Thursday, October 27, 2016
Project write-ups
By November 7, please post a write-up of your semester project (so far) so that we can organize peer review. At this point, you should have at least a draft ready for conference presentation--7-10 pages, formal enough for that purpose, etc. Whatever state your project is in, the write-up should report on it as if you were presenting a paper at CCCC, WPA, NCTE, TESOL, or some other big conference. Thanks!
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Here's my working draft. I'm still revising my findings, but everything is in the paper at the moment. Also, I have a couple of really long paragraphs where if I were presenting this would just be on a PPT slide. I just wasn't sure how to include that in the body text. I made a link to Google doc, but my formatting got changed when making it a Google doc rather than a word doc, but I have tried to fix it up as much as possible.
ReplyDeletehttps://docs.google.com/document/d/1utTkb6OhV4NYlnuNwq2wglzFUWJOA7narZMwL9n--SU/edit?usp=sharing
Anna-Karin, Here is a link to my feedback. I hope you enjoy
Deletebreak!
https://docs.google.com/document/d/1RmPeIvtbDLc1twyc-WXjQMlldmHm-_Cm9TVi3Wml6RU/edit?usp=sharing
Hello all,
ReplyDeleteHere's the link to my draft! If you get me for peer review and would like a Word document, let me know and I'll send it your way.
https://docs.google.com/document/d/1iXgVc7cB26zQhXx-vkdoddEnw_q3pWQnbNLL70eWtaY/edit?usp=sharing
Here is a link to my draft:
ReplyDeletehttps://docs.google.com/document/d/13Ijjj8359Y9EJAAJiHpGMLlmLg0HoGDgbGM7GozZ420/edit?usp=sharing
Edie Marie,
DeleteI see great potential in this project! I love the personal connection to the topic; it makes the issue more relevant to the reader. I wonder, however, if there is too much focus on the personal connection the way it is currently written. I wonder if it is possible to substantiate the need for developing editing skills and editors in some way. Is this need stated in the literature somewhere? Is there information out there about how editing is perceived by students? I like the historical background, it helps situate your personal experience. It might be good to have more connection to the literature in this regard. Maybe you could find some citations for the higher order skills needed in editing (critical reading, critical thinking and analysis skills). In your writing, there is a clear literature base for peer review. I don’t know if this is how you intentionally framed the literature from older to more recent, but it seems like a logical progression. I wonder if there is anything more recent than 2009?
On the third page, you mention the importance of well-designed assessment so that the assessment is not hurtful. I was wondering if you have a connection to the literature to help back that comment. That could help strengthen the claims that you want to make at the end of your paper.
From your presentation it sounds like the problem that you are focusing on is that 101 students lack the fortitude to conduct peer review well, and that 101 students need more training in order to change their mindset about peer review?
One of my earlier questions had to do with the use of both 101 and 201 but you cleared that up for me in class. However, I have a few more questions related to your methods. Why did you choose to survey the students as opposed to interviews or focus groups? What was the reason for surveying students? How did you find the students? Were they former or current students? It sounds like in the current iteration that the participants will be current 101 students from various instructors.
Out of curiosity, who do you think your intended audience might be – other English instructors – at WSU or outside WSU? You could potentially provide examples of how other instructors might be able to use the data that you have collected whether for their own teaching or their own research.
I enjoyed reading the writing! It flows for the most part aside from where you need to update the methods, results and discussion. ☺ Sorry for being fixated on your methodology and wanting more grounding to the literature in the inquiry. I have taken multiple research courses in the past year dealing with developing good research methods.
https://docs.google.com/document/d/11Oi9QPG5QuE_tJLZQR7TAmcpufyTDMXxrUjPkWne3ww/edit?usp=sharing
DeleteHere is the link to my feedback. Have a wonderful break
This is my draft so far! I am in need of all the feedback I can get.
ReplyDeletehttps://docs.google.com/document/d/1Tp3pHbE67VYWqw75-iGFErGs2kWoiXegOpRasjSFB6Y/edit
Hi Annie,
DeleteI tried to access your paper, but it said I needed to request permission which I did yesterday. I just realized that you may not recognize my gmail account which is annakangaroo@gmail.com. Could you authorize access for me to read your paper?
Anna-Karin
I just updated the settings, I think that this link is now accessible to anyone! let me know if it works
DeleteThis comment has been removed by the author.
ReplyDeleteOh, my! I had posted my write-up in the wrong place--in the "Class Q&A"! So, so sorry about that! Here is my link: https://1drv.ms/w/s!AgjVmHf4H81igX-01UMuhCFsm9m_
ReplyDeleteI have also attached a screenshot, showing that I had posted on November 10, just in the wrong place: https://1drv.ms/i/s!AgjVmHf4H81iggGEYAxzKXs2yzxu
Post attempt #2:
ReplyDeleteHey y'all,
Here is the link to my tentative draft. It's really rough, but I'd appreciate any feedback(forward) you give!
Thanks!
Link: https://1drv.ms/w/s!AhhQ4hQABmCPhXvxarGSzK0AJxqu
Hi Edd,
DeleteFirst of all, that was an awesome presentation! :) Here is the respondent feedback I provided in class:
“Service Learning Assessment at WSU” by Edrees Nawabi
Peer Review Feedback by Tabitha Espina Velasco
Nov. 16, 2016
I appreciate your discussion of service-learning within the context of WSU and the ways in which it is being implemented and assessed. I think that this discussion is important within the context of assessment, to writing assessment, and then specifically to WSU. Given this significance, I wonder if there is a way to make this contextualization clearer, moving from macro to micro. I know you mentioned going through your lit review of service learning pedagogy. I suppose I’m wondering how/if you’re going to move from service-learning pedagogy broadly, to service-learning in composition, to service learning in WSU. Or are you proposing that composition courses provide a richer space for implementing service learning at WSU, as in Deans’s argument in Writing Partnerships: Service-Learning in Composition? Do you think that literature on general service-learning pedagogy is necessary? Or just within composition, so that it brings you directly to your discussion of service learning in EN 301, specifically?
