English 150

This picture is showing two of our outcomes.

In the picture above, Alex Higgs is playing a role for Halloween. This is showing growth in two of our course outcomes. Those two outcomes are: "choose words and tone of voice appropriate to a given audience" and "analyze and define the needs of their intended audience". The way that I will be able to use this for my future classes is keeping in mind that every activity/paper has different audiences. The words I use and the way that I will have to portray information will vary.

In this photo, one of my class mates is using the Rhetorical Triangle to help her organize her thoughts in our Unit 2 paper. The course outcomes she's achieving is "analyzing the writing situation and choose appropriate methods of organizing effectively" and "analyze and define the purpose of their writing." This is happening because we had to use an ad campaign and try to analyze what society values. This was a lot harder than I particularly imagined. For my future actions in trying to choose methods of organization I will look for the best method of attacking the situation when I have no idea how to approach it.
"Organize their idea's effectively"

In this picture one of my classmates used previous knowledge from her course outcome in English 150, to help organize her thoughts for another class. This shows that the course outcomes that we learn and demonstrate in this class are used in more places than just one. I will be able to use this course outcome to help me study for exams, plan events in my sorority, or even help me decorate my room when I move into an apartment.

The two best pals from your English 150-047 class!

This day in class we worked all day on a general outcome. That general outcome is to "work effectively with others to produce and/or revise written materials." We were looking at each others unit 4 papers. We also worked with each other incorporating the outcomes such as: assess sources and information, develop ideas and find reliable resources for their writing. This was happening because we were drafting our unit 4 papers. We were getting useful feed back from our classmates. During this time I learned a lot about my ability to work with others. I realized that it is hard for me to give constructive criticism back to my group, even when I know they deserve to get that information.

Making a quizlet to help her, and many others, study for an exam.

This is my suite mate demonstrating one of our English classes course outcomes. That course outcome is "analyze the writing situation identify needed information, and locate the appropriate information for their writing." She is using her knowledge and book to find information about the painters and pictures for her Art History exam. It is obvious that this outcome can and will be used outside of this class. I will personally use it when I don't really know what information is needed for a writing piece, or in a class where the requirements are not so clear.

This picture is showcasing different learning outcomes. In this picture is a classmate named Ben. He is showing the learning outcome of analyzing the context and purpose of writing. This is being showcases because he is writing up his reflection on his unit 3 project. He is reflecting on his struggles, successes, and things he would've done differently. These are helpful to us as students so we can reflect and be aware of the things we're good at, and not so good at. This will help future actions because now that we know what we could've done better on the next time we write a paper like this we will know how to accomplish it better.
Dr. Pavletic helping her students understand the requirements for the unit 4 paper.

In this class, Dr. Pavletic is demonstrating how to find reliable sources which is a course outcome. She is also explaining that we need multiple text citations and that we're going to have to be able to achieve the general outcome of adapting to the workplace and produce a variety of written documents as required, and to state and support assertions. This is happening because as the unit 4 paper began the students weren't very clear on all the sources we need for the paper. She was helping us understand that we needed to find different sources and annotate them to help us write a good bibliography. Since we were writing a bibliography, another course outcome was achieved. Which was to state and support assertions. This was achieved by forming our opinion on whatever our research topic was, and finding text to help support it.

Group peer review of our unit 4 paper.

In this picture, Andrea is revising my unit 4 paper. In this photo the course outcome that is being demonstrated is "improve their content and style using feedback and revision" and also, "Critique other's drafts and work collaboratively on a writing problem." This picture depicts those learning outcomes because she is looking over the beginning of my paper and giving me honest feedback. This helped me realize what still needed work and what didn't need so much work. She also helped me address one of the questions I was stuck on to help better my paper. This paper was a lot more difficult than I thought originally because I didn't realize how tedious the work actually was. The peer editing helped me in the future because I got ideas on how to better my paper in order to get a really good grade on it (which I did!).

Alex Higgs revising his unit 3 paper.

In this picture the student is hard at work revising his paper. He is demonstrating a course outcome of editing a document for consistent point of view, standard grammar usage, mechanics and punctuations. This is happening because he wasn't satisfied with his grade on his paper previously. Meaning that he wanted to revise his paper all around making everything generally better. This is going to help him in the future by getting a better grade on his rewrite. Also, on later papers he will know he has to make sure all grammar, mechanics, punctuation and point of view are consistent through the paper.

Editing her paper to ensure her written communication is of appropriate language.

This student is demonstrating that after you write a paper it might not fit the exact criteria needed. She is demonstrating the course outcome of produce effective written communication demonstrating appropriate use of language, sentence structure, grammar, and mechanics. She's editing her paper to make sure that it is appropriate language, and that there aren't any grammatical errors. This will help us later on in life for any type of writing that need be done, but mostly business writing. We have learned that there is a different type of text that you use when you are writing a business letter. Knowing this can save you embarrassment in your future by knowing how to properly write.

Another class activity that we have done in this class to help with the course outcome above is that we were told to write a text out to our best friend saying we won tickets to an out-of-state concert. Then, after we were told to write an email asking a professor for an extension on a paper that happened to be due on the day of the concert. Lastly, we were told to write a note to a person of your choice asking them for some extra spending money. Throughout writing those three things I learned that there is a major difference between how you write to different people. This will help all of us in life because it is super important to know the different types of writing, and when to use them. That way you don't send your professor or boss an informal email, making you sound uneducated.

This class was the most difficult class i've ever taken.

But, you get out of it what you put into it.

Not only learning how to be a better writer,

this class has given me the best friends I could've imagined.

Difficult doesn't mean impossible. It simply means that you have to work hard.

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