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UNIV 104 Homework MT Aplia Thinking Critically and Communicating Ideas Assignment solution answers
UNIV 104 Homework MT Aplia Thinking Critically and Communicating Your Ideas Assignment solutions complete answers
1. Prepare for class using Bloom's Taxonomy
DISCOVER THE CONCEPT
It is common to feel nervous about the new and challenging level of discussion that occurs in a college classroom. Before college, you might have been asked only to remember facts and information, but college instructors will expect you to think critically and demonstrate your understanding in various ways.
Bloom’s Taxonomy is a powerful tool that can help you study for an exam, research a topic, and prepare for class discussion. In 1956, Benjamin Bloom led a group of educators in the creation of a classification system that helps students and teachers clarify and define the ways we think about and learn new information. The taxonomy begins with remembering information and then moves upward in increasing stages of complexity until the person is using the remembered information in a creative way. The taxonomy allows you to break down a concept and see or think about it from the most basic level to the most complex level.
Click through the following table to see definitions and example questions of the Bloom's Taxonomy levels.
The example questions investigate the topic of amino acids, which are organic compounds that link together to form proteins that the human body needs for different reasons. Once you have reviewed Level 1, go on to the other levels. The information will appear in the paragraph that follows the table.
Bloom’s Taxonomy
Definition of Remembering (Level 1)
To recall information or facts. Remembering is the most basic level of Bloom’s Taxonomy. When you recall or remember basic information such as dates, places, terms, the alphabet, or numbers, you practice this level of critical thinking.
Example Question
What are amino acids?
APPLY YOUR KNOWLEDGE
In the following table, choose the correct Bloom’s Taxonomy level for each scenario.
Scenario
You describe a scene from your favorite movie to a friend who has not seen it.
You compare the gas mileage of car models you are interested in buying.
You examine your monthly budget and look for ways to cut back on spending.
You memorize the definition of mitosis for an upcoming biology quiz.
You compose a song for your music appreciation class.
You change the tire on your bicycle.
Imagine that you are preparing for an upcoming class, and use the taxonomy to fully consider the following topic.
You’ve returned to school to get a registered nursing degree, and chapter twelve of your biology text covers cells, the brain, and proteins. You’ve been asked to read this chapter in advance of the class discussion next week. Use Bloom’s Taxonomy to identify a strong list of questions so that you’ll be ready for the class discussion of this topic.
Topic: Proteins
Which question would you ask in the Remembering level of Bloom’s Taxonomy?
Why not create more proteins?
What is a protein?
Which question would you ask in the Understanding level of Bloom’s Taxonomy?
What does a protein do?
How can I use my knowledge of proteins to find a cure for cancer?
Which question would you ask in the Applying level of Bloom’s Taxonomy?
If a patient is having trouble remembering things, which proteins might be involved?
Why must I even learn about proteins?
Which question would you ask in the Analyzing level of Bloom’s Taxonomy?
What is a beta-amyloid protein?
What role does a protein play in the process of memory and thought?
Which question would you ask in the Evaluating level of Bloom’s Taxonomy?
Is doing scientific research on the proteins found in the brain important?
Are there proteins in a dog’s brain, too?
Which question would you ask in the Creating level of Bloom’s Taxonomy?
What is the most important thing for me to remember about proteins?
How could detecting the buildup of abnormal proteins in the brain help us detect Alzheimer’s before symptoms begin?
You read and summarize an article for your art history course.
For biology class, you examine how the four parts of the carnivorous pitcher plant work together to catch and digest insects.
You attend your college’s production of Hamlet and write a critique for your literature course.
You list the states and their capitals.
You devise and institute a recycling program in your neighborhood.
You locate the topic sentences of paragraphs of a longer reading.
Imagine that you are preparing for an upcoming class, and use the taxonomy to fully consider the following topic.
While sitting in your Introduction to Business course, the instructor introduces the concept of the balance sheet and the spreadsheet. The instructor says that a balance sheet is “a quantitative summary of a company’s financial condition at a specific point in time.” A spreadsheet is “also used in accounting to calculate financial information and offer a clear view of a company’s profits and expenses.” After class, you begin to think about how you could use these skills after you graduate. Use Bloom’s Taxonomy to continue your investigation of this topic.
Topic: Spreadsheets and Personal Finance
Which question would you ask in the Remembering level of Bloom’s Taxonomy?
How many columns do I need in my spreadsheet?
What is a spreadsheet?
Which question would you ask in the Understanding level of Bloom’s Taxonomy?
What does a spreadsheet do?
Will I ever need to use a spreadsheet, or is this useless information?
Which question would you ask in the Applying level of Bloom’s Taxonomy?
Who invented double-entry accounting?
How can I use a spreadsheet to track my income and expenses?
