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Writing as an agent of an organization takes the student out of the typical academic discourse, but it reinforces mastery of rhetoric by requiring the student to mold their persona to meet the needs thier audience in the community. Students learn to be sensitive to the community, while also identifying problems in the community (Cardenas ?).
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'''Active Style and Persuassion in the Stanford Model'''
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'''Stanford Model'''
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'''Reflective Perspective:'''
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'''Reflective'''
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The third model presented by Bowden and Scott is considered more academic than the other two (3). Students research an issue and and then do community service for an agency that is related to their research. This model allows students to write about thier research with personal experience.
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The third model presented by Bowden and Scott is considered more academic than the other two (3). Students research an issue and and then do community service for an agency that is related to their research. This model allows students to write about thier research with authenic experience. Undergraduate students need more authentic research experiences that are typically only available to exemplary students (Grabowski et al 41).
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'''+What curriculum models are available for service learning?+'''
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'''+What Curriculum Modelas are available for service learning?+'''
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'''+What Curriculum Modelas are available for service learning?+'''
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'''++FAQ: What specific writing skills are learned through service learning, and how do they transfer to the professional/academic repertoire of competencies?++'''
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'''+FAQ: What specific writing skills are learned through service learning, and how do they transfer to the professional/academic repertoire of competencies?+'''
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++'''FAQ: What specific writing skills are learned through service learning, and how do they transfer to the professional/academic repertoire of competencies?'''++
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'''++FAQ: What specific writing skills are learned through service learning, and how do they transfer to the professional/academic repertoire of competencies?++'''
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'''FAQ: What specific writing skills are learned through service learning, and how do they transfer to the professional/academic repertoire of competencies?'''
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++'''FAQ: What specific writing skills are learned through service learning, and how do they transfer to the professional/academic repertoire of competencies?'''++
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'''Active Style'''

In the Stanford Model of service learning, students do a writing project for a non-profit agency. In order to give your plight a more progressive tone
, writing should take on an informative and persuassive style (Bowden and Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained, however that results in monotonous sentence structure, and limited vocabulary. Since the Stanford Model asks students to write with an agenda in order to gain support for an organization or raise funds for a project students some of the more persuassive tactics of rhetoric to draw attention and assistance for their agency(Bowden and Scott 4).
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'''Active Style and Persuassion in the Stanford Model'''

In the Stanford Model of service learning, students do a writing project for a non-profit agency such as an informative pamphlet
, or a progress report. Students learn the power of persuassion as well as effective transactional communication(Bowden and Scott 216). Since the Stanford Model asks students to write with an agenda to gain support for an organization, or raise funds for a project (Bowden and Scott 4).
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Now that we've discussed the rhetorical devices that students learn to manipulate with service learning, let's discuss the ways that written reflection leads students to persue more complicated issues with genuine interest. Fiddler and Marineau favor the reflective aspect of service learning as the "bridge between the experience and the learning" (76). Students reflect upon thier experience throughout the project in order to reconstruct and make meaning from the learning experiences that occur while they are working.
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In another model of serivce learning, students do community service work and then write refelctions about their experience Bowden and Scott 2). Fiddler and Marineau favor the reflective aspect of service learning as the "bridge between
the experience and the learning" (76). Students reflect upon thier experience throughout the project in order to reconstruct and make meaning from the learning experiences that occur while they are working.

'''Research'''

