Overview:
As a metacognitive activity meant to encourage you to reflect on new ideas generated this semester, I would like you to consider your Writing Truths. What are the top eight Writing Truths that you discovered or validated over the length of this course? Perhaps you agreed with Kirby and Crovitz, with Mahoney, with Allred, or with something your peers said. On the other hand, perhaps the Truths came about as you thought deeply and critically about the material and formed your own ideas – divergent from the authors. Possibly you will be able to incorporate some of these Truths into your Portfolio reflections.
Procedure:
Review your notes from the textbooks, your reading responses, the mini-lessons, and the reading and portfolio discussions
As you review, collect Writing Truths: ideas you want to be sure to remember and implement in your own writing and in your own classroom.
Format:
For each Writing Truth,
state the Truth,
state the source (such as Kirby & Crovitz, Mahoney, a peers mini-lesson, a discussion, etc.),
quote the source, and
explain why you chose it. I expect a college-level paragraph here, one that shows that you thought deeply and critically about your choice.
Be sure to consider at least eight Writing Truths.
Model:
Writing Truth #1 — Incorporate more visual text into my pedagogy.
This semester I thought a lot more about using visuals in my classroom. Ive always used visuals somewhat, but I am going to purposefully expand my use of visuals. Kirby and Crovitz say that visual texts are more engaging than are written textsGet your students thinking, responding, and writing about media and visual phenomena that have relevance and immediacy in their lives. Then, when its time to turn to more traditional texts, encourage your students to apply the now-familiar techniques used for nontraditional texts to more traditional text (295). Students are bombarded with visuals every day, especially in social media, and it is important to understand them. I agree with Kirby and Crovitz, that students see so many visuals that they have stopped paying much attention (282). Also, a visual is a different kind of argument, which is a way to differentiate my instruction. Ive also thought about the idea of the grammar of visual text, an idea I plan to research and explore in more depth. Next semester I will spend more time deconstructing visuals and using visuals to approach writing, especially argument.
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