Which question would you ask in the Analyzing level of Bloom’s Taxonomy?
How could I use a spreadsheet to examine my spending habits?
How many spreadsheets are currently in use around the planet?
Which question would you ask in the Evaluating level of Bloom’s Taxonomy?
What would I learn if I used a spreadsheet to compare my spending habits to those of a highly successful person?
How do you find one small mistake in a very large spreadsheet?
Which question would you ask in the Creating level of Bloom’s Taxonomy?
What could I accomplish in the business world if I created a spreadsheet to help me save and invest my own money each month?
How many spreadsheets does one person need to succeed?
In algebra class, you explain exponential notation to a classmate.
You examine how the different paragraphs in your English essay relate to the overall thesis statement.
After failing the midterm in Psychology 101, you look closely at your study habits to determine where you might make changes.
You sing the Alphabet Song.
For your drama class, you write and perform an original dramatic scene.
After learning about the past perfect verb tense in French class, you write sentences that demonstrate use of the tense.
Imagine that you are preparing for an upcoming class, and use the taxonomy to fully consider the following topic.
You feel overwhelmed whenever you open your Psychology 101 textbook. The pages are filled with so much history. There are so many names and theories to remember. It’s sometimes hard to recall which person came up with which theory. This week you are reading about Abraham Maslow and humanistic psychology. The instructor mentioned during his lecture that the test next week will cover Maslow’s hierarchy of needs. Use Bloom’s Taxonomy to prepare for your test.
Topic: Abraham Maslow and Humanistic Psychology
Which question would you ask in the Remembering level of Bloom’s Taxonomy?
Why should we care about Abraham Maslow?
Who was Abraham Maslow?
Which question would you ask in the Understanding level of Bloom’s Taxonomy?
How many schools of psychology are there?
What was the humanistic school of psychology?
Which question would you ask in the Applying level of Bloom’s Taxonomy?
How long will it take me to commit Abraham Maslow’s ideas to memory?
How can I use Maslow’s hierarchy of needs to examine my own life?
Which question would you ask in the Analyzing level of Bloom’s Taxonomy?
Is it true that I am impervious to psychology and the ideas of Abraham Maslow if I don’t pay attention to them?
How does Maslow’s hierarchy of needs and the humanistic approach to psychology compare to the other movements within the field of psychology?
Which question would you ask in the Evaluating level of Bloom’s Taxonomy?
Who was Sigmund Freud?
How do Maslow’s ideas compare with those from Sigmund Freud?
Which question would you ask in the Creating level of Bloom’s Taxonomy?
What are the rules of humanistic theory?
What new approaches to therapy could be developed using Maslow’s theories?
2. The process of decision making
DISCOVER THE CONCEPT
Imagine that you are choosing your college major. It is unlikely that you would make such a big decision by randomly choosing the first subject that you come across. Rather, you would probably determine your interests and life goals, take a diverse set of classes, and meet with a college guidance counselor to weigh your options before arriving at a decision. Effective critical thinkers identify problems and make decisions by following a series of steps. These steps guide you through the decision-making process and enable you to see all sides of an issue before you arrive at a final decision.
The following table outlines the five steps that critical thinkers follow when identifying a problem and making a decision. It also presents scenarios about Lavinia, a nursing student who is considering buying a car. As you go through the steps and scenarios, notice how Lavinia uses critical thinking skills to identify the problem and arrive at a decision that solves the problem.
The Process of Decision Making
Step 1: Determine the Problem
What is the problem that needs to be solved? Consider the issue in the following scenario:
Lavinia is a nursing student. She does not own a car and relies on public transportation to get to and from campus. However, the bus does not always arrive on time, which makes her late for class. Sometimes she misses class entirely.
What is the problem? Lavinia’s mode of transportation is unreliable.
APPLY YOUR KNOWLEDGE
Read about Jared, and help him in identifying the problem, gathering information by asking questions, identifying his options, and choosing the best option to address his problem.
Halfway through the semester, Jared’s car broke down. This made it much harder for him to commute to an off-campus work location and back to school.
In addition, Jared’s roommate has been a major distraction. When Jared asks his roommate to try to be more quiet, the request is met with anger, and the two argue, sometimes late into the night. Normally he could handle the distractions, but this semester he is struggling in a calculus course, and there’s a major midterm approaching that promises to be the most difficult exam he has ever taken. Furthermore, Jared must keep up his grades, or he risks losing his scholarship, and Jared’s parents cannot afford to help him out financially.
What is the problem that needs to be solved?
Jared needs to solve his transportation issues, address the distractions in his living environment, and find a way to improve his grade in calculus.
Jared should make a list of all the things his roommate does that are wrong so he will be prepared with evidence the next time they argue.
Jared needs to drop calculus and get the car fixed.
