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application/vnd.openxmlformats-officedocument.wordprocessingml.documentMegan,_Billy,_Y ... y-final_reseach_paper.docx (61kB)
|Research Process and Final Paper||Microsoft Word 2007|
|Title:||Motivations of Students among Various Racial Groups to Enroll in ROTC|
|Author(s):||Fullmer, Megan; Legare, Billy; Ma, Yunli; Payne, Kelly|
|Series/Report:||First, we strived as a class to meet the course goals. Second, we tried to reach those goals through a number of intertwined and foundational concepts including - thinking like the writers we are, creating a writing workshop environment (see the terms "Meta" and "Dialogic" and “Talking Stick”), nurturing a learned and healthy form of mental suspicion (critical thinking) leading to an awareness of "Rhetorical Situations," and eventually, creating a "dialogic" and "meta"-classroom environment.
In Rhetoric 105 students were expected to:1. develop skills as readers and writers by reading and writing sophisticated prose; 2. experience writing as a process of revision, where longer, more complex pieces grow out of earlier work; 3. reflect on their processes as readers and writers as they read, write about, and discuss the texts of the course: published work, peers’ writing, as well as their own; 4. become more practiced at using writing as a means of investigation, of figuring things out, thus challenging the commonplace belief that all writing is designed to prove something once and for all; 5. identify and connect the intellectual and philosophical insights that arise when reading and writing personal and ethnographic essays, to the contexts of our day to day lives; 6. accomplish 1-5 above within a course context dedicated to theorizing and practicing the art of the personal, ethnograpfic, and academic essay.
|Date Available in IDEALS:||2010-06-03|
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University Units and Institutional Transformation
Projects in this collection explore institutional growth and change as seen in the histories and practices of university units and programs.
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