Active Reading, critical reading and informal reading response – DEMONSTRATE A RELIABLE READING PROCESS I place myself on the 85% mark from novice to Master. I have evidence of my note taking in my reading log where it shows my understanding of a reading. It provides examples of  me asking questions and summarizing a paragraph or the main idea in a paragraph. For example on a sentence I might not understand I will write what I don’t understand with question mark.  My writing is informal, that does show my audience (the reader) extending ideas, challenging ideas, and exploring connections between texts. For example in this educating Rita assignment I draw a relationship across multiple texts  to show my understanding of key concepts like a secondary dominant discourse. How the social roles of status and privilege are accompanied by the benefits of such roles.  I present specific passages and ideas about those passages in small group work in class and online in my blog posts.

 

 

Practice using language features capable of expressing and generating complex ideas  I set myself in the 90% point between Novice and Mastery.  My source introductions are responsible to the source, located within the context of my literature. I use signal phrases and reported verbs that vary in ways that suit my purpose and context. My work citations follow correct MLA format which enables the reader to locate the sources. An example of this is my project 2 paper.

 

 

Integrate Ideas with Those of Others I put myself at the 85 percentile on the Novice to Mastery trajectory. In both project 2 and all the gee assignments I display my ability to select quotes that are interesting, revealing, complicated and when they are in need of a response. In the Educating Rita assignments, I advance my understanding of providing context for specific passages being quoted and paraphrased. Using Amy Cuddy ideas mixed with Rita quotes, I analyze the character of Rita, and argue claims about the way Rita acts. I connect ideas within and between paragraphs in my Literacy Narrative. Making more sense of the structure of my writing. I present textual evidence that confirms a claim, like when asked about what might gee/Cuddy think or observe about someone or a situation, I use the evidence in the Cuddy transcript and Gee readings to make a claim backed up with significant evidence. Like in this Gee reading assignment.

 

 

I believe on the scale of novice to mastery, for the learning objective demonstrates a multi stage recursive writing process‘I position myself in the 90% (if novice is 1% and mastery is 100%).  I do reorganize paragraphs to effectively develop a writing piece. An example of this is in my rough and final draft of my literacy narrative. Where I get rid of entire paragraphs that are not beneficial to my main point.  I am able to change my introduction to better frame the project, and better establish the conversation. As shown in introductory paragraph on my rough and final drafts in project 2. I have proved to evolve my utilization of source use (evidence) and explanations in my writing. I directly explain my evidence, where it came from, what it means, how it relates to a certain topic. Like in the gee assignments. I believe my punctuation isn’t where it needs to be. Going back over my writings, I  find places to insert commas and semi colons. This is an indicator my grammar must improve,  along with the ability to spot a punctuation error.

Engagement  Demonstrates growth mindset beliefes via attitude and behaviors  I place myself on the midway point between Novice and Mastery(75%). I attend class on a consistent basis and am willing to learn.  I didn’t show up prepared to learn, due to my lack of completing assignments on time. I do participate in small groups and actively engage in class discussion. I ask questions when they arise. I do try different approaches to writing. Whether it be in MLA format like in the project 2, or Barclays formula, like in the day 3 gee readings.  A big difference is in my pre writing. I used to jump right into my draft, and now I piece together an outline. Just like I did for my literacy narrative pre write, found in my reading log.  For example, in high school, to start a paper I used to just start typing and producing a piece as I write. Now I lay out my topics and write details to support or contradict them. I write out questions to know what I’m really talking about, and to decipher how to answer these questions.  I also gather ideas from multiple sources, as shown in my Gee and Cuddy assignments.

 

 

Critique Own and Others work. I present evidence of commenting on my peers draft to offer specific suggestions for change and give counter arguments to their claims. I also address their development of a claim they have.  I show this in my evidence of peer review project 2. I present visible work after a draft that demonstrates efforts to clarify, rework sections, and re think ideas. An example of this is my 2 drafts of my literacy narrative (rough) and (final).  From reading other students writings, occurs a discussion of the exploration of ideas and even counterarguments also available in my peer review of project 2. I place myself on the 95% point in the scale.

Control Individualized Error Patterns I’ve named my common errors (usage of commas and semi colons) Example is putting a comma where a semi colon should be placed, or not putting enough commas in a sentence. I do show proof of sentences that are incorrect and that I do revise and change them for the final draft.  Example of this is in my project 2 first and final drafts. My patterns of error are reduced and sometimes eliminated from the final draft. I proofread all pieces before turning them in. I place myself on the 90% mark.