Which of the following questions would best help Jared gather information related to his problem? Check all that apply.
How can I solve my transportation problems?
What can I do to bring up my grade in calculus and prepare for the upcoming exam?
How can I convince my parents to finance my own apartment off-campus?
How can I address the difficulties I’m having with my roommate?
Once Jared has defined the problem and gathered information, it is time to generate possible options for solving the problem. Consider the three lists of options, and pick the best list.
List 1
• Sell the car for extra cash
• Get a friend to drive you around
• Do calculus homework while at off-campus job
• Tell your boss you might be late a few times because of the car
• Tell the roommate to shape up or move out
List 2
• Try to fix the car yourself
• Find public transportation to and from work
• Make a schedule that accounts for extra time on public transit
• Visit calculus instructor during office hours to explain why you’re not doing well
• Study calculus at work
• Leave notes for roommate so you don’t have to talk
List 3
• Call the towing company, and get the car fixed
• Find public transportation to and from work
• Make a schedule that accounts for extra time on public transit
• Visit calculus instructor during office hours with questions about the midterm
• Make a study schedule to prepare for the midterm
• Try once more to reason with roommate; if discussion does not go well, research options for finding a new place to live, considering dorm policy and moving costs
Read about Manuel, and help him in identifying the problem, gathering information by asking questions, identifying his options, and choosing the best option to address his problem.
Manuel is a single father with two kids, ages eight and eleven. He works during the day, but he would like to return to school and get a degree in marketing so he can earn a little more money and send his kids to great schools when they are ready. The problem is, with work during the day and taking care of the family, he doesn’t know how to find the time to earn the degree. The local college offers night courses, but it doesn’t seem possible.
What is the problem that needs to be solved?
Manuel needs to find a way to take care of his children and also earn a degree in marketing.
Manuel needs to accept that he had his chance at a degree, and now he should focus on his children.
Manuel needs to find a way to earn more money.
Which of the following questions would best help Manuel gather information related to his problem? Check all that apply.
How can I create time in my schedule to study?
Where can I apply for a job in marketing?
Where can I find more information on marketing programs that offer night courses?
What childcare options are available to me if I decide to return to school?
Once Manuel has defined the problem and gathered information, it is time to generate possible options for solving the problem. Consider the three lists of options, and pick the best list.
List 1
• Get more information on marketing program
• Research marketing courses that meet at night
• Register for one of the courses
• Find babysitter for kids
• Read on break at work during day
• Do homework late at night after kids go to bed
List 2
• Read marketing books to kids
• Research marketing courses that meet at night
• Read on break at work during the day
• Ask friend who works in marketing but doesn’t have a degree if you really need the degree
List 3
• Ask kids if they think you should study marketing
• Get kids a dog, and suggest they play outside while you study
• Send an e-mail to marketing instructor that proves you know a lot about marketing
• Get a copy of the course catalogue, and keep it in the car
Read about Nathan, and help him in identifying the problem, gathering information by asking questions, identifying his options, and choosing the best option to address his problem.
Nathan just started his first semester of college. He understands the reading assignments and enjoys the lectures, but his computer skills are not strong enough to complete the homework assignments. He is taking several general education courses for which he needs to write research papers. All courses require that the papers be typed. Another course requires that he learn how to use Excel spreadsheets. All of his courses use centralized online communication tools where the students and instructors collaborate and share information. The professors of these courses require that assignments be submitted via the online system.
What is the problem that needs to be solved?
Nathan needs to explain to his instructors that he does not have basic computer skills, so some of his work will be handwritten.
Nathan needs to improve his computer skills so he can fulfill the course requirements and access the needed tools and information.
Nathan needs to find someone who can do the computer work for him.
Which of the following questions would best help Nathan gather information related to his problem? Check all that apply.
What alternatives are there to turning in assignments online?
Where can I take a word processing class to get up to speed with my computer skills?
What classes or tutorials can the computer tutoring center on campus offer me?
How can I learn how to use Excel?
Once Nathan has defined the problem and gathered information, it is time to generate possible options for solving the problem. Consider the three lists of options, and pick the best list.
List 1
• Visit with instructors to explain that you don’t have computer skills
• Ask for extra time to complete assignments
• Get a friend to help you with computer stuff
• Demand that school provide computers to all students if they are going to require that work be done on them
List 2
• Visit with any instructor for tips on how to use computer
• Make a list of the computer skills needed to succeed in courses
• Avoid handwriting essays first because it just takes more time when you have to retype them
• Try to get free software and a used computer from a friend
List 3
• Visit with instructors, and ask about which computer skills are needed
• Make a list of the computer skills needed to succeed in courses
• Visit the computer center on campus, and ask if there are tutors available
• Make a schedule that accounts for when the first computer-related assignment is due
3. Prewriting - Developing a thesis statement
DISCOVER THE CONCEPT
Before you begin to write an essay, you must first narrow your subject. A broad topic, such as "dating," could produce any number of different essays. However, if you narrow your subject to "the dating scene at Orton College," you have much more specific information to work with. Your subject must be narrow enough to address a particular topic in detail; accordingly, you must consider your intended audience and the purpose of your essay. Ask yourself who your readers are and what you are trying to achieve.
