Professional Documents
Culture Documents
Teaching Portfolio
Teaching Portfolio
Teaching Portfolio
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University of Arizona
Graduate Courses
English 696: Gender (B)lending Rhetorics and the Rhetorical Canon
(research/planning with Dr. Adela C. Licona)
In this course, we read and interrogate every entry in Bizzell and Herzbergs Rhetorical Tradition attributed to a
woman rhetor (from Aspasia to Anzalda) as well as those entries attributed to anonymous to question the
idea of an included, embodied, and belonging wo/man rhetor as well as to unsettle the normative conflation of
gender, sex/uality, and anatomy. We read and discuss these canonized texts alongside feminist, transgender,
and posthuman theories and disability studies to reconsider the im/possibilities of feminist projects of
recovery and the promises and the perils of the politics of inclusion and to interrogate the assumptions that
inform such recuperations and practices of belonging. Throughout, we engage the production of (bodies of)
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knowledge as a process with material consequences that have served to normalize and legitimize some while
de-legitimizing and dehumanizing others.
Upper-Division Courses
English 308: Technical Writing
English 308 offers junior- and senior-level students the opportunity to develop their use of the rhetorical
strategies and communications technologies appropriate to technical writing situations. Students plan, create,
and user-test a range of individual and collaborative projects including, but not limited to, technical
documentation, proposals, reports, job materials, and other technical genres. Project management,
documentation plans, style guides, and usability testing are just some of the topics studied in English 308.
Through client-based projects, simulations, and/or case studies, students analyze and reflect upon the role of
communication practices in a range of technical settings. This is a service-learning course.
Click here to see my award-winning lesson plan, Intersections Between Poetry, Page Design, and Technical Writing, which I
co-authored with Sarah Kortemeier, or visit the UA Poetry Center's website to view our lesson and all materials online.
Lower-Division Courses
English 101A: Textual Analysis + Studio Component
English 101A is a writing intensive course designed to help students practice the skills of close reading and
critical analysis, as these skills are necessary for the improvement of ones writing abilities. Each week,
students are required to read assigned texts and respond to these texts through informal writing and class
discussions. Three times during the semester, students write well-developed essays that will each go through
an extensive process of peer revision before the completion of the final draft. In addition to the regularly
scheduled classes, students are also required to attend a Studio Session once a week. Studio sessions provide
further guidance on issues of craft, such as invention, drafting, and revision.
English 101: Genre Analysis (Pilot)
This course emphasizes writing in variety of genres and modes including print, non-print, and hybrid
forms. Through both formal and informal writing assignments, students practice both composing and
analyzing a wide range of texts; they learn to identify and engage with the assumptions, values, and purposes of
varied formats. Students make careful use of research and learn to locate, evaluate, and employ sources
strategically for a range of genres. The emphasis here is on genre awareness which emphasizes the ability to
recognize patterns, see similarities and differences across genres, and articulate ideas within and against these
genres for specific purposes.
English 101: Textual Analysis
This course emphasizes close reading and written analysis of a wide range of texts such as short stories, poems,
novels, plays, and film. Through both formal and informal writing assignments, students practice a variety of
methods for examining these texts. For example, they consider how personal experience shapes a readers
understanding and how the language of a text reflects the values of the culture that has produced it. Students
make careful use of research to examine connections among texts. For the final unit, they revise one of their
analytical essays and compose an essay about the changes that went into their revision, reflecting on specific,
practical applications of learning over the course of the semester.
Click here to read a variation of this course syllabus, co-authored with Marisa Sandoval Lamb, that pairs this class with the
Crossroads Collaborative, a university and community-wide effort to educate citizens in the areas of youth, sexuality,
health, and rights.
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definition, comparison and contrast, cause and effect, and argumentation. In addition, requirements for
research essays, including the use of outside sources and appropriate formatting, are considered.
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Teaching Awards
Tilly Warnock Fellowship for Summer Writing. 2014.
This fellowship honors the contributions of Professor Tilly Warnock to the Writing Program and the
Department of English upon her retirement in 2004. The fellowship provides distinguished teachers of
composition with support over the summer so that they can work toward publishing their creative and
scholarly work. To submit, applicants must put together a research proposal, a CV, a writing sample, and a
teaching philosophy, and applicants are then ranked according to the scholarly merit of the project and its
feasibility of completion over the summer.
Teaching Grants
Wildcat Writers Service-Learning Grant. 2013.
This grant, which was provided by the Wildcat Writers program, allowed me to secure transportation, drinks,
snacks, and materials for my students, who were invited to a local high school in order to mentor their high
school partners during a live debate on a local controversial issue.
This grant, provided by Student Affairs, allowed me to purchase enough soda and pizza for a reception I hosted
with my students and their Wildcat Writers partners at the end of the semester.
This grant, which was provided by the Wildcat Writers program, allowed me to host a meet-and-greet between
my college students and the local high school class with which we were paired. I was able to secure enough
funding to rent a large classroom space, offer fresh juice and lots of snacks, and buy materials for the games
and activities.
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Course Policies
The University of Arizonas Writing Program provides department-wide course policies that all
instructors and graduate teachers must uphold. Here is a sample of the Advanced Writing Course
Information and Policies document that I include with all upper-division courses I teach:
Course Information and Policies Document
Academic Dishonesty and Plagiarism
All University of Arizona (UA) students are responsible for upholding the Code of Academic Integrity, available
through the office of the Dean of Students and online at
http://deanofstudents.arizona.edu/codeofacademicintegrity.
You must do your own writing for all the assignments in this class and have a full understanding of all terms
and concepts you have used. If your instructor questions whether the work you have submitted is your own, he
or she may test you on its content. Submitting an item of academic work that has previously been submitted
without fair citation of the original work or authorization by the faculty member supervising the work is
prohibited by the Code of Academic Integrity.
Attendance:
Attendance is mandatory. Missing one or more days in the first week of classes will mean you are dropped, and
missing after the first week may lead to an administrative drop, grade penalty, or even a failing grade in the
course. Writing courses are workshop classes that include in-class writing, peer group work, and conferences.
Therefore, students should not be late and should not miss class. Any class work missed as a result of tardiness
or absence is the students responsibility to make up, if the instructor allows make-up work.
