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Engaged enquiry in WRIT2002 : Advanced Writing and Rhetoric. Writing Hub. WRIT2002: Advanced Writing and Rhetoric. Frances Di Lauro. Context:. Senior, 6 credit point, Writing Hub unit Elective (no major) Size of Cohort: 62 