The next step before you write is to develop a thesis statement. A thesis statement is one sentence that captures the main idea of the entire essay and makes an argument or claim about the subject matter. For the previous subject, a possible thesis statement could be "The dating scene at Orton College falls into three distinct categories." In each body paragraph, the writer will discuss one of three categories of the dating scene at Orton College.
Below are two examples of how to narrow a subject and write a thesis statement:
Narrowing a Subject and Writing a Thesis Statement
dating → dating at Orton College → The dating scene at Orton College falls into three distinct categories.
drugs → methamphetamine addiction in Tipton County, Tennessee → Methamphetamine addiction has decreased in Tipton County, Tennessee, in the past five years because of stricter law enforcement and more educational outreach in schools.
In each of the previous examples, the narrowed subject focuses on one particular aspect of the subject, and the thesis statement is clear and specific.
APPLY YOUR KNOWLEDGE
Directions: In the following table, select the most clearly focused narrowed subject for each wide subject by selecting an item from the dropdown menu.
Subject
Narrowed Subject
immigrants
tests
marriage
anger
Directions: You will find two sets of subjects, narrowed subjects, and thesis statements below. Read each thesis statement, and decide whether it is clear and specific or broad and general. Carefully read the information for each set, and then check the statements that apply to the thesis statement in the question following. Check all that apply.
Subject: dogs
Narrowed Subject: the benefits of service dogs to the mentally ill
Thesis Statement: My service dog, Bobo, changed my life by making me more independent, adventurous, and confident.
Which of the following are true of the previous thesis statement? Check all that apply.
The thesis statement suggests that the essay will discuss the writer's mental illness.
The thesis statement is not clear or specific enough for a good essay.
The thesis statement suggests that the essay will discuss how Bobo, the service dog, changed the writer's life in three specific ways.
The thesis statement indicates that part of the essay will talk about how the service dog helped the writer to be more adventurous.
Subject: crime
Narrowed Subject: domestic violence in Atlanta, Georgia
Thesis Statement: Domestic violence in Atlanta, Georgia is frightening and rampant.
Which of the following are true of the previous thesis statement? Check all that apply.
The thesis statement is not clear or specific enough for a good essay.
The thesis statement suggests that domestic violence is a bigger problem in Atlanta, Georgia, than in other big cities.
The thesis statement indicates that the essay will describe the reasons for rampant domestic violence in Atlanta, Georgia.
The thesis statement makes a general claim without providing the reader with any particular direction.
Africa
cars
psychology
careers
Directions: You will find two sets of subjects, narrowed subjects, and thesis statements below. Read each thesis statement, and decide whether it is clear and specific or broad and general. Carefully read the information for each set, and then check the statements that apply to the thesis statement in the question following. Check all that apply.
Subject: teachers
Narrowed Subject: my favorite teacher in high school
Thesis Statement: Mr. Vincent, my favorite teacher in high school, inspired his students with both his humor and his knowledge of history.
Which of the following are true of the previous thesis statement? Check all that apply.
The thesis statement suggests that the essay will discuss the writer's personal relationship with Mr. Vincent.
The thesis statement suggests that the essay will discuss Mr. Vincent's humor.
The thesis statement indicates that the essay will discuss Mr. Vincent's vast knowledge of history.
The thesis statement is not clear or specific enough for a good essay.
Subject: football
Narrowed Subject: the New Orleans Saints
Thesis Statement: The New Orleans Saints are the best football team in the world.
Which of the following are true of the previous thesis statement? Check all that apply.
The thesis statement is not clear or specific enough for a good essay.
The thesis statement suggests that the Saints will be a strong football team in the future.
The thesis statement suggests that the Saints won the Super Bowl in 2009.
The thesis statement indicates that the Saints unified the city of New Orleans after Hurricane Katrina.
World War II (WWII)
rivers
ambition
the airline industry
Directions: You will find two sets of subjects, narrowed subjects, and thesis statements below. Read each thesis statement, and decide whether it is clear and specific or broad and general. Carefully read the information for each set, and then check the statements that apply to the thesis statement in the question following. Check all that apply.
Subject: technology
Narrowed Subject: textbooks in the digital age
Thesis Statement: College professors must keep up with technological advances by using online textbooks in their classes.
Which of the following are true of the previous thesis statement? Check all that apply.