The third model presented by Bowden and Scott is considered more academic than the other two (3)
. Students research an issue and and then do community service for an agency that is related to their research. This model allows students to write about thier research with personal experience.
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In the Stanford Model of service learning, students do a writing project for a non-profit agency. In order to give your plight a more progressive tone, writing should take on an informative and persuassive style (Bowden and Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained, however that results in monotonous sentence structure, and limited vocabulary. The Stanford Model of service learning asks students to write with an agenda in order to gain support for an organization or raise funds for a project(Bowden and Scott 4). Employing some of the more persuassive tactics of rhetoric to draw attention and assistance for their agency.
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In the Stanford Model of service learning, students do a writing project for a non-profit agency. In order to give your plight a more progressive tone, writing should take on an informative and persuassive style (Bowden and Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained, however that results in monotonous sentence structure, and limited vocabulary. Since the Stanford Model asks students to write with an agenda in order to gain support for an organization or raise funds for a project students some of the more persuassive tactics of rhetoric to draw attention and assistance for their agency(Bowden and Scott 4).
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Now that we've discussed the rhetorical devices that students learn to manipulate with service learning, let's discuss the ways that written reflection leads students to persue more complicated issues with genuine interest. Fiddler and Marineau favor the reflective aspect of service learning as the "bridge between the experience and the learning" (76). Students reflect upon thier experience throughout the project in order to reconstruct the learning experiences that occur while they are working.
to:
Now that we've discussed the rhetorical devices that students learn to manipulate with service learning, let's discuss the ways that written reflection leads students to persue more complicated issues with genuine interest. Fiddler and Marineau favor the reflective aspect of service learning as the "bridge between the experience and the learning" (76). Students reflect upon thier experience throughout the project in order to reconstruct and make meaning from the learning experiences that occur while they are working.
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In the Stanford Model of service learning, students do a writing project for a non-profit agiencies. In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden and Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained, however that results in monotonous sentence structure, and limited vocabulary. The Stanford Model of service learning asks students to write with an agenda in order to gain support for an organization or raise funds for a project(Bowden and Scott 4). Employing some of the more persuassive tactics of rhetoric to draw attention and assistance for their agency.
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In the Stanford Model of service learning, students do a writing project for a non-profit agency. In order to give your plight a more progressive tone, writing should take on an informative and persuassive style (Bowden and Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained, however that results in monotonous sentence structure, and limited vocabulary. The Stanford Model of service learning asks students to write with an agenda in order to gain support for an organization or raise funds for a project(Bowden and Scott 4). Employing some of the more persuassive tactics of rhetoric to draw attention and assistance for their agency.
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In the service learning experience, students master rhetorical theory by learning how to ask for resources and call the community to action.
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Now that we've discussed the rhetorical devices that students learn to manipulate with service learning, let's discuss the ways that written reflection leads students to persue more complicated issues with genuine interest.
to:
Now that we've discussed the rhetorical devices that students learn to manipulate with service learning, let's discuss the ways that written reflection leads students to persue more complicated issues with genuine interest. Fiddler and Marineau favor the reflective aspect of service learning as the "bridge between the experience and the learning" (76). Students reflect upon thier experience throughout the project in order to reconstruct the learning experiences that occur while they are working.
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In the service learning experience, students master rhetorical theory by learning how to ask for resources and call the community to action. Students write with an agenda to gain support for an organization or raise funds for a project
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In the service learning experience, students master rhetorical theory by learning how to ask for resources and call the community to action.
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In the Stanford Model of service learning, students do a writing project for a non-profit agiencies. In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden, Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained, however that results in monotonous sentence structure, and limited vocabulary. The Stanford Model of service learning asks students to write with an agenda in order to gain support for an organization or raise funds for a project(Bowden and Scott). Employing some of the more persuassive tactics of rhetoric to draw attention and assistance for their agency.
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In the Stanford Model of service learning, students do a writing project for a non-profit agiencies. In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden and Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained, however that results in monotonous sentence structure, and limited vocabulary. The Stanford Model of service learning asks students to write with an agenda in order to gain support for an organization or raise funds for a project(Bowden and Scott 4). Employing some of the more persuassive tactics of rhetoric to draw attention and assistance for their agency.
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Students learn how to select strong action verbs and precise nouns to convey the most effectively and accurately.
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In the Stanford Model of service learning, students do a writing project for a non-profit agiencies. In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden, Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained, however that results in monotonous sentence structure, and limited vocabulary. The Stanford Model of service learning asks students to write with an agenda in order to gain support for an organization or raise funds for a project. Employing some of the more persuassive tactics of rhetoric to draw attention and assistance for their agency. We arrange words within a sentence, within a paragraph in hopes that they will amalgamate into the accurate and appropriate message that was intended.
to:
In the Stanford Model of service learning, students do a writing project for a non-profit agiencies. In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden, Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained, however that results in monotonous sentence structure, and limited vocabulary. The Stanford Model of service learning asks students to write with an agenda in order to gain support for an organization or raise funds for a project(Bowden and Scott). Employing some of the more persuassive tactics of rhetoric to draw attention and assistance for their agency.
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In the service learning experience, students master rhetorical theory by learning how to ask for resources and call the community to action. Students write with an agenda to gain support for an organization or raise funds for a project, they must choose their words and phrases very carefully. We arrange words within a sentence, within a paragraph in hopes that they will amalgamate into the accurate and appropriate message that was intended.
to:
In the service learning experience, students master rhetorical theory by learning how to ask for resources and call the community to action. Students write with an agenda to gain support for an organization or raise funds for a project
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In the service learning experience, students master rhetorical theory by learning how to ask for things and call people to action. Anytime a person writes with an agenda, that is to gain support for an organization or raise funds for a project, they must choose their words and phrases very carefully. We arrange words within a sentence, within a paragraph in hopes that they will amalgamate into the accurate and appropriate message that was intended
to:

