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WritingCircle

Page history last edited by David Shutkin 7 years, 8 months ago

 

Reflecting on our class, its size and the brief duration of the term, I decided to establish writing circles as a means of supporting everyone during the research and writing process.  Writing circles will include peer review of BlogPosts, Timelines and Paper drafts. A conference with me (Dr. Shutkin) is recommended.


 

Writing Circle Assessment: After class or at the end of class, please reflect and blog (Writing Circle Posts) about the discussions that took place during your writing circles including descriptions of the conversations, critically significant commentary, emergent ideas, new readings and directions for further developing your blogs, timelines and research. These Writing Circle Posts will form the basis for my assessment of your writing circles

 


 

We will establish five Writing Circles:

 

During designated class meetings, students will break into their writing groups to discuss BlogPosts, Timelines and research drafts, etc. as research is emerging.  

 


 

(I am convinced that writing is a process that involves time alone in deep reflection and study but this must be followed by time for sharing and collaboration and support).


I encourage all students to arrange at least one conference with me (Dr. Shutkin) to discuss your research paper.

 

 

Category

4 Exceeds expectations

3 Meets expectations

2 Approaches expectations

1 Needs improvement

 

Questions experience

Analysis conveys extensive evidence of a personal response to the issues raised in discussions, lectures and readings.

 

Demonstrates personal growth and a political awareness

Analysis conveys evidence of a personal response to the issues raised in discussions, lectures and readings.

 

Demonstrates that he/she is beginning to develop new ways of reflecting on their world

Analysis conveys little evidence of a personal response to the issues/concepts raised in the texts.

No personal response is made to the issues/concepts raised in the texts.

Classroom Reflection

Reflection indicates that student is listening well in class.

Reflection alludes to what student has heard in class.

Makes minimal reference to what is heard in class.

Makes no reference to what is heard in class.

Historical and Scholarly Text Reflection

Consistently:

1. Makes inferences well and comprehends deeper meaning;

 

2. Relates texts and issues raised to other texts.

 

3. Demonstrates insight and relevance of texts to lived experiences and society.

 

4. Produces thorough and accurate bibliography.

 

Frequently:

1. Makes inferences and comprehends deeper meaning;

 

2. Relates texts to issues raised.

 

3. Demonstrates insight and relevance of texts to lived experiences and society.

 

Consistently:

Produces thorough and accurate bibliography.

Regularly:

1. Demonstrates comprehension of texts.

 

2. Relates issues raised to general knowledge, lived experiences and other texts.

 

Consistently:

Produces thorough and accurate bibliography.

Demonstrates basic comprehension of texts but does not make connections with the bigger picture.

Frequency

Discussion includes 5+ entries.

Discussion includes 4 entries.

Discussion includes 3 entries.

Discussion includes 2 entries.

 
 
 
 
 
                 

 

 

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