The thesis statement gives several arguments in support of the use of technology in college classrooms.
The thesis statement indicates that the essay will argue for the use of online textbooks in college classes.
The thesis statement is clear and specific.
The thesis statement is not clear or specific enough for a good essay.
Subject: family
Narrowed Subject: single-parent families in Fargo, North Dakota
Thesis Statement: There are many single-parent families in Fargo, North Dakota.
Which of the following are true of the previous thesis statement? Check all that apply.
The thesis statement makes an argument for why there are so many single-parent families in Fargo, North Dakota.
The thesis statement is not clear or specific enough for a good essay.
The thesis statement indicates that the essay will talk about statistics on single-parent families in Fargo, North Dakota.
The thesis statement makes a general claim without providing the reader with any particular direction.
4. Writing - Using direct and indirect quotations
DISCOVER THE CONCEPT
When you use an outside source to write a paper, you may quote the source to contribute to your argument. However, when you integrate the viewpoint of another author into your writing, you must make it clear that the words and thoughts are not your own. Doing so will help you avoid plagiarism, which is the use of another author’s words or ideas without properly crediting him or her. You may introduce quotations with phrases such as "Ms. Taylor writes, . . ."; "According to Professor Fumerton, . . ."; or "In his recent editorial in the Globe, James Carroll suggests: . . ."
The following table discusses the two most common types of quotation: direct quotation and indirect quotation. Read the original source and then explore the student examples of quotation. One student uses direct quotation, and the other uses indirect quotation. Both methods of quotation are correct.
Examples of Direct and Indirect Quotation
Original Source
India today prides itself on being the world's largest democracy. But it's also the hungriest, only recently and barely liberated from "the most dreadful famines" Malthus wrote of. One of every two underfed people on Earth lives here. Forty percent of Indian children under the age of five are underweight and stunted. More than 4% of the 26 million babies born here every year die within their first month of life, a neonatal mortality rate surpassing even India's war-torn neighbor, Sri Lanka. Worse, India's underfed are not decreasing, as one might expect from one of the world's fastest growing economies, but increasing. India's economic boom has surged past most Indians, leaving 53% in poverty, according to the calculations of one Indian government commission.
(Source: Julia Whitty, “The Last Taboo,” Mother Jones, (May/June 2010, 30).)
APPLY YOUR KNOWLEDGE
Directions: The following question includes a passage from a source and three examples of students' attempts to quote the source. Identify each student example as a direct quotation, an indirect quotation, or plagiarism.
Original Source
Today, we regard Africa as the continent of big mammals. Modern Eurasia also has many species of big mammals (though not in the manifest abundance of Africa's Serengeti Plains), such as Asia's rhinos and elephants and tigers, and Europe's moose and bears and (until classical times) lions. Australia/New Guinea today has no equally large mammals, in fact no mammal larger than 100-pound kangaroos. But Australia/New Guinea formerly had its own suite of diverse big mammals, including giant kangaroos, rhinolike marsupials called diprotodonts and reaching the size of a cow, and a marsupial "leopard." It also formerly had a 400-pound ostrichlike flightless bird, plus some impressively big reptiles, including a one-ton lizard, a giant python, and land-dwelling crocodiles.
All of those Australian/New Guinean giants (so-called megafauna) disappeared after the arrival of humans.
Source: Jared Diamond, Guns, Germs, and Steel: The Fates of Human Societies (New York: Norton, 1997) 42.
Example
Direct Quotation
Indirect Quotation
Plagiarism
A. Even though we usually think of Africa as the continent of large mammals, Jared Diamond says that Australia and New Guinea were once homes to some of the largest mammals on earth. Australia/New Guinea formerly had its own suite of diverse big mammals, including giant kangaroos, rhinolike marsupials called diprotodonts that reached the size of a cow, and a marsupial "leopard." B. According to Jared Diamond in Guns, Germs, and Steel, Australia and New Guinea "formerly had a 400-pound ostrichlike flightless bird, plus some impressively big reptiles, including a one-ton lizard, a giant python, and land-dwelling crocodiles" (42). These colossal animals became extinct soon after humans inhabited their territories.
C. According to the research of Jared Diamond in Guns, Germs, and Steel, Australia and New Guinea were once homes to colossal land-dwelling animals such as giant kangaroos, pythons, and lizards. These animals became extinct soon after humans arrived in these areas (42).
Original Source
Most Americans and many Europeans equate native Africans with blacks, white Africans with recent intruders, and African racial history with the story of European colonialism and slave trading. There is an obvious reason why we focus on those particular facts: blacks are the sole native Africans familiar to most Americans, because they were brought in large numbers as slaves to the United States. But very different peoples may have occupied much of modern black Africa until as recently as a few thousand years ago, and so-called African blacks themselves are heterogeneous. Even before the arrival of white colonialists, Africa already harbored not just blacks but (as we shall see) five of the world's six major divisions of humanity, and three of them are confined as natives to Africa. One-quarter of the world's languages are spoken only in Africa. No other continent approaches this human diversity.