First-week Attendance Policy
In accordance with the university's policy for high-demand classes, the Writing Program drops students for
non-attendance as follows:
Students enrolled in a traditional sixteen week semester cannot miss more than a week of classes without
penalty. For example, if your class meets one day a week, you may miss only one class meeting, two days a
week, only two, and three days a week, only three. For each class meeting missed thereafter, your final course
grade will be reduced by 5%.
Students who exceed the allowed number of absences during the first eight weeks of a semester may be
dropped with a W. Students may fail during the second half of the semester for excessive absences.
Class Conduct
All UA students are responsible for upholding the Student Code of Conduct, which can be read online at
http://deanofstudents.arizona.edu/studentcodeofconduct.
Class Etiquette
Cell phone and other electronic devices may not be used in class, unless your instructor allows you to take
notes with such equipment. Food and drink are not permitted in most classrooms. Please plan on staying in
class for the whole class period unless it is urgent for you to leave or you have made prior arrangements.
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Conferences
Writing program instructors may cancel a class session to host individual or small group conferences. Students
should come to conferences prepared to discuss their work. If your class has been cancelled to hold studentteacher conferences and you miss your assigned conference time, it may be counted as an absence by your
instructor.
Course Content
If any of the course materials, subject matter, or requirements in this course are offensive to you, speak to your
instructor. Further, some advanced composition courses require service-learning as part of the curriculum, and
thus, you may have responsibilities to work with a university or community partner to fulfill requirements in
the course. If the content or requirements cannot be met, the resolution may be to drop the course promptly.
Email submissions are unacceptable unless prior arrangements have been made between you and your
instructor. You should never assume that emailing your paper as an attachment means you have met a class
deadline.
Grades
Students cannot receive a passing grade in advanced composition courses unless they have submitted
all drafts and final versions for all major assignments as well as the final required in the course.
Incompletes are awarded 1) in case of extreme emergency; 2) if, only if, 70% of the course work has been
completed at the semesters end; and 3) the instructor has the approval of the Director of the Writing Program.
More on Grades & Credit
An E is assigned to an essay that has been completed but falls short of acceptable college-level work.
A zero is recorded for work not handed in at all.
Failure to hand in a major assignment automatically results in a failing grade for the course.
You are required to keep electronic copies of all of your work to resubmit in case an assignment is
misplaced and hard copies of graded work if you elect to file a grade appeal at semesters end.
Instructors will not evaluate an essay or assign credit for it without first seeing the required drafts.
Late Work
Late work will not be accepted without penalty unless students make arrangements for an extension before the
due date. Major assignments that are turned in late will incur a 5% penalty per 24-hour period.
Library Research
All students are required to conduct and document their research. For more on research, see also the Main
Library web page.
Students with Disabilities Accessibility and Accommodations
It is the UAs goal that learning experiences be as accessible as possible. If you anticipate or experience physical
or academic barriers based on disability, please let me know immediately so that we can discuss options. You
are also welcome to contact Disability Resources (520-621-3268) to establish reasonable
accommodations. Please be aware that the accessible table and chairs in this room should remain available for
students who find that standard classroom seating is not usable.
Submitting your Work
In-class and out-of-class writing will be assigned throughout the course. Students not in class when
writing is assigned are still responsible for completion of the assignment when due.
It is your responsibility to submit your work by the published assignment deadline.
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Syllabus
Each instructor will distribute a course syllabus during the first week of class. Instructors will review the course
syllabus and policies with students. Students should talk with the instructor if they anticipate a need for
alternative assignments or readings.
Textbooks
Advanced composition instructors select their own required textbooks, and each section of advanced writing
courses may have different required or suggested materials. Please be certain you know which texts are
required for your sections.
Writing Support
The Writing Center is a free resource for UA undergraduate and graduate students as well as faculty and staff.
At the Writing Center, a trained peer tutor will work individually with you on your writing, at any point in the
process from brainstorming to editing. Appointments are recommended but not required. For more
information or to make an appointment, call 626-0530 or visit http://thinktank.arizona.edu/.
The Writing Skills Improvement Program (WSIP) offers free professional writing assistance to students in
any course or discipline. WSIP also offers three series of free Weekly Writing Workshops for which no prior
registration is necessary. For more information, call 621-5849, visit their office at 1201 E. Helen Street, or their
website at http://wsip.web.arizona.edu.
Information contained in the course syllabus, other than the grade and absence policies, may be subject
to change with reasonable advance notice, as deemed appropriate by the instructor.
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Instructor Information
Instructor: Kristin Winet
Office: UITS #236, Office H2
Office Hours: Tuesdays 9-11 a.m.
Phone: 626-5325
Email: kkm@email.arizona.edu
Course Information
English 308, Technical Writing
Location: UITS
Time: Saturdays, 9:00 a.m. - 11:30 a.m.
Web: http://www.D2L.arizona.edu
Required Texts
Markel, Mike. Technical Communication.
10th ed. Bedford/St. Martins, 2012.
Print.
Articles & links posted on D2L
Required Materials
$15-20 for printing and producing
documents (Fast Copy)
Storage space (USB)
UA Net ID
Computer access with a printer,
internet access, Adobe Reader, and MS
Office
Course Description
English 308 offers junior- and senior-level students the opportunity
to develop their use of the rhetorical strategies and
communications technologies appropriate to technical writing
situations. Students will plan, create, and user-test a range of
individual and collaborative projects including, but not limited to,
technical documentation, proposals, reports, job materials, and
other technical genres. Project management, documentation plans,
style guides, and usability testing are just some of the topics studied
in English 308. Through client-based projects, simulations, and/or
case studies, students will analyze and reflect upon the role of
communication practices in a range of technical settings. Students
can expect to engage in reading discussions, daily assignments, onand off-campus research, technology use, and oral reports.
Prerequisite: Completion of first-year composition or its
equivalent.
Course Objectives
The approach of this course is a decidedly rhetorical one. That is, in
each course project, you will consider the purposes, audiences, and
your role(s) as writers. The course emphasizes the changing
technical writing environment and its role(s) within the workplace.
From the variety of majors represented in this course to the
inclusion of more electronic media in workplace environments,
technical writing as a category is marked by diversity. Keeping in
mind this diversity, in our course you will learn to:
Apply rhetorical concepts and principles that focus on audience,
purpose, and context; document design; organization and
structure; and tone and style.
Produce effective documents that use format and layout to
enhance readability; apply software mechanics effectively; and
develop strategies for revising, editing, and proofreading.
