SGarza.CompFAQ History

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Changed lines 160-165 from:
Should literature be used in the composition classroom? If so, how? If not, why?
to:
Should ethnic literature be used in the High School English classroom? If so, how?

[[outline]]

[[sources]]
May 04, 2009, at 06:04 AM CST by 24.175.237.160 -
Changed lines 151-154 from:
What I have so far:

[[(Attach:)
CompFaqDraft.doc]]
[[(
Attach:)CompFaqWorksCited]]
to:
What I have so far...

Attach
:CompFaqDraft.doc

Attach:CompFaqWorksCited.doc
May 04, 2009, at 05:36 AM CST by 24.175.237.160 -
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[[Attach:CompFaqDraft.doc]]
[[Attach:CompFaqWorksCited.doc]]
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[[(Attach:)CompFaqDraft.doc]]
[[(Attach:)CompFaqWorksCited]]
May 04, 2009, at 05:30 AM CST by 24.175.237.160 -
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Changed lines 153-154 from:
[[Attach:Lorenas Compfaq Topic.doc]]
[[Attach:Lorenas CompfaqWorks Cited.doc]]
to:
[[Attach:CompFaqDraft.doc]]
[[Attach:CompFaqWorksCited.doc]]
May 04, 2009, at 05:20 AM CST by 24.175.237.160 -
Changed lines 152-153 from:
Attach:Lorenas Compfaq Topic.doc
Attach:Lorenas CompfaqWorks Cited.doc
to:
[[Attach:Lorenas Compfaq Topic.doc]]
[[
Attach:Lorenas CompfaqWorks Cited.doc]]
May 04, 2009, at 05:18 AM CST by 24.175.237.160 -
Changed lines 148-149 from:
Technology -- Using blogs in Writing Classes: Why? When? How? Instead of? Challenges? Examples?
to:
Technology -- Using blogs in Writing Classes: Why/Benefits? Instead of? Examples?

What I have so far:

Attach:Lorenas Compfaq Topic.doc
Attach:Lorenas CompfaqWorks Cited.doc
Changed lines 156-157 from:
'''%color=purple%Andrea''' %color=black%- Curriculum: Should literature be used in the composition classroom? If so, which is appropriate? If not, why? What is the downside?
to:
'''%color=purple%Andrea''' %color=black%- Curriculum: Should literature be used in the composition classroom?
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[[Attach:Pop-Culture and the BW classroom1.doc|More attempts at making connections...]]
to:
[[Attach:Pop-Culture and the BW classroom2.doc|More attempts at making connections...]]
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[[Attach:Pop-Culture and the BW classroom.doc|More attempts at making connections...]]
to:
[[Attach:Pop-Culture and the BW classroom1.doc|More attempts at making connections...]]
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[[Attach:Pop-Culture and the BW class.doc|More attempts at making connections...]]
to:
[[Attach:Pop-Culture and the BW classroom.doc|More attempts at making connections...]]
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[[Attach:Pop-Culture and the BW class.doc|More attempts at making connections...]]
Changed line 137 from:
[[Draft for final version. This is a work in progress.]]
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[[Draft for final version]]
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[[Draft for final version]]
to:
[[Draft for final version. This is a work in progress.]]
Added lines 136-137:

[[Draft for final version]]
Added lines 134-135:

[[Rubric for assessment]]
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CompFAQ Project [[Attach:Twitter-Edmodo]]
to:
Comp Faq Project [[Attach:twitteredmodo.doc]]
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CompFAQ Project [[Attach:Twitter.Edmodo]]
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CompFAQ Project [[Attach:Twitter-Edmodo]]
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[[Attach:twitteredmodo]]
to:
CompFAQ Project [[Attach:Twitter.Edmodo]]
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Resource List [[Attach:resourcestwitter.rtf]]
[[Attach:twitteredmodo.rft]]
to:
Resource List [[Attach:resourcestwitter.rft]]
[[Attach:twitteredmodo]]
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'''Kathy H''' - Technology - Does the genre of twittering have a place in the classroom. I am investigating this technique and plan to answer questions such as what it is, why is it different from other forms (such as blogging) and what are the challenges for the writing instructor.
to:
'''Kathy H''' - Technology - What is Twitter and Edmodo?
Changed lines 125-127 from:

[[Attach:twitteredmodo.rtf]]
to:
[[Attach:twitteredmodo.rft]]
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Twitter Draft - [[Attach:twitterdraft.rtf]]
to:

[[Attach:twitteredmodo.rtf]]
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Added lines 1-2:
[[Final Versions]] This is where you should post our final version of your CompFAQ projects.
Changed lines 165-166 from:
[[Attach:Pop-Culture in the Basic Writing Classroom|The Working Outline|Outline]]
to:
[[Attach:Pop-Culture The Working Outline.doc|Outline]]
Changed lines 165-166 from:
[[Attach:Pop-Culture in the Basic Writing Classroom|The Working Outline (Poop)]]
to:
[[Attach:Pop-Culture in the Basic Writing Classroom|The Working Outline|Outline]]
Changed lines 117-119 from:
Guidelines/Rubric. [[WAC Guidelines/Rubric]]
to:
Guidelines/Rubric. [[WAC Guidelines - Rubric]]
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Guidelines/Rubric. [WAC Guidelines/Rubric]
to:
Guidelines/Rubric. [[WAC Guidelines/Rubric]]
Changed lines 117-119 from:
to:
Guidelines/Rubric. [WAC Guidelines/Rubric]
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Resource List Attach:resourcestwitter.rtf
to:
Resource List [[Attach:resourcestwitter.rtf]]

Twitter Draft - [[Attach:twitterdraft.rtf]]
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[[Attach:Pop-Culture in the Basic Writing Classroom|The Working Outline (Poo on paper)]]
to:
[[Attach:Pop-Culture in the Basic Writing Classroom|The Working Outline (Poop)]]
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[[Attach:Pop-Culture in the Basic Writing Classroom|The Working Outline (Vomit)]]
to:
[[Attach:Pop-Culture in the Basic Writing Classroom|The Working Outline (Poo on paper)]]
Added lines 161-162:
[[Attach:Pop-Culture in the Basic Writing Classroom|The Working Outline (Vomit)]]
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[[Assessment]]
to:
[[Michelle's assessment guidelines]]
Added lines 160-161:

[[Assessment]]
Added lines 105-106:
5372
Added lines 112-117:

5361

Project. [[The Impact of SMS on Basic Writing]]
Changed lines 44-67 from:
Basic Questions (appropriated from Dr. basic rubric, modified as necessary):
Did the CompFAQ project:
Survey the (recent) historical development of contemporary rhetoric / composition as an academic field of study?
Practice "ways of reading" and ways of talking about / writing about a variety
of scholarly and professional writing?
Participate in one or more of the conversations
that constitute the field?
Explore
the wide range of resources available for inquiry and research in the field?
Examine critically and reflectively
the various works we read?
Examine critically and reflectively
the ways that theory and practice shape and are shaped by one another?
Develop thoughtful, reflective responses to the ever present question of "So What?" (as
it applies to the study of "Composition Theory and Pedagogy")?
Continue to develop students' repertoires for reading critically and purposefully?
Continue to develop students' repertoires for using writing for various purposes and audiences and in various contexts?
In addition to the above, did the project:
Provide sufficient evidence to show how the conversation has evolved over time?
Create a simple and coherent narrative to explain the concept to its intended audience (i.e., professionals in rhetoric & composition)?
Explore each major aspect of the topic and the conversation as a whole?
Organize the concepts efficiently, so that it can be streamlined for the final CompFAQ entry?
Demonstrate a broader understanding of the conversation as a whole and how the topic fits the wider tapestry?
Illustrate a basic understanding of the theories under discussion?
Demonstrate proper sourcing and citation format (MLA, APA, or any other appropriate scholarly format)?
Appear like a professional document? In other words, is it appropriately segmented and documented? Does the content function on the sentence level (grammar, etc.) as well as on a higher-order scale (coherence, unity, etc.)?
Offer a compelling document that can fill a void in CompFAQ that been addressed elsewhere?
to:
In addition to Dr. Garza's stated guidelines, did the CompFAQ project:

Provide sufficient evidence to show how the conversation has evolved over time?

Create a simple and coherent narrative to explain the concept to its intended audience (i.e., professionals in rhetoric & composition)?

Explore each major aspect
of the topic and the conversation as a whole?

Organize the concepts efficiently, so
that it can be streamlined for the final CompFAQ entry?

Demonstrate a broader understanding of the conversation as a whole and how the topic fits
the wider tapestry?

Illustrate a basic understanding of
the theories under discussion?

Demonstrate proper sourcing
and citation format (MLA, APA, or any other appropriate scholarly format)?

Appear like a professional document? In other words, is
it appropriately segmented and documented? Does the content function on the sentence level (grammar, etc.) as well as on a higher-order scale (coherence, unity, etc.)?

Offer
a compelling document that can fill a void in CompFAQ that been addressed elsewhere?
Added lines 40-67:
CompFAQ Assessment:

Topic: The development of the teaching of in creative writing.