Source: Jared Diamond, Guns, Germs, and Steel: The Fates of Human Societies (New York: Norton, 1997) 377.
Original Source
The infectious diseases that visit us as epidemics, rather than as a steady trickle of cases, share several characteristics. First, they spread quickly and efficiently from an infected person to nearby healthy people, with the result that the whole population gets exposed within a short time. Second, they're "acute" illnesses: within a short time, you either die or recover completely. Third, the fortunate ones of us who do recover develop antibodies that leave us immune against a recurrence of the disease for a long time, possibly for the rest of our lives. Finally, these diseases tend to be restricted to humans; the microbes causing them tend not to live in the soil or in other animals.
Source: Jared Diamond, Guns, Germs, and Steel: The Fates of Human Societies (New York: Norton, 1997) 202.
Example
Direct Quotation
Indirect Quotation
Plagiarism
A. In Guns, Germs, and Steel, Jared Diamond says that the first characteristic of epidemics is that "they spread quickly and efficiently from an infected person to nearby healthy people, with the result that the whole population gets exposed within a short time" (202).
B. Epidemics of illness have four main characteristics; for instance, "they spread quickly and efficiently from an infected person to nearby healthy people."
C. In Guns, Germs, and Steel, Jared Diamond suggests four main characteristics of epidemics, the first of which is that the illness spreads rapidly and infects an entire population quickly (202).
5. Revising - Practicing peer revision
DISCOVER THE CONCEPT
Peer revision workshops can be a great opportunity to gain fresh insights about your writing. Typically, in a peer-review setting, your classmates read your writing and offer comments to help you revise and improve it. In turn, you do the same thing for them. Using the table below, explore some strategies that can lead to positive interactions and productive peer revisions.
Strategies for Effective Peer Revision
Come Prepared
Putting the proper amount of time and effort into the peer revision process shows your classmates that you respect their work as much as you do your own. Coming prepared means having read and commented on all of the papers being discussed that day. Be sure to bring a marked-up copy of each paper to give to the person being reviewed, or email him or her an electronic copy.
APPLY YOUR KNOWLEDGE
Today, Susan is participating in her first peer revision workshop for her composition class. Susan is nervous about her role as a reader. "What if I can't think of suggestions for the writer? How can I tell someone that the essay is really terrible? What if I sense something's wrong, but I'm not sure what it is or how to fix it?" Susan exchanges her essay with her classmate, Nathan, and begins to read and offer suggestions to him.
Directions: Read Nathan's paper and Susan's feedback. Then answer the questions about Susan's feedback.
6 May 2012
Nathan Gonzales
Professor Xu
English 101
Defining a Teenager (Draft #1)
In 18th and 19th century American literature, many novels and poems depict characters between the ages of 13 and 19. Or what we call today "teenagers." For example, Louise May Alcott writes about Little Women, not Teenage Girls; Edgar Allen Poe's famous Annabel Lee is a "child of the sea," not a "teenager at the beach." In short, characters in pre-1900 American literature are either children or adults but not in a stage between. What historical and cultural changes led to the rise of the teenager? What characteristics define a teenager? What role did early 20th century literature play in shaping and defining this role. In this paper, I seek to define a "teenager" and show the role of literature in molding the concept of what a teenager is.
Perhaps one of the best ways to explore the fashioning of the teenager is through the works of F. Scott Fitzgerald. According to Wikipedia, he was named after a distant cousin, Francis Scott Key, who wrote the lyrics to "The Star-Spangled Banner." Fitzgerald was born to an upper middle class Catholic family. He grew up in New York and moved to St. Paul when he was 10. It was there he began his writing career. Then, Fitzgerald attended Princeton University where he dedicated himself to writing. However, Fitzgerald's writing career didn't truly take off until he returned from service during World War I. Then, Fitzgerald became a voice for the roaring '20s and especially the youth culture of this era. In a New York Times review from September 26, 1920, Fitzgerald's first published collection of short stories, Flappers and Philosophers, he is acknowledged as a voice of the era who "deals with the adolescents of America."
Fitzgerald's short story "Bernice Bobs her Hair," which appears in Flappers and Philosophers, shows teenage characters who are acting in ways that are different from adults or children. First, Fitzgerald hightlights the teenager as sexually experimental. He narrates, "the more popular, more dangerous, girls will sometimes be kissed in the parked limousines." In this way, Fitzgerald suggests the automobile was becoming a private space for the budding physical relationships of the teenage years—relationships that weren't necessarily with a future spouse. Whereas in earlier times, courtship happened at home under supervision.
