MWA #1: Researched Cause/Effect – Educational Strategies
You will be responsible for crafting an annotated bibliography, outline, and essay persuading faculty to use more of a specific educational strategy or technique (a list to choose from can be found here and on Moodle). To do this, you will research the common effects of your chosen strategy, reasonably predict how those effects would influence VGCC (or your high-school if dual-enrolled), and provide at least one potential, specific way to apply your strategy.
Purpose
A central component of this course is to examine the deep, meaningful power of iterative learning (how trying, getting feedback, and trying again can make learning accessible and lasting). To consider the lasting impact of something seemingly small in our academic behaviors is to recognize how powerful we are as “Thinking Engines”, as well as the power of our own actions for influencing the world around us. Additionally, doing so through the written word empowers us to express, share, and utilize that influence by thoroughly evaluating the impact of such actions in a medium which allows others to join in.
Applicable Course Objectives
The course objectives this project addresses are:
· Demonstrate writing and inquiry in context using different rhetorical strategies to reflect, analyze, explain, and persuade in a variety of genres and formats.
· Demonstrate the critical use and examination of printed, digital, and visual materials.
· Locate, evaluate, and incorporate relevant sources with proper documentation.
· Collaborate actively in a writing community.
Tasks
We’re going to do a great deal within this project, but all of it is really important. I will also include a checklist to help you keep track of each stage. Lastly, we will have different due dates for each element, which will hopefully keep the labor manageable.
Annotated Bibliography · A specific rubric (opens in another window, https://bit.ly/3ApoOZj) will be used for us to collaboratively assess what you produce and to guide your revisions.
· A minimum of 3 effective sources with at least one being a formal, scholarly work. If a source seems dubious, please rely on the many people available to help you (including the librarians).
· Each source cited in MLA format – there are numerous resources available to support your efforts including your textbook and the link to Appalachian State University’s Writing Center Resources in the syllabus.
· Each source will include a brief paragraph which addresses the following:
o Identify the source’s main argument/thesis in no more than two sentences. What is the source trying to say? You should also consider the source’s target audience and how that might influence what is said and how.
o Identify the source’s key points in about two sentences. How is the source supporting its thesis? This should not be a repetition of those ideas or a summary of all the supports; instead, mention the most significant or important elements which also relate to what you’re claiming. This is also a great point to include quotes you’d like to use later.
o Identify how you intend to utilize this source in support of your ideas. This is the hard one because you must use higher-order thinking and application. Essentially, tell me how this source helps you – maybe it taught you something new, or perhaps it seconds one of your own ideas. Whatever it is, be specific.
· This will appear in the gradebook as a “Major Writing Assignment” grade.
Outline and Presentation
· An outline of your full paper should be presented in whatever model and style you feel is most effective provided I can access it on my computer (any Microsoft or web-based platforms work). I often see word processing software or slide presentations, but if you have a different tool you’d like to use, let me know.
· Use small chunks of information – this is where you plan out when and where you’re going to talk about an idea, not how you’re going to talk about it (that’ll come later).
· Your outline should have a logical construction which demonstrates how your ideas support one another and which ideas are grouped together.
· It must include the following, though how you present them is open to your preference:
o Thesis
o Main supports of thesis
o Examples or explanations of those supports
o Optional: a plan for a rebuttal
o Where your sources will be used to support your argument
· You will also be asked to review the outline of some of your peers to provide feedback and support (as well as to receive it).
· After constructing your outline, you will be asked to provide a “walk-through” of your ideas, fully explaining your overall plan for the essay – this is informal, asynchronous, and in whatever medium you choose as long as we are all able to engage with it.
· This will appear in the gradebook as an “Everything Else” grade.
Formal Essay
· After all this work, it is now time to tie it all together into a formal essay. · A specific rubric (opens in another window, https://bit.ly/3nD8aQy) will be used for us to collaboratively assess what you produce and guide your revisions.
· Rough drafts will be peer reviewed and revised, as well as submitted for feedback and revised.
· While I generally avoid word-count requirements, I would be concerned if this paper comes in under 500 words.
· This work will adhere to the full MLA style guidelines, including title and reference pages.
· This will appear in the gradebook as a “Major Writing Assignment” grade.
Revision and Resubmission Protocol
Understanding that writing is a process and a skill which benefits from repeated evaluation, revision, and editing, you are welcome to revise and resubmit each labor associated with this project up to three times. However, revisions must include the following elements:
· Write the Submission number in the title. I ask for this because Moodle is clunky.
· All changes should be clearly identifiable – highlighted, different text color, etc.. This allows me to provide swift and specific feedback.
· A brief explanation of what was changed and how you know the new version is better (I suggest the comment box on Moodle or an additional document upload). This is a metacognitive (thinking about your thinking) practice, and without this, you’re just following directions instead of learning how to be a better writer and thinker.
Checklist
All bolded entries indicate a Major Writing Assignment grade; the other entries are for Everything Else grades.
q Choose a strategy to research
q Submit a project proposal including a thesis, rough idea of your plan, and why you’re drawn to the topic
q Annotated bibliography rough-draft check (at least one source and annotation)
q Submit full annotated bibliography
q Submit a formal reflection of the work completed in the annotated bibliography
q Receive and apply feedback to produce and submit revised annotated bibliography (as needed)
q Submit outline and engage in peer review
q Formal essay rough draft check and peer review
q Submit formal essay
q Submit reflection of work completed in essay writing
q Receive and apply feedback to produce and submit revised formal essay (as needed)
Final Note
As always, if at any point you run into hiccups or questions, I am ready to support your learning however I can. Additionally, you have many peers involved in the same labor; many of them could use a hand or a partner, so please feel free to work with and support one another. Lastly, here’s a video to walk through the whole description; it’s long, so don’t feel like you have to watch it all in one sitting. You can als
This is my topic and my annotated that has already been seen by my teacher. So i’m trying to stay on this topic.
It must be a detailed essay. Five Paragraph Essay
The information from the annotated will need to be included. It was due yesterday but my teacher has given me extra time because of covid. I would like to have it by Saturday
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