Collaborate as a means of sharing information and ideas, solving
problems, and working in group-style environments similar to
those in your chosen professions.
Exhibit professionalism at all times by using careful, effective
communication and presentation skills.
Translate technical information in ways that are appropriate
and interesting within a rhetorical context.
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5%
15%
40%
3%
20%
10%
5%
2%
Because genres will vary widely across projects, formatting guidelines will be given for each of the major assignments.
Grading:
Grades will consider the following aspects of writing, in the context of a particular assignment: purpose,
audience, content, expression, organization, development of ideas, document design, mechanics, and maturity
of thought. You must complete all of the projects and their components to pass the course. Further, I will not
accept a paper for a grade without first seeing a draft.
Rounding: Grades that calculate out to .5 or above may be raised to the next point if the student has
shown initiative and professionalism in class. Otherwise, please do not ask for me to round your grade.
Appeals: I will not accept emails about your grades. If you would like to discuss your grade with me,
please send me a detailed e-memo describing your situation and ask to schedule a meeting either
during my office hours or at another convenient time.
Professional Quality of Work:
You are expected to produce high-quality professional documents that are appropriate for specific business
situations. As stated in the requirements for writing outlined in the course policies statement, your documents
should have appropriate margins, spacing, and formatting for the type of document you are turning in. Because
genres vary widely across projects, formatting guidelines will be given for each of the major assignments.
Additionally, your assignments should be printed at least in a minimum standard of 300 dpi.
Collaborative Work:
Collaborative work is a major element of this course. In fact, many projects will require you to act as either codeveloper and/or co-author. You and your team members are responsible for updating one another and me
about assignment progress. In addition, you are responsible for negotiating all aspects of your work, including
planning, drafting, revising, file managing, and scheduling of tasks.
You will also evaluate your own and your peers participation in collaborative projects, and thus, you should
maintain detailed daily notes and records about your work. I will use these evaluations in my determination of
individual grades for collaborative projects. In general, all members of a team receive the same grade. There
are instances, however, where one or team members are otherwise unprofessional and/or unproductive.
Should these cases occur, I reserve the right to lower grades for poor performance.
Professional Decorum:
Think of this class like a jobjust as in the workplace, it is extremely important that we maintain a high level of
respect for each other while collaborating on projects, reviewing each others work, and discussing
assignments.
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In addition, you are not to use your cell phoneat any timeduring class. This means no calls, no text
messages. Please turn off or silence your phone before each class. If there is an emergency and you need to take
a call, please step outside and politely make your call. If you are using your phone in class, you will be asked to
leave and you will receive an absence for the day.
Technology Responsibilities:
Because the exchange of information and materials in this class will be largely electronic, familiarity with
certain technologies is crucial for participation and success in the course. You must:
Computer Etiquette:
This class meets in a computer classroom, which means you will often have the advantage of working on
assignments in class. However, this does not mean that you have free reign to check your email, post on
Facebook, or shop onlineas in the workplace, you will receive consequences for this. If I find myself having to
compete with a computer screen for your attention, you will be asked to leave and you will receive an absence
for the day.
http://www.designmantic.com/blog/infographics/ten-commandments-oftypography/
http://www.smashingmagazine.com/2011/07/19/best-free-fonts-designers/
http://www.creativebloq.com/typography/best-handwriting-fonts-12121527
Begin working on QRC bring a working electronic copy to work on in class next week
S 10/11/2014
In Class:
DUE: Unit I Portfolio!
Write Rhetorical Rationale Memo for QRC (Dropbox)
Discuss from print to web
Sample rhetorical analysis of a website
Write up & sign Group Contract
Meet with Client
For Homework:
Markel, Technical Communication, 10th Ed.: Ch.4, Writing Collaboratively, pg.56-68
Markel, Technical Communication, 10th Ed.: Ch.8, Communicating Persuasively, pg.182-198
Markel, Technical Communication, 10th Ed.: Ch.9, Writing Coherent Documents, pg.203-221
Cover Page
TOC
Site Visit Memo
Screenshots of Final Website (enough to give us a sense of the content/design) IN COLOR with
URL + log-in information
o Final Newsletter IN COLOR
o Style Guide IN COLOR
o Site Map
o Usability Tests
Complete and transcribe your interview
Markel, Technical Communication, 10th Ed.: Ch. 17, Writing Informational Reports, pg.458-475
Markel, Technical Communication, 10th Ed.: Ch.12, Creating Graphics, pg.305-338
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Reading is not walking on the words; its grasping the soul of them.
Paolo Freire, educational theorist
Instructor: Kristin Winet
Instructors Email: kkm@email.arizona.edu
Office: Think Tank @ Bear Down Gym
Office Hours: by appointment
Course Web Site: http://d2l.arizona.edu
Tutor: Marisol Allen
Tutors Email: marisolallen@email.arizona.edu
Tutoring hours: MWTh 1-5 @ Bear Down Gym (go in front doors and walk toward back of gym)
English 101A Course Description
This course emphasizes close reading and written analysis of a wide range of texts such as short stories,
poems, novels, plays, and film. Through both formal and informal writing assignments, you will
practice a variety of methods for examining these texts.
Embracing the process of writing is a major emphasis for this course. Class activities may include forms
of prewriting such as brainstorming or outlining. Workshopping drafts of your essays with classmates
will be an integral feature of each unit as you practice strategies for revising and editing your essays
according to academic expectations. You will pay special attention to language and grammar as you
compose final versions of your essays in Standard Written English.
In English 101A, you will learn to:
Analyze texts through close reading.
Develop strategies for analyzing texts for particular purposes, audiences, and situations.
Analyze the ways in which authors use textual conventions to achieve their purposes in
specific contexts.
Write essays that develop analyses with evidence drawn from the texts you read.
Incorporate other writers interpretations into the analyses you write.
Practice research, reading, writing, and revision strategies that can be applied to work in other
courses and in different professions.
Create multiple, meaningful revisions of your writing and suggest revisions to other writers.
Analyze and reflect on your progress as an academic writer.
New Start 2014 Theme: Consumption
This years New Start theme is Consumption, so will begin our course by thinking about literacy, which
is not only the ability to read and write, but rather an individuals capacity to read the word and the
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world (to quote educational theorist Paolo Freire). Genuine literacy is about the way we consume, are
consumed, and resist being consumed in the world.
