12. 2nd Draft Feedback • First draft feedback focused on the macro features of your essay. • Second draft feedback will focus on macro and micro features. Do you answer the question? Do you answer the question? Is your answer well written? Develop EAP – Bolster & Levrai
- 13. Second Draft Peer Feedback Form Quality of answer •Introduction •Thesis •Paragraphs •Conclusion Essay Mechanics •Vocabulary •Grammar •Referencing Develop EAP – Bolster & Levrai
- 14. Giving Useful Feedback • Just telling someone there might be a problem isn’t as useful as it could be. • Ticking isn’t enough. • You need to give some details or make suggestions. • In the last section of the feedback form (section D), you can also give feedback to yourself. Develop EAP – Bolster & Levrai
- 15. Second Draft Feedback Practice • Look at your own essay. • Complete the Second Draft Feedback Form as a group. Forget you wrote it