SUSAN: "Confusing title"
How could the feedback above be improved or changed?
Address grammar errors first
Adopt a more informal tone
Give a specific suggestion for a revision
SUSAN: "Nice reference! 'Annabel Lee' should be in quotes, not bold, though."
How could the feedback above be improved or changed?
Identify and comment on the thesis first
Encourage the writer more
Develop a more critical and authoritative tone
SUSAN: "Fitzgerald's works are a great choice for your exploration of what a teenager is. However, could you omit the biographical info about Fitzgerald and still prove your thesis?"
Why is this strong feedback for the writer? Check all that apply.
It addresses an important issue.
It uses sensitive language.
It focuses on important grammatical issues.
It is clear and specific.
It encourages the writer.
SUSAN: "I underlined a bad quotation integration. Give context! Our instructor told us to introduce direct quotes at least 100 times. Why didn't you do it?"
The feedback above is .
Today, Stella is participating in her first peer revision workshop for her composition class. Stella is nervous about her role as a reader. "What if I can't think of suggestions for the writer? How can I tell someone that the essay is really terrible? What if I sense something's wrong, but I'm not sure what it is or how to fix it?" Stella exchanges her essay with her classmate, Jack, and begins to read and offer suggestions to him.
Directions: Read Jack's paper and Stella's feedback. Then answer the questions about Stella's feedback.
6 May 2012
Jack Gonzales
Professor Xu
English 101
Jaywalking (Rough Draft #1)
Last spring break, I went to Santa Monica, California to enjoy its famous beaches and soak up its laid-back attitude. My first morning there, I stepped out into the sunshine and felt relaxed for the first time since the semester began. Until I heard the siren. Irritated by the jarring noise, I began walking more quickly to get away from it. I thought, "That squad car is practically on my heels!" Then, a policeman bellowed, "You, in the red shirt. Stop where you are." My mind raced. What had I done? What crime had I committed? I was just strolling down the street. In fact, I was strolling across the street. Not at an intersection. That's right, I was jaywalking. I was the criminal.
Since when did walking in the street become a crime? What happened to drugs being a crime? That seems a lot more criminal to me. Also, my ticket was for $350, which seemed draconian. This experience and the price I paid for it made me enraged. It also made me wonder though. When did jaywalking become criminal?
Jaywalking wasn't always a crime. Although jaywalking is a small infraction, its history reveals an important time in what some call the war between the haves and the have nots—those who have cars and those who don't.
First, the etymology of the word "jaywalking" offers insight into how the act became against the law. According to Peter D. Norton, a historian of technology, jaywalk used to mean something very different. The term now means to cross the street illegally. However, a "jay" used to be a slang term for a country bumpkin. A jaywalker was distracted by the activity of the city and bumped into other pedestrians. That meaning changed when automobiles began to appear in 1910 and made use of the city streets dangerous. In order to keep pedestrians out of the streets, safety educators redefined jaywalking. "In a number of cities, they had clowns dressed up to look like uneducated rural people with sandwich boards signs that would say things like 'I'm a jaywalker.' And they would walk around looking like idiots."
STELLA: "This title is so boring. Change it to something more engaging, like a pun."
How could the feedback above be improved or changed?
Be more sensitive to language as a reviewer
Adopt a more informal tone
Use more specific language
STELLA: "I underlined a few incomplete sentences in the opening paragraph. Maybe change to complete sentences?"
How could the feedback above be improved or changed?
Comment on a larger issue first
Develop a more cynical and authoritative tone
Focus on more grammatical errors than just fragments
STELLA: "Could you combine and condense paragraphs 2 and 3? It seems as if they're addressing the same main question: Why did jaywalking become a crime?"
Why is this strong feedback for the writer? Check all that apply.
It addresses an important issue.
It uses sensitive language.
It is clear and specific.
It takes a critical and sharp tone.
It focuses on important grammatical issues.
STELLA: "Source?"
The feedback above is .
Today, Sondra is participating in her first peer revision workshop for her composition class. Sondra is nervous about her role as a reader. "What if I can't think of suggestions for the writer? How can I tell someone that the essay is really terrible? What if I sense something's wrong, but I'm not sure what it is or how to fix it?" Sondra exchanges her essay with her classmate, Nick, and begins to read and offer suggestions to him.
Directions: Read Nick's paper and Sondra's feedback. Then answer the questions about Sondra's feedback.
