Sharing Progress for Core II (24% or 240 points)
Stage One sharing (reading responses and replying) (6% or 60 points)During Stage One, students will be assigned to (collaboratively) write a significant reading response to an assigned reading, and then each student will write at least four replies to any shared reading response. A significant and impactful contribution will count as one reply.
Prior to the Friday before the class day you are to share your progress, share your draft of your reading response as a Google doc (placed within the appropriate folder)--share it with the instructors and your research group. During that weekend, the instructors will read and respond to your draft. Members of the research group are also to read and respond. The aim of these interactions is for all participants to grow and develop as researchers and writers.
The instructors will share the document with everyone the day prior to class. What is required of you:
First, each reading response should strive to provide a comprehensive summary of the argument that reveals the complexity and sophistication of the reading.
Second, after having demonstrated getting what the author wrote, wherein the writer has striven to discover for herself what is said in the reading, the writer must then bring some degree of critical response, which includes how one might extend and apply the argument to the writer's project, and/or how other points of view (from other readings) might be brought into conversation with the artifact. Third, the instructors and other group mates will strive to ask questions and to contribute to the conversation in some way. |
The best replies will attempt to “try on” what the writer has brought forth from the reading, putting the reading to work in your own life and your project, revealing insight and critical awareness. Such replies may also bring forth other aspects of the reading that might challenge the writer’s take on it, or add new complications, quoting from the reading and engaging with how the writer wrote about the text. |
Stage Two Sharing Progress (18% or 180 points)
During Stage Two of the course, as you explore research methods, as you aggregate sources, and as you research and write about them, one student from each research group will share significant summaries of your research progress, what you have discovered for yourself, as well as responses to such discoveries, including breakthroughs and/or breakdowns experienced in the research process, toward which group mates (in the drafting stage), and other classmates (once shared) will respond appropriately and with thoughtful inquiry.
One student from each group will share a draft of their current entry in their research journal with me and their research group as a Google doc. After we work together directly in the google doc the weekend prior to the class in which it is due, I will share this with everyone the day before the class for which it is due.
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Beginning week 5 and continuing each week until week 12 of the semester (8 weeks total), students will be assigned to prepare a significant summary and analysis of your discoveries to share with the class, to which class members will reply thoughtfully, and in ways that help forward the inquiry. |
The four methodological steps provided by McKee, Gallop, Seitz, and Rabinowitz must be addressed in your summary and analysis, as they are to be addressed in your research journal entries for each item you are researching:
I will strive to make sure each student has an opportunity to share their research progress twice. Each of these entries will be worth 40 points (and this includes participating in the composition of each group member's effort.
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Replies during Stage Two
Each significant reply during Stage Two is worth up to 10 points, which allows each student to compose at least 10 responses across the 8 weeks we will be sharing our research (100 points for replies during stage 2).
Replies should not merely applaud the work of the student, or merely express agreement, and nor should it merely point out something "wrong." You must attempt to contribute to the conversation, to foward the action of the conversation in some way, ideally, coming from the methods introduced to you in stage one. Please refer to the steps above to guide your responses and to assist you in interrogating the writer's efforts. |