Basic Questions (appropriated from Dr. basic rubric, modified as necessary):
Did the CompFAQ project:
Survey the (recent) historical development of contemporary rhetoric / composition as an academic field of study?
Practice "ways of reading" and ways of talking about / writing about a variety of scholarly and professional writing?
Participate in one or more of the conversations that constitute the field?
Explore the wide range of resources available for inquiry and research in the field?
Examine critically and reflectively the various works we read?
Examine critically and reflectively the ways that theory and practice shape and are shaped by one another?
Develop thoughtful, reflective responses to the ever present question of "So What?" (as it applies to the study of "Composition Theory and Pedagogy")?
Continue to develop students' repertoires for reading critically and purposefully?
Continue to develop students' repertoires for using writing for various purposes and audiences and in various contexts?
In addition to the above, did the project:
Provide sufficient evidence to show how the conversation has evolved over time?
Create a simple and coherent narrative to explain the concept to its intended audience (i.e., professionals in rhetoric & composition)?
Explore each major aspect of the topic and the conversation as a whole?
Organize the concepts efficiently, so that it can be streamlined for the final CompFAQ entry?
Demonstrate a broader understanding of the conversation as a whole and how the topic fits the wider tapestry?
Illustrate a basic understanding of the theories under discussion?
Demonstrate proper sourcing and citation format (MLA, APA, or any other appropriate scholarly format)?
Appear like a professional document? In other words, is it appropriately segmented and documented? Does the content function on the sentence level (grammar, etc.) as well as on a higher-order scale (coherence, unity, etc.)?
Offer a compelling document that can fill a void in CompFAQ that been addressed elsewhere?

Deleted lines 111-112:

Assessment. [[Rubric - First Draft]]
Added lines 84-85:

Assessment. [[Rubric - First Draft]]
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[[Edith/Andrea]]
to:
[[Edith D & Andrea]]
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[[Edith/Andrea]]
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_>Extends the conversation; present anything new to the conversation?
_>Conversation is current and up to date
_>Prove which theory(ies) the study/topic could possibly fall into
to:
-> Extends the conversation; present anything new to the conversation?
-> Conversation is current and up to date
-> Prove which theory(ies) the study/topic could possibly fall into
Changed lines 11-15 from:
_>Applicable to the topic/study/research
_>Literature based-MLA
_>Science (Linguistics) based-APA
_>Consistent throughout the text
to:
-> Applicable to the topic/study/research
-> Literature based-MLA
-> Science (Linguistics) based-APA
-> Consistent throughout the text
Changed lines 17-22 from:
_>Grammar corrections
_>Hyperlinks
_>Organization
_>Written in scholarly/informative writing style
_>Peer Reviewed
to:
-> Grammar corrections
-> Hyperlinks
-> Organization
-> Written in scholarly/informative writing style
-> Peer Reviewed
Changed lines 24-28 from:
_>Current resources
_>Scholarly resources
_>Topic relevance
_>Appropriate amount of research conducted
to:
-> Current resources
-> Scholarly resources
-> Topic relevance
-> Appropriate amount of research conducted
Added lines 3-30:
Assessment Guidelines: Yvette, Michele, Lorena, Kathy

Does it follow the CompFAQ purpose and criteria?
_>Extends the conversation; present anything new to the conversation?
_>Conversation is current and up to date
_>Prove which theory(ies) the study/topic could possibly fall into

Citation format:
_>Applicable to the topic/study/research
_>Literature based-MLA
_>Science (Linguistics) based-APA
_>Consistent throughout the text

Publishing:
_>Grammar corrections
_>Hyperlinks
_>Organization
_>Written in scholarly/informative writing style
_>Peer Reviewed

Developed Bibliography:
_>Current resources
_>Scholarly resources
_>Topic relevance
_>Appropriate amount of research conducted

---------------
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[[Assessment]]
to:
[[Assessment - Ben, Marilyn, Darcy, and John L.]]
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Topic. WAC Overview

Sources. [[WAC Overview Sources]]

Project. [[WAC Overview]]
to:
Topic. WAC Current Issues/Overview

Sources. [[WAC Current Issues/Overview Sources]]

Project. [[Current Issues in WAC]]
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Attach:Outlinesl.doc
to:
Attach:Outlinesl.doc
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Attach:Outlinesl.doc
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[[Assessment]]
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Attach:assessmentoutline.doc
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'+'''Assessment'''+'
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'''Marilyn'''- Attacch:ResourcesSL.doc
to:
'''Marilyn'''- Attach:ResourcesSL.doc
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'''Marilyn'''- Attach:Resources.doc
to:
'''Marilyn'''- Attacch:ResourcesSL.doc
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'''Marilyn'''- Attach:Resources.doc|What curriculum models are available for service learning?
to:
'''Marilyn'''- Attach:Resources.doc
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Attach:TECHNOLOGYCOMPOSITION2.doc
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How different colleges use Outcomes Statements.
to:
Ning.