In this course, we will examine our and others relationship to literacy and consumption through
various print and digital media, including stories, articles, advertisements, and film. In the first unit,
the Literacy Analysis unit, we will ask questions such as: What is my relationship to literacy? How do I
define myself through my literacy practices? What memories, experiences, or strange encounters have
I had with literacy that have shaped who I am/wish to be? How do I consume/am I consumed by words,
images, and media? In the second unit, the Textual Analysis unit, we will complicate these ideas by
reading a number of short stories and essays and asking questions such as: What is cultural identity and
how is it learned? How does consumption fit in with the ways we live our ways? In what ways do
people express themselves through what they consume? Then, in the third unit, the Contextual
Analysis unit, we will turn to film and examine the ways consumerism plays an important role in our
relationship to society. Then, at the end of our course, the Reflection unit, we will work on a reflection
essay that either contextualizes your conference presentation (will be discussed) or explains a revision
you do of a previous essay.
*Note on Studio Component: English 101A is a writing intensive course of four credits. With additional
studio instruction (1 unit), 101A provides extra support to students by offering small group class time
with the instructor. Like art studio, studio creates a learning play space for students to work creatively
on projects while becoming mindful of effective writing habits. All students are expected to come
prepared to every studio session with an open mind, paper and pen to write with, and a willingness to
share their work and ideas.
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o
o
o
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o
Due Date
Percentage
Week 2
20%
Week 4
20%
Week 5
25%
15%
5%
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10%
5%
Total
100%
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2 absences: Verbal warning and written notification signed by the Director of the Program
stating that one more absence may result in withdrawal from the Program (Students instructor
and peer advisor are copied on the letter). Absence is submitted to New Start office by the
instructor.
3 absences: Student will meet with the peer advisor/instructor and Program administrators
regarding possible withdrawal from the Program. Absence is submitted to New Start office by
the instructor.
Grades:
New Start students will receive two grades. At the end of the first summer session, Student Link will
list the course in which they are enrolled with a grade of "K," which indicates that the course is in
progress. At the end of the second summer session, students will receive their final grades.
Each instructor will submit a mid-term grade report by the end of Week 3 to the Program Director via a
Mid-Semester Grade Form. The New Start Summer Program will then provide each student with a
written mid-semester grade report.
Late homework will not be accepted unless students make arrangements for an extension before the
due date. Major assignments that are turned in late will incur a 10% penalty per 24-hour period.
Academic Conference:
The Academic Conference is an important Program component for all members of the New Start
Summer Program community. New Start Summer Program students and staff are expected to attend.
The 2014 Academic Conference will be held on July 8th and 9th. Classes will meet briefly on both days
prior to the opening sessions, and the conference will go until about 12:15 p.m.
Studios: creative & critical sessions focusing on the craft of writing (every Friday)
Field Trips: (throughout course)
UA Museum of Art, Library Scavenger Hunt, Turtle Pond, Student Union bookstore and food court
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Course Calendar
SG = A Students Guide to First-Year Writing
WR = Writing As Revision
RW = Rules for Writers
Week One
DATE
Sun. 6/8
IN-CLASS
-Meet & Greet, hand out syllabus, icebreaker
game, walk around campus
Mon. 6/9
Tue. 6/10
Wed. 6/11
Thur. 6/12
HOMEWORK
-Print a small thumbnail-sized photo
-Print syllabus
-Get textbooks
-Buy your Writers Notebook
-Read Stories Matter, Jacqui
Banaszynski
-Write: Considering what you read
and your own experiences, please
reflect on what the word literacy
means to you (in any/every way you
understand the word). Be anecdotal
and honest with yourself! Post your
reflection to the D2L Discussion Board
and bring a copy to class (please do
this for every discussion post).
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Fri. 6/13
-Discussion of Tan
-Narrative theory (What makes a good story?):
Narrative Theory & Stories That Speak to Us
-Samples of literacy narratives
-Brainstorming & organizing ideas: develop
three possible topics & exchange with peers
for feedback
-Studio: Imagery & Description
DATE
Mon. 6/16
IN-CLASS
-College round-table with Marisol
-Discussion of Barrientos
-Literacy narrative round-table readings from
Telling True Stories
-Introduce Academic Conference & look at
CFP
Tue. 6/17
HOMEWORK
-Read A Students Guide to First-Year
Writing, Getting the Most from Your
Workshop Experience and
Understanding the Rhetorical
Situation
-Write: Work on your literacy
narrative and bring a printed copy to
class on Tuesday (Label it Draft#1)
-Write: Revise your literacy narrative
and bring a new copy to class
tomorrow (label it Draft#2)
Week Two
Wed. 6/18
Thur. 6/19
-Self-assessment of Unit 1
-Intro to Unit 2
-What is textual analysis?
Fri. 6/20
-Discussion of Sheehan
-Introduce Unit#2 assignment
-Studio: Genre of Academic Writing (creative
vs. critical)
--Work on CFP (due Monday to me)
Week Three
DATE
Mon. 6/23
IN-CLASS
-Discussion on Boully
-What does a textual analysis look like?
3.4 Invention
Textual Analysis Essay Template Outline
(p.67)
-Library Scavenger Hunt Field Trip
Tue. 6/24
Wed. 6/25
Thur. 6/26
Mini-workshop on quotes/paraphrases:
5.1 Working with Sources: An Overview
HOMEWORK
-Read Sherman Alexie, Because My
Father Always Said
-Write: The media is a large part of
what we consume. Write a reflection
in which you think about the
importance of media literacy &
consumption in Alexies story.
-Read A Students Guide, Tips for
Writing Introductions & Tips for
Writing Conclusions
-Write: Write 2 versions of an
introductory paragraph and bring to
class tomorrow.
-Read Anne Lamott, Shitty First
Drafts
-Write: Complete your rough outline;
write topic sentences for all
paragraphs; list pieces of evidence
under each paragraph that you will
use.
-SUBMIT your individual or group CFP
to this email address:
newstartacademicconference@gmail.c
om
-Write: Complete your first draft,
print, and bring 2 copies to class
(Label them both Draft#1)
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Week Four
DATE
Mon. 6/30
Tue. 7/1
Wed. 7/2
Thur. 7/3
Fri. 7/4
IN-CLASS
-Self-assessment of Unit#2
-Discussion of conference presentations
-How to give a good presentation
-Conference presentation work time
-Introduction to Unit #3 assignment
-Film analysis vocabulary & practice
SG, Analysis of Films, pg.151-155
-Introduce film
-Watch American Beauty
-Discuss film
-Discussion: Secondary Texts & Sources
-Grammar Grind: Writing with Quotes &
Paraphrases
HOMEWORK
-Read A Students Guide,
Analysis of Films
-Discussion on Barthel
-Writing an annotation of a critical text
-Applying a lens text
-Practice with Toothbrush &
http://www.pbs.org/wgbh/americanexperience
/features/general-article/tupperwareconsumer/
-Studio: Character Sketches
Happy 4th of July! No class!
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Week Five
DATE
Mon. 7/7
Tue. 7/8
Wed. 7/9
Thur. 7/10
Fri. 7/11
IN-CLASS
-Discussion on Levine and Alan Ball:
Conversations
-Brainstorm topics and get into groups based
on interest areas
-Round table drafting ideas
Academic Conference
Academic Conference
-Reflections on conference
-Pre-writing and outlining
-Thesis statement workshop
-Grammar Grind: Concision: Saying What
You Mean
- Mini-presentations on Unit#3 essay topics
-Weaving texts together
-Balancing summary with analysis (PIE)
-Studio: Integrating Voices
HOMEWORK
-Get a good nights sleep, eat a good
breakfast, and look your best for the
conference!
IN-CLASS
-Sample essay analysis
-Peer workshops #1 and #2
-Revision list
-In-class work time
-Reviewing local concerns from throughout
semester
-Self-assessment of Unit#3
-Introduction to Unit#4 assignment
-How to write about writing?
-Essay planning in class
-Grammar Grind: Frags, Splices, and Run-Ons
-In-class work time
-Studio: Reflective Writing
In-class reflection essay & Awards
Ceremony
HOMEWORK
-Write: Revise your essay and bring a
new copy to class tomorrow (label it
Draft#2)
-Write: Revise your work again and
please submit your final draft to D2L
by class time tomorrow morning!
-Read: A Students Guide, Ch.12:
Reflective Writing
Week Six
DATE
Mon. 7/14
Tue. 7/15
Wed. 7/16
Thur. 7/17
Fri. 7/18
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Due at the beginning of each week, this weekly writing exercise will document your experiences and
observations at the conclusion of each day (at least 10 pages a week). There is no particular format or objective
for this assignment, beyond documenting and reflecting on your day-to-day happenings. You may handwrite
(recommended) or type your entries, and all entries must be stored and submitted as hardcopies in a book or
folder. Think like a travelerbe observant, notice interesting cultural realities, document when/where its
ethical, become a food critic (its entirely up to you). Entries that reflect or incorporate course themes and
discussion are a plus, and although these are your personal journals, please still consider your audience.
Questions and Quotes (Q & Qs):
Each week, you will submit 1 typed question and 2-4 typed quotes from the assigned readings to help stimulate
class discussion. You should pose open-ended questions that generate conversation and cannot be answered
with a yes or no. Your question should address a specific reading or a theme running through several
readings. Quotes may be anything from the readings that resonate with you. Along with the quote, write a
paragraph or two explaining why you find the quote significant. Personal reflections that are connected with
the readings/discussions are perfectly appropriate for this assignment.
Documentation of Site Visits:
At the end of the semester, you will submit documentation and analysis of your site visits through a medium of
your choice: a short essay (3-5 pages), a zine, a blog, or another format that you may propose. Think about this
exercise as a way to examine what its like to think like a travel writer and include all of your site notes and
story ideas.
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Purpose:
We all tell storiesto teach others about ourselves and the world around us, to share experiences that bind us
as a community. An effective story does more than merely entertain: it reaches out, making the writers
personal experience significant to readers. The literacy narrative genre follows in this tradition. This first
writing project asks you to explore some aspect of your literate life. You will consider your own literacy
story. Ideally, you will share an event, person, or moment in your life from your past, either positive or
negative, and then explore it with the purpose of offering a kind of statement or insight about literacy.
Therefore, you want to tell a good story, with plenty of concrete detail, vivid scenes, and reflection. The idea
showdont tell! is one to follow here. Be detailed, specific, and focused. But you also want to hang the
details on some larger idea that emerges as you brainstorm and draft your essay. That is, you want to widen
the scope of your essay by shedding light on something beyond the experience itself. To varying degrees, you
can opt to analyze and comment on some cultural aspect of language and literacy, such as Baca does in
Coming into Language or like Barrientos does in Se Habla Espaol. Or, you may choose a deeply personal
approach, as Tan does in Mother Tongue.
Remember, this is your story, so it needs to be some of your truth about literacy. It is not intended to be only
about the joys of literacy. Some of our experiences are traumatic rather than joyous. Most importantly, it is
supposed to depict an experience of yours in your own voice. Be creative and honest! No other outside
sources are required for this assignment.
Getting Started:
What is your definition of the word literacy? How did you arrive at this definition?
Who is an influential person or people who helped or impeded your progress as a reader or writer?
When did you have a significant event in your life related to literacy? What was it?
What are your cultures attitudes toward literacy and do you agree/disagree with them?
Have you ever been judged or judged someone else for not being literate enough?
Are you part of a subculture or group that has its own lingo? How did you learn it?
What makes your story unique?
Evaluation:
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1. Content: How well your essay describes a literacy experience and its significance; how well you rely on
showing versus telling; how you use details to strengthen the narrative
2. Organization: How strong your introduction is; how well organized your ideas are (PIE); how
structured and connected your ideas are
3. Expression: How well you exhibit an awareness of style & tone; how unique your voice is
4. Mechanics: How well you revised your work across drafts; how well proofread and formatted it is
(basic MLA)
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You
will work on re-envisioning your papers theme from a new perspective. In this unit, we will take the idea of
revision to a new level, envisioning a completely new form for your work by transforming it into something
altogether different. You will take a stand on the issue you explored in Unit II, define the kind of visual/spatial
public argument you wish to make, and execute it in a way that best suits the audience and rhetorical situation.
You will present your work with a 10 minute in-class presentation.