6 May 2012
Nick Gonzales
English 101
Stars of the Ancient Olympics (Rough Draft #1)
The concept of an Olympic superstar evokes images from the modern games: Nadia Comaneci receiving a perfect ten on the balance beam, Michael Phelps winning his 18th medal in swimming, or Usain Bolt sprinting to a world record. However, Olympic heroes are not a phenomena of the modern games only. The ancient games also had their share of illustrious athletes who were memorialized in legends and art. In fact, these athletes were so revered it is difficult to tell where factual records end and lore begins. Perhaps the most profound difference between our Olympic idols today and those of the past is the fact that idols of the past were worshiped to the point of deification.
The biggest hero of the Olympic games was Milo of Kroton. The facts known about this wrestling legend are scant. Milo was born in southern Italy, which was one of Greece's former colonies. He won his first Olympic medal in boys' wrestling in 540 BCE. Then, he became a five-time wrestling champion from the 62nd to the 66th Olympiad, 532 to 516 BCE. In other words, Milo, having competed in seven total Olympiads, would have been a figure many Greeks would have seen compete for over half of their life.
These are the known facts about Milo. However, the legends about Milo go on and on. One key theme within the legends is that Milo was not just an athlete but an athlete so good that he was like a god. Milo himself cultivated this idea. For example, when the neighboring town attacked his native Kroton, Milo blended his Olympian persona with that of Herakles. He entered the battle wearing his Olympic crowns, dressed in lion's skin, and holding a club, which were the iconic symbols of the Greek god. Milo, in this get-up, led his fellow citizens to victory. To put it into a contemporary context, this would be akin to Muhammad Ali dressing as the biblical figure David and going off to war.
SONDRA: "Professor's name is missing from heading."
How could the feedback above be improved or changed?
Comment on a larger issue first
Adopt a more informal tone
Use more specific language
SONDRA: "Good!"
How could the feedback above be improved or changed?
Use more specific language
Develop a more authoritative tone
Focus more on grammatical errors than on positive aspects of the draft
SONDRA: "Why is the last sentence in paragraph 2 (see underlining) important to readers? Why do they need to know that the Greeks saw Milo compete 'over half of their life'?"
Why is this effective feedback for the writer? Check all that apply.
It addresses an important issue.
It focuses on important grammatical issues.
It is clear and specific.
It maintains an authoritative tone.
It asks a reader-based question.
SONDRA: "You need to cite your sources!"
The feedback above should be revised .
6. Craft a winning presentation - The seven P's
Some people work and prepare for a presentation and still struggle when it’s time to shine. You can increase your chances of success on a presentation by developing the ability to recognize and overcome specific presentation-related challenges in advance.
Use the seven P’s to clarify what you need to do to ensure a winning presentation. Practice applying these skills by reading the information and answering the following questions.
The Seven P’s
Purpose
What is the purpose of your presentation? Often the purpose is given to you directly by your instructor, but other assignments will allow you to select your own purpose. You may wish to inform, persuade, or entertain your audience. Know exactly what you hope to accomplish with your presentation, and you can then tailor your approach based on your goals.
Consider the following situation, and identify the most important challenge that this speaker faces. Then, select the actions that will support his or her success.
Ben has written his presentation, and he believes strongly in the topic. He called ahead to make sure that he’ll have access to a projector, but rehearsing the speech has been a little nerve-racking because he is certain that many of the students in his class are going to disagree with his thesis.
What’s the most critical challenge that this presenter faces?
Place
People
Preparation
Each of the actions in the left-hand column represents something positive that you could do to address one of the seven P’s. Match the actions with the correct category.
Performance
Purpose
People
Spend some time free writing about why you have chosen this topic.
Think critically about what your audience is likely to think when they hear your introduction.
Practice reciting your speech without the benefit of notes.
Marni has a thesis, and she’s practiced the speech numerous times. But the content seems to fall flat, and she’s having trouble being animated. She knows why she chose the topic, but she doesn’t know how to make people believe her opinion. The room where she will speak is small and inviting, so there’s no worry there. Still, she wants to be more engaging and wonders how to put more of herself into the speech.
What’s the most critical challenge that this presenter faces?
Place
Personality
Preparation
Each of the actions in the left-hand column represents something positive that you could do to address one of the seven P’s. Match the actions with the correct category.
Practice making eye contact when rehearsing your presentation.
Assign each section of your speech a time limit.
Think about what your audience likes or finds interesting, and ask how you could relate it to your topic.
Kari has planned and written her entire speech. She spent the bulk of yesterday afternoon practicing her delivery of the talking points for each slide. She isn’t sure if there will be a way to project her slides so her classmates can see them. Hopefully the instructor will have something in the room she can use.
What’s the most critical challenge that this presenter faces?
Personality
Place
People
Each of the actions in the left-hand column represents something positive that you could do to address one of the seven P’s. Match the actions with the correct category.
Ask your instructor to discuss why you’ve been assigned this topic.
Become familiar with the dressing room, greenroom, or backstage area.
Arrive early, and visit with the technical staff that are running the event.