In the service learning experience, students master rhetorical theory by learning how to ask for resources and call the community to action. Students write with an agenda to gain support for an organization or raise funds for a project, they must choose their words and phrases very carefully. We arrange words within a sentence, within a paragraph in hopes that they will amalgamate into the accurate and appropriate message that was intended.
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In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden, Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained. Students learn how to select strong action verbs and precise nouns to convey the most effectively and accurately.
to:
In the Stanford Model of service learning, students do a writing project for a non-profit agiencies. In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden, Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained, however that results in monotonous sentence structure, and limited vocabulary. The Stanford Model of service learning asks students to write with an agenda in order to gain support for an organization or raise funds for a project. Employing some of the more persuassive tactics of rhetoric to draw attention and assistance for their agency. We arrange words within a sentence, within a paragraph in hopes that they will amalgamate into the accurate and appropriate message that was intended.
Students learn how to select strong action verbs and precise nouns to convey the most effectively and accurately.
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In the service learning experience, students master rhetorical theory by learning how to ask for things and call people to action. Anytime a person writes with an agenda, that is to gain support for an organization or raise funds for a project, they must choose their words and phrases very carefully.
to:
In the service learning experience, students master rhetorical theory by learning how to ask for things and call people to action. Anytime a person writes with an agenda, that is to gain support for an organization or raise funds for a project, they must choose their words and phrases very carefully. We arrange words within a sentence, within a paragraph in hopes that they will amalgamate into the accurate and appropriate message that was intended
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'''FAQ: What specific writing skills, or competencies are learned through service learning, and how do they transfer to the professional/academic repertoire of competencies?'''
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'''FAQ: What specific writing skills are learned through service learning, and how do they transfer to the professional/academic repertoire of competencies?'''
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In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden, Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained. Students learn how to select strong action verbs and precise nouns to convey the most effectively and accurately
to:
In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden, Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained. Students learn how to select strong action verbs and precise nouns to convey the most effectively and accurately.
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Now that we've discussed the rhetorical devices that students learn to manipulate with service learning, let's discuss the ways that written reflection leads students to persue more complicated issues with genuine interest.
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In the service learning experience, students basically use rhetorical theory by learning how to ask for things and call people to action. Anytime a person writes with an agenda, that is to gain support for an organization or raise funds for a project, they must choose their words and phrases very carefully.
to:
In the service learning experience, students master rhetorical theory by learning how to ask for things and call people to action. Anytime a person writes with an agenda, that is to gain support for an organization or raise funds for a project, they must choose their words and phrases very carefully.
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In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden, Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained. Service learing requires students to write as a call to action for their organizations' plight.
to:
In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden, Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained. Students learn how to select strong action verbs and precise nouns to convey the most effectively and accurately
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In the service learning experience, students basically use rhetorical theory by learning how to ask for things and call people to action. Anytime a person writes with an agenda, that is to gain support for an organization or raise funds for a project, they must carefully choose their words and phrases very carefully.
to:
In the service learning experience, students basically use rhetorical theory by learning how to ask for things and call people to action. Anytime a person writes with an agenda, that is to gain support for an organization or raise funds for a project, they must choose their words and phrases very carefully.
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'''FAQ: What specific writing skills, or competencies are learned through service learning, and how do they transfer to professional/academic writing?'''
to:
'''FAQ: What specific writing skills, or competencies are learned through service learning, and how do they transfer to the professional/academic repertoire of competencies?'''
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In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden, Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained. Service learing requires students to write as a call to action for their organizations' plight
to:
In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden, Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained. Service learing requires students to write as a call to action for their organizations' plight.
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In the service learning experience, students basically use rhetorical theory by learning how to ask for things and call people to action.Anytime a person writes with an agenda, that is to gain support for an organization or raise funds for a project, they must carefully choose their words and phrases very carefully.
to:
In the service learning experience, students basically use rhetorical theory by learning how to ask for things and call people to action. Anytime a person writes with an agenda, that is to gain support for an organization or raise funds for a project, they must carefully choose their words and phrases very carefully.
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>In the service learning experience, students basically use rhetorical theory by learning how to ask for things and call people to action.Anytime a person writes with an agenda, that is to gain support for an organization or raise funds for a project, they must carefully choose their words and phrases very carefully.
to:
In the service learning experience, students basically use rhetorical theory by learning how to ask for things and call people to action.Anytime a person writes with an agenda, that is to gain support for an organization or raise funds for a project, they must carefully choose their words and phrases very carefully.
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>In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden, Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained. Service learing requires students to write as a call to action for their organizations' plight
to:
In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden, Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained. Service learing requires students to write as a call to action for their organizations' plight
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'''FAQ: What specific writing skils, or competencies are learned through service learning, and how do they transfer to professional/academic writing?'''
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'''FAQ: What specific writing skills, or competencies are learned through service learning, and how do they transfer to professional/academic writing?'''
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>In the service learning experience, students basically use rhetorical theory by learning how to ask for things and call people to action.Anytime a person writes with an agenda, that is to gain support for an organization or raise funds for a project, they must carefully choose their words and phrases very carefully.

'''Active Style'''
>In order to give your plight a more progressive image writing should take on an informative and persuassive style (Bowden, Scott 216). Students typically write papers as a passive learner who has gained some information that they must proove they gained. Service learing requires students to write as a call to action for their organizations' plight

'''Reflective Perspective:'''
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'''What specific writing skils, or competencies are learned through service learning, and how do they transfer to professional/academic writing?'''
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'''FAQ: What specific writing skils, or competencies are learned through service learning, and how do they transfer to professional/academic writing?'''
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'''What specific writing skils, or competencies are learned through service learning, and how do they transfer to professional/academic writing?'''