I do think that, given that the current service-learning assessment methods are, as you mention, “not valid” and “outdated,” they need to be revisited. I suppose I’m just unsure of how they can be revised. Since the CCE dictates a lot of the parameters with the exception of assessment strategies, instructors should therefore take advantage of this latitude and implement service-learning assessment methods that align with best practices. I do think your analysis of the shortcomings of Waterman’s method are significant, especially given the emphasis on the quantitative for something so intrinsically qualitative and the ambiguity of the concept of “growth.” Like you, I wonder how growth is to be measured without a definitive product. Instead, like you said, it should be considered a performance assessment—they either met the outcomes through the service-learning project or they did not. Some other studies that came to mind while reading the statement of your research problem was Cushman’s “Sustainable Service Learning Programs,” which looks at the professor’s role in the viability of service learning initiatives and their impact on the community. Because the CCE gives instructors such latitude, it may be significant to examine what instructors can do to ensure that these projects are meaningful for the student and for the community.
In terms of the framing, I had a similar organization in my own paper. However, Bill gave me some advice for restructuring that I will now pass on. Initially, I began with my lit review and then explored a specific example of that assessment. I then proposed possible solutions in light of its problems. Instead, Bill recommended that I examine the problems right away, and then interweave the literature on best practices to address these problems. I think this would help readers to have a better picture of the statement of your research question and how you are addressing it. I think of your paper, like mine, as a little case study.
DeleteOverall, I would like to see your analysis of how service-learning is implemented at WSU, particularly in EN 301. You mention going into detail about the major projects, and I would like to know how these projects are assessed in light of the objectives established by CCE and the purposes of service-learning as determined by the instructor. I also want to see how these assessments align with the definitions and development of service-learning pedagogy. It might be helpful, then, to define service-learning in the ways you are using it in this paper. You use the metaphor of apprenticeship, but could that analogy be related to a common definition? I think of Zlotkowski’s definition of service-learning or even the definition established by the Commission on National and Community Service. Overall, as part of your conclusion, what could be a possible action plan as a response to this analysis? What would you like this action plan to entail? (I provided more specific comments as tracked changes in your Word document.)
You have a is a great beginning! It’s not until page 4, that it starts to become clear to me what problem is that you are trying to address. It sounds like the course in question had a mismatch of goals in service learning with the learning outcomes. Is this correct? This mismatch and lack of English department service learning connections seems to be a problem worthy of exploration.
DeleteAs of right now, I do not see much of a connection to literature. You discuss Waterman, but there is not much else given about the concept of service learning and why it is a popular learning tool at universities. Is Waterman the only person exploring service learning? How is service learning used outside of English courses? Are there examples of Waterman’s theory being used at institutions? If, so where is his framework being used? I also wonder from what theoretical lens that you approaching this analysis from? Is the work being analyzed from Waterman’s framework? If so, why did you choose his framework since you argue that it is outdated? Are there any alternatives?
Are there specific benefits for service learning? I assume there must be some since there is an Center for Civic Engagement (CCE) on campus. Maybe you could address some of the reasons that institutions are interested in promoting service learning. Why is service learning a trend at WSU or at other institutions? Maybe you could also explain the process that an instructor goes through when she wants to have a service-learning course. What if anything does the instructor need to do to make a course have a service learning focus? How do they affiliate the course with the CCE?
After listening to your presentation, I wonder if you could expand on what the instructor in question had students do in her service-learning course. I liked how in the presentation you explained how service learning works at WSU. Also, in the presentation handout you gave all five criteria for civic engagement that WSU’s CCE has. You clearly state in the paper that you want to focus on 3 and 4, but I wondered what the other three were when I was reading your draft.
In some ways, I think I am still hung up on how service learning is different from experiential learning as I mentioned in my email. Even after listening to Bill’s example in class, I still don’t see a difference. His example seemed to be what my understanding of experiential learning is. Though, I’m starting to wonder if I have learned a British/Hong Kong term for what is known as service learning in the States.
Sorry, for all my questions! I’ve taken quite a few courses in the last year related to research methods and developing a good framework for research. This seems like a great topic of exploration and I hope you can develop it into a line of inquiry for yourself! ☺
I think this discussion is significant to the field, especially as the WPA Outcomes Statement often foregrounds discussion of FYC standards. I also think your methodology of looking at both textual and conceptual revisions will provoke thoughtful discussion of the nature and implications of these revisions. One of my concerns, however, is how your argument differs from that of The Outcomes Book: Debate and Consensus after the WPA Outcomes Statement by Harrington, Rhodes, Fischer, and Malenczyk. I suppose a lot of it would have to do with how you are analyzing the revisions as your data—textually and conceptually—and what conclusions you will draw.
ReplyDeleteOverall, this paper is impeccably articulate and has a clear purpose. I do agree that distinctions between outcomes and standards, global contexts and local contexts, and theory and practice need to be maintained in every configuration/revision. I look forward to reading how you will continue to develop this project. More specific comments in response to paragraphs and sentences are indicated in tracked changes within the document.
This comment has been removed by the author.
DeleteThis is the third time that the blog has erased half of my feedback to Mark on here. I have a screenshot that shows it's published, but when I check again, it's gone. Anyway, I emailed my complete feedback to Mark (the first half of this post) on Nov. 17 (date of the post), so if anyone wants a digital copy, I'm willing to send it rather than try to post again here.
ReplyDelete