For this assignment, your primary job is to turn your unbiased analysis into an argument and create a kind of
text that targets a real, tangible audience for a specific purpose. You could choose to create a new type of
written text, such as a set of t.v. advertisements, a magazine article, a seminar on a college campus, a multimedia presentation to a special interest group or PTA meeting, a website or blog, or a lesson plan for a students,
or, you could explore a new medium of interest to you, such as a short film or documentary, a childrens book, a
collection of photography, a sculpture, a piece of art, or some other kind of performance. Be creative and take
risks! I will not accept a simple uncontextualized Powerpoint for your argument.
The portions of this unit include:
1. Various mini-writings and assignments to help you generate material/propose ideas
2. Final portfolio:
a. A multi-modal text/component. Depending on the kind of argument you create, you will
have to provide a representation of it in your portfolio. For example: Films will need a
summary or DVD disc, advertisements will need physical copies, websites will need
printouts of each page, etc.
b. A 2-3 page rhetorical analysis of your text. This analysis will serve as the introduction
to your thought process behind the public argument. Your reflection will explain why and
how you made certain choices and used particular strategies or appeals for your target
audience based on your purpose and context.
3. An oral presentation to a real audience. This presentation is your opportunity to share the
work you did with your research and the re-envisioned analysis with your peers. When you present
in class, you will need to pretend that we are your audience and that you are presenting your
argument. The format for the presentation will depend largely on the project youre working with.
For example, if youve decided to create an ad campaign for a body-image workshop at the U of A,
you might put together a short presentation in which you pitch the idea to the U of A health center
board of directors. If youre doing a series of lesson plans for a kindergarten class on why more
exercise classes are critical for elementary-aged children, use us as your students and make us do a
portion of your lesson plan. If youve developed a website, pitch it to your boss and show him/her
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why itll work so well for your target audience. Think of interesting ways you can use your
audience to your benefit. Youll have 10 minutes for your presentation.
Evaluation:
Because this assignment requires that you make a specific argument for a specific audience and rhetorical
context, your grade will largely be based on your ability to make a convincing and effective argument. Ill
upload the rubric to D2L. The presentation of your portfolio will also be factored in. In addition, your peers will
be grading you, as your audience, on your oral presentations, and these comments will also go into the final
grade.
Prezi.com: Prezi is
similar to
PowerPoint, but it
has a different
spatial orientation.
SlideRocket.com:
This program is
similar to
PowerPoint, but a
fun and different
option if you want to
try a cloud-based
program.
Microsoft Word
Templates: Once in
Word, click on File
and then Project
Gallery. You can
alter all templates.
Brother.com: You
can choose from
existing templates,
but the options for
editing are
somewhat limiting.
Web-Based Texts
Websites/Blogs
Slideshows/Movies
Graphics/Cartoons
Weebly.com: This is a
very easy and intuitive
drag-and-drop website
creator.
Powtoon.com: A DIY
animated
presentation tool that
is really user-friendly
and intuitive.
Wix.com: Drag-and-drop
website creator that also
allows for Flash
animation.
Smilebox.com:
Another cloud-based
program that allows
you to create visuallystunning slideshows.
XtraNormal.com:
Another choice for
making storyboards
and cartoons.
Blogger.com: This is a
very easy to use blog
creator, and you can use
your U of A Net ID to
create one.
iMovie or Windows
Movie Maker: Great
choices for creating
and editing video on a
PC or MAC.
ToonDoo.com:. Click
on Toons and then
create toons.
MuseumBox.com: This
is an online app that
allows users to create
an online display of
artifacts collected in a
virtual box.
Wordpress.com: Many
professional blogs use
Wordpress to host their
sites, and it is easy to see
why: it is intuitive and
has more design options.
Masher.com: This
cloud-based program
allows you to create a
video by mixing
together video clips,
music, and photos.
Meograph.com: A site
that allows you to
create fourdimensional stories
using different media.
Yola.com: Another
drag-and-drop website
creator that is used by
many small businesses.
Animoto.com: This
cloud-based program is
similar to Masher but
gives additional
options.
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Develop a proposal for a writing workshop for a group of your future peers
Synthesize course materials
Reflect on your growth as a technical communicator & writer
Rhetorical Situation
Imagine that you have just landed your first job after college/grad school. Your employer has identified a need
for a writing workshop in your department and you, as the technical writing expert, have been asked to
write a memo/cover letter, include your resume, and develop an outline for a half-day technical writing
workshop. Using what you have learned this semester, you will put together a formal cover letter proposing
the workshop, include an updated version of your resume or CV, and create a detailed outline with
justifications for your choices using what youve learned this semester.
Project Components
All project components should be integrated into one professional document.
1. Memo or Cover Letter
2. Resume
3. Workshop Proposal Outline
Project Components:
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3. Then, you should wrap up your memo or cover letter with a recommendation item, i.e., what you
would like for your employer to do next after reading your materials.
For your cover letter, follow formatting and style appropriate for the genre and audience.
2. Resume
A rsum is, first and foremost, a persuasive document. It should be aesthetically pleasing, organized logically,
and rhetorically savvy (i.e., designed with a specific audience in mind). For your rsum, use an appropriate
style for your particular industry or careers.
3. Detailed Outline for Workshop
As an attachment to your proposal, please include a detailed outline of your proposed 3-hour writing
workshop. Your outline should include (but is not limited to):
A clear plan and/or chronology of your workshop
Details of specific workshop activities (e.g., writing prompts, group work, discussion, etc.)
Justifications for those activities (e.g., topics covered, activities, etc.)
o Include either a section highlighting why youve chosen the activities you have or write a miniparagraph under each main part
o Direct your reasoning at your future employernot your ENGL308 class!
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Empirical Data
Here is a sampling of data from some of the most recent courses I have taught:
Overall
Department Overall
Department
Teaching
Average
Instructor
Average
Effectiveness
Comparison
4.4
4.2
4.2
3.9
4.3
4.2
4.0
3.9
4.2
4.2
4.2
3.9
4.7
N/A
4.5
N/A
4.5
4.2
4.1
3.9
Figure 1. Comparison data between my ratings and the departmental average for the past five
semesters.
Here is a more detailed analysis of my most recent course taught:
Summary and Analysis of Student Feedback from Teacher-Course Evaluations (TCEs), From
Most Recent Course Taught
Question
1. Overall teaching effectiveness
2. Overall instructor comparison
3. Overall rating of course
Instructor
4.4
4.2
4.2
Comparison
Group
4.2
3.9
3.9
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4. Amount learned
5. Usefulness of in-class activities
6. Students Treated with respect
7. Difficulty of the course
8. Value of time spent on course
Average Score
3.6
4.3
4.7
3.1
4.2
4.09
3.9
4.1
4.6
3.4
4.1
4.01
Figure 3. Comparison data between my ratings for all major areas and the departmental average
As you can see in Figure 3, I scored higher in all areas except for perceived level of difficulty. I attribute this, to
a large degree, to the kind of class I was teaching (upper-division Technical Writing), a course that is heavy on
praxis and practical skills (writing in/for the community).
Students leave written comments on their TCEs as well. Here are some comments I have received on my
evaluations from Spring 2014 (all comments are anonymous and unedited) so you can see how I read and
interpret them. For easy reference, I have grouped them according to the areas of my teaching that they
address:
Mrs. Winet was always upbeat and positive! This class was very helpful and I will use the skills I have learned
throughout my life.
Loved it will use it everyday in my career. No one at my job can believe this isn''t required for Engineers. This class
isn''t as technical as it could be, but after being in Industry most Engineers struggle to send out a simple email. I
used everything from this class and it has dramatically increased my performance on projects, papers, and labs by
a simple matter of formatting and visual inclusion.
Senior Design would''ve been insanely easier with these skills. Enjoyed the group activities as it was no pressure
and we were allowed to be creative. Has completely changed the way I technically write, and the software I use to
do it.
This class was great, the projects were things that I will actually need in the future and the instructor was very
engaged and enthusiastic as well as knowledgable.
Cant believe this class isnt required for Engineers! I used everything from this class and it has dramatically
increased my performance on projects, papers, and labs by a simple matter of formatting and visual inclusion.
Another positive pattern I notice in my TCEs is that students appreciate my inviting demeanor and
collaborative teaching style. In the comments from this particular course, students mentioned that they liked
the scope and sequence of the course, especially because, as one wrote, [c]lass was well organized and structured.
D2L [our course management system] was utilized to help students organize assignments and provide additional learning
tools. Instructor was easily accessible and knowledgeable. Other positive comments that I enjoyed reading were:
I liked that this class incorporated both individual and group work. I learned several different forms of writing
that I previously had no experience with, including proposals, design templates, memos, and QRCs.
Apart from waking up on Saturday mornings, this was one of the most fun and engaging courses I''ve taken at the
U of A. The group work and class participation really took me back to the days in high school when learning wasn''t
just about sitting in a lecture hall for an hour.
Assessment Techniques:
Students often remark that I am a fair and consistent grader and that they know what is expected of them in
their assignments. I attribute this to the emphasis I put on process, collaboration, and individual and small
group conferences/check-ins. I also include detailed and personalized end comments for each student on each
of their major projects. Here is a comment that specifically addresses assessment:
Mrs. Winet is a great teacheralways passionate! You could tell she cared. She was a very fair grader and very
reasonable.
Written Comments
Students leave written comments on their TCEs as well. Here are some from recent courses (all are completely
anonymous and unedited). Printed copies of these can be provided upon request.
English 308, Technical Writing, Spring 2014
I loved it! It takes a good teacher to make engineers good at being creative with design!
Mrs. Winet is a great teacheralways passionate! You could tell she cared. She was a very fair grader
and very reasonable.
This class was great, the projects were things that I will actually need in the future and the instructor
was very engaged and enthusiastic as well as knowledgable.
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Cant believe this class isnt required for Engineers! I used everything from this class and it has
dramatically increased my performance on projects, papers, and labs by a simple matter of formatting
and visual inclusion.
This class was very helpful and I will use the skills I have learned throughout my life!
I liked that this class incorporated both individual and group work. I learned several different forms of
writing that I previously had no experience with, including proposals, design templates, memos, and
QRCs.
The way the course was broken down into units helped me to better understand different aspects of
technical writing. An adequate amount of time was given for each unit which really allowed me to take
the time to work more on and improve my writing.
Miss Mock1 is the sweetest lady and her positive attitude made every morning class a joy.
Strong, relevant tasks that really did help me improve my writing. Always enthusiastic, very helpful &
flexible. Did a good job of explaining.
Ms Mock always provided very helpful feedback and was always available to help with any questions.
One of the best teacher Ive had. Ms Mock really went the extra mile.
Ms. Mocks curriculum was challenging but well-thought out. She made certain that we all learned
everything we needed to but in an interesting and thought-provoking manner. Ms. Mock is enthusiastic,
involved, and a great teacher in general. I enjoyed her immensely, and would recommend her in a
heartbeat.
End-of-Semester Reflections
In every course I teach, I require some form of active reflection throughout and at the end of the semester.
Here, I offer a sampling of comments from students end-of-term reflection essays and/or reflection memos
that demonstrate critical thinking, active reflection, and student accomplishment.
Technical Writing (ENGL308)
Spring 2015
I thought this class was going to be based strictly on resume design, or different types of internet design layout. Boy was I
wrong! Though we did learn a lot of these things, there was so much more! In this course we were given a handful of
assignments that required us to learn new programs, and combine our knowledge in a group setting to reach a goal. I never
Just for reference, Mock is my maiden name I changed to Winet in Fall 2013.
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thought that I would be a part of a team that was responsible for redesigning the web appearance of a cat shelter, but this
class provided that for me. Karly C.
In all honesty, I did not know what to expect when entering the classroom for the first day of ENGL 408. I assumed, naively,
that the majority of the semester would involve writing lengthy cookie-cutter documents, constrained to overly formal
blueprints. I was wrong. Immediately, Mrs. Winet put my fears and assumptions to rest. Technical Communication and
Technical Writing is so much more than words on a page. It encompasses design principles and relies heavily on the
presentation of materials. The best writing and sentence structure can fail miserably if the reader doesnt read the text.
Bernard D.
Technical writing has really affected me as a student as well. At first I thought I had to use very formal and straight,
colorless, looking tables or graphs to get my point across. But as the course went on, I learned that I could provide the same
amount of information in a very professional manner, but adding a little color into it. Now when I create documents and
presentations I think: what colors will go best with which? What fonts should I utilize? And how can I use infographics? And
actually have been using the technics we learned in class for a couple of class presentations and projects I had to do. English
308 taught me to think outside of the box: that being creative can be formal and to always establish a purpose and an
audience. I think that this is probably the most important thing we can do when it comes to writing because if we are not
writing to a specific audience, who will read it? Stephanie G.
