In my Project 2 Discourse entry: “Fake it til you make it” I provide many examples of my assessment along the novice to mastery evaluation.  For the learning outcome Writing as a recursive process I made profound changes to my draft multiple times using my resources available. An example of this is when we did  peer review and my classmate gave me new ideas to insert into my draft. I reorganized the placement of my paragraphs from the first draft to the final. I used my peers as an editing tool which helped me better frame my paper. I put myself in the 80th percentile on the novice to mastery trajectory.

 

 I was able to change my introduction to include my point of view of whether you can fake it til you make it and provide evidence for my claim on this and why it’s important. Through the process of Peer review I was told I had many quotes throughout my paper with good evidence but that I didn’t state my claim or have a big idea quote in my introduction. I am showing here that I integrate ideas with those of others by taking my peers advice and applying it to my paper. In My introduction I introduce discourse, Gee, and Cuddy. While paraphrasing and I took out sentences like “These are the things that make a group a group” (project 2 first draft). I saw there was no need for sentences like this. I put myself right behind mastery of this learning objective.

I show evidence of active, critical and informal reading in my reading log. I provide examples of note taking that shows I’am asking questions and drawing relationships between parts of a text. I challenge the authors ideas with evidence from the text. For example I elaborate how Gee contradicts himself in his views, then I state both his views and explain why they  negate each other. I place myself in the 75% range on the novice to mastery trajectory.

 

This is a quote from my project 2 first draft. “Gee could agrees with this notion due to the fact that having a mentor to guide you through the process of attempting to enter a discourse enables you to make mistakes and improve the most” (project 2 first draft). I showed that I can critique my own work through  trying to change how I explain Gee’s stance on apprenticeship.  “Gee does agree with this notion due to the fact that having a mentor to guide you through the process of attempting to enter a discourse enables you to have the best access to that discourse.” (project 2 final draft). A great illustration of this learning outcome is my evidence of peer review project 2. I revised my words to develop my claim more. I place myself in the 75% area for this learning outcome, on the novice to mastery trajectory.

 

I Document work using appropriate convention with correct MLA format. I Provide examples of this in my Project 2 – Entering in a discourse paper. I also use Barclays formula in my assignments. An example of this is in my gee reading day 1 pages 5-7.  I put myself in the 90% on the novice to mastery trajectory.

I control Individualized error patterns by correcting punctuation errors from my first draft to my final draft like in my project 2. I place myself in the 75% point on the novice to mastery trajectory. I believe I have a lot of improvement in the area. With finding errors in my writing and knowing how to alter them, and how to word it, so it flows with my piece.

I show engagement by Attending classes, and actively participating in  small group and class discussions. I put myself in the 60% point on the novice to mastery trajectory. I haven’t done a good job of completing assigned activities in due time. I need to manage my time better so I can master this learning outcome. I also review mistakes to explore ways to improve.