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Paula Fender's Portfolio (English 150)

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Paula Fender

on 25 November 2013

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Transcript of Paula Fender's Portfolio (English 150)

Sample Prezi E-Portfolio
Introductory Reflection
Written Artifact
Original Graded Essay
Revised Essay
Written Reflection
OVE Artifacts
Paula Fender's Portfolio (English 150)
A Journey in Communication
Table of Contents
Introductory Reflection
W and Reflection
OVE and Reflection
Analogy (comparisons that explain an unfamiliar thing in terms of a familiar one)
Cause and effect (explaining the causes of something or the effects that something brings about)
Process (using the principle of time or chronology to order the stages of a process)
Problem and solution (topic sentence states a problem or asks a question about a problem and then offer a solution or answers in the sentences that follow)
Reiteration (writer states the main point and then restates it, hammering home the point and often building in intensity)

Narrative (chronological elements of a story)
Description (specific details to create a clear impression)
Definition (use of text to define a word or concept)
Example (illustrating a point with one or more examples)
Division and classification (breaks a single idea, fact, or concept into parts)
Comparison and contrast (pointing out similarities and differences in ideas, facts, or concepts)


Using effective methods of development

Developing paragraphs (signposts that help guide the readers through a piece of writing)
Focus on a main idea. Refer to the “At a Glance” box for Editing Paragraphs on page 78.
For multilingual writers, refer to the box on the top of page 79.
Announce the main idea in the topic sentence.
Relate each sentence to the main idea.
Provide details. (add details to visual texts)


The Everyday Writer (Chapter 8)

Establishing Roles (discussion leader, timekeeper, recorder, and reporter)
Listening Actively (speaking and listening work together; respect and mutual cooperation are key)
Practicing turn-taking (refrain from dominating or receding from the conversation; invite quiet members into the discussion by asking for their input)
Being accountable (both individually and as a group; staying on task, meeting the requirements, and keeping all team members informed)

Small-group discussions:
four basic strategies

Value teamwork—put the group goals above your own, to be accountable for the group as a whole, not just for yourself (p. 47).
Three levels of participation—Self-oriented behavior (safest and most natural level, focuses on self); Partner-oriented behavior (bonding with one or two others in a group to ask questions or have discussions); Group-oriented behavior (the best group members always think in terms of the group, its purpose, and audience).

Small groups: the spirit of collaboration

Oral messages: A two-way loop (speaking and listening)—Speaker and listener trade roles. Speaker prepares oral messages in anticipation of listeners needs and interests. Listener responds by sending nonverbal feedback (nodding, frowning, leaning forward, etc.). Speakers make adjustments in pace, volume, repetition, etc.
Oral presentations: Applying the rhetorical pentad—“It is highly useful to plan and reflect on your oral communication work” using the tips on pp. 46-47.

Oral communication

Who exactly are my readers (direct, indirect, and potential)?
What do my readers know about my subject?
Do my readers agree with my thesis?
What kind of language should I use with these readers?
Knowing your reader and what they know about your subject should influence what you write, how you write it, and how you present the appeals in your writing (ethos, logos, and pathos).

Considerations to make when writing

Understanding the concepts of context, substance, organization, style, and delivery will help you effectively communicate in each of the WOVE methods.
WOVE Wisdom (p. 42) ‘…when we look at writing as a process, we’re really looking at a complex literate activity that includes reading and writing, feeling and thinking, speaking and listening, observing and acting.’ –Charles Bazerman and Paul Prior (Professors of English)

How Do I apply the communication basics?

ISUComm (SG) Pp. 41-51
Everyday Writer Ch. 8

Readings for English 150 (P. Fender)

Refer to the “Top five things to remember” when crafting your thesis on pp. 43-top 44.
Refer to the “Top five things to remember” when crafting paragraphs on p. 44.
Refer to the “Top five things to remember” when composing document design on p. 44.
Refer to the “Top five things to remember” when establishing conventions in your writing on pp. 44-top 45.

Written messages: key writing concepts

Ancient Greek philosopher, Aristotle divided communication situations into three parts:
Ethos-combination of knowledge, trustworthiness, values, and motives critical to your readers. (Appeal to ethics)
Logos-your message, a mixture of your topic, your stance on the topic, and your purpose in writing. (Appeal to logic)
Pathos-set of values, attitudes, beliefs, interests, and knowledge that your reader brings to the communication situation. (Appeal to emotions)

Written messages: the communication triangle

OVE Reflection
O Artifact

E Artifact
V Artifact
OVE CONNECTION
Thank you!

Critiques on the current abstinence programs:
Inaccurate information
Stressing failure
Discourages usage
“After all, condoms are often viewed as inconvenient to obtain and use, and if they don’t work, then why bother?”

Teen pregnancy and birth rates in the U.S.

2006, 41.9 births in every 1,000 U.S. teens ages 15 to 19

Abstinence-only sex education programs

Funding in 2006 and 2007 was $176 million annually

Successful?

Introduction

How to End the War Over Sex Ed?

Comprehensive program most effective

Comprehensive sex and/or HIV education and covered abstinence along with contraceptive use

Strong public support

Sullivan, 2009

Critiques on the current abstinence programs:
No published research that supports the effectiveness

Federal definition of the program

Ambiguous definition

Young, 2004

Effective

African-American middle school students

Not moralistic

Emphasis on future goals in life

Zehr, 2010

It all adds up!
Full transcript