Previously, my idea of a writer consisted of a person who hammered out essays and long publications; now, my
understanding of a writer has broadened enormously. I now think of myself as a writer when working on a range of
projects from posters to video projects. I have become the person in other group projects that is in charge of the design and
editing portion because this class has turned me into the best editor in comparison to public health students who havent
taken this class. Nicole L.
Now that Ive taken this course, being a writer means anyone who composes documents for use. There are all forms of
technical communication, and all forms of writers. There are computer coders who can write code, and in turn create
technical communication documents. I would now consider these people to be writers because they use their knowledge and
communication skills to pass along information. I view technology as more of a tool, and have an easier time seeing how I
can utilize different programs for different assignments, such as the use of Microsoft publisher for unit one. I hadnt
previously realized how many aspects of design filled my everyday life. Now when I walk down the street, and see the street
sign, I think that sign is sans serif so its easier to read. I now notice that design is incorporated into everything, and the
better the design the more appealing it will be.
--Tim G.
After all we have learned from color theory to graphic design, my opinion about what technical writing means has
completely changed. I never thought about technical writing in ways that the writer could use imagination and creativity in
their work. The definition of technical writing expanded to QRCs, resumes, proposals, web design and field reports. I have
now realized that technical writing is less about being limited, and more about using technology to your advantage when
creating a variety of documents. For example, when we were discussing design principles such as color and font choices, I
learned that decisions that you make when designing your documents have just as much significance as the content itself.
Molly M.
Prior to this course, I would have never considered myself a writer. But now, I can say with confidence that I am
comfortable writing memos and creating technical documents such as brochures, graphs, and splash pages. I have realized
that although technology sometimes frustrates me, I enjoy toying around with it and creating something new. Also, team
projects have never been my favorite part of school, but this course has helped me realize that if each person takes on a role
they are comfortable with, the team thrives and produces great work. Plus, I will never be able to escape from team projects
unless I move to a deserted island. As far as design goes, I think that I am a lot better at it than I ever gave myself credit and
I actually find it quite fun! Jenna R.
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Fall 2014
What this class taught me is that although you have a clear endpoint you must consider the view in different angles. That
just because you view something a certain way doesnt mean everybody else does, and in order to be a successful writer
you must have compassion for other opinions and ways of knowing. Kevin Y.
Thinking back through the semester, I had the assumption that technical writing would be the method of creating written
documents of a highly technical (and boring) nature. Things such as exhaustive manuals, lab reports, and other things that
people dont truly read unless their professional interests or responsibilities call them to.I was pleased to find out I was
wrong, and that technical writing is instead how to make such information accessible to people; and not just people
with a technical background who understand the report language, but communicating those details to anyone.
Technical writing is not based around the technical issues. Its based on the people who need to communicate technical
information to. Matthew B.
Every assignment was full of new material, and that was my favorite part of taking this class. I enjoyed learning
about color, font, WHITE SPACE (everyones favorite term), and especially the golden ratio. One of the funniest
things about being in school, is utilizing the skills you learn in class and applying them to real situations. In my math class, I
talked about the golden ratio, in biology I designed a beautiful presentation about the human genome, and in epidemiology I
wrote a paper that utilized the things we read in the class book. When you can use new knowledge in this way, it provides a
beautiful opportunity to flourish.Overall, this semester has been a blast, and even though Ive had to get my butt out of
bed on a Saturday, I wouldnt change my experience for the world. Savannah C.
Now that I have taken this course to me being an effective writer contains many elements to it. A writer first obviously has
to have something useful to talk about, but they also have to be concerned about how to document looks to a user, whether
it be font and color scheme, or the placement of certain items and the amount of white space that it used. All these things
play a huge part in the success of a piece of technical writing. Plus, all the new uses of programs and technology that I
have been introduced to have helped me greatly, I no longer need to be confined to the Microsoft Office programs!
Myls M.
Stepping into the poetry center and actually seeing examples in which technical writing was similar to poetry was
incredible this semester. I had never actually made the connection between something so rigid and professional and
something that I perceived to be just free flowing and with a lack of structure. The lack of consideration for poetry was most
likely fueled by misconceptions I had of it - Carla
I start to notice everything in the background and how things are set up. I usually watch movies where they are trying to
solve crimes so all of this comes in handy when competing with my sister on who can solve it first, because I notice things
that she doesnt. Yaxaira D.
I have also found myself analyzing things in my everyday life, especially on the bus. When I ride the bus I view people so
differently now. How did they get there? Where are they going? Why do they have two different shoes on? I analyze
everything about them; I make up the stories of their past and sometimes their future.this class has made me wonder
why? How?.and has made me want to know who people really are. Kristen S.
I have definitely become a stronger writer after taking this course. Not only do my grades over the course of the semester
reflect this but in my mind this class has made me a better writer. I feel more confident in understanding a prompt and
writing with a purpose, rather than aimlessly writing. Marcos G.
Since learning at the beginning of the semester the definition of rhetoric, I have been seeing it everywhere I go. Signs on
buildings, commercials on television, posters on campus, everywhere my eyes turn, I see rhetoric. At the beginning of the
class, I thought nothing of rhetoric & after the first day everything changed. Tyler B.
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One thing I have very much enjoyed about the feedback you give, Kristin, is you give positive feedback as well as
mention areas that need work. That way I know what I am doing right which keeps me on the right track in those areas!
--Melissa D.
When I said, I honestly feel that I have acquired valuable tools that I will need if I am to become a well polished writer., I
meant every syllable! I have Com 156 to look forward to now, and I hope that Kristin is my instructor in that class as
well. Kristin, as a professor is very professional, and I believe she cares about her students. I would welcome her as a
professor in Com 156. She has been instrumental in helping me to realize the real writing ability that I have within
myself. If it wasnt for her I would continue to believe that I was the greatest writer in the world. And I would
have been wrong. I welcome her input as well as her criticism. Warren R.
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KRISTIN WINET
Coordinator
Semester
ALISON MCCABE
ENGL 101A
Overall Rating: This rating includes both the instructors involvement in training and effectiveness in
the classroom.
Superior
Satisfactory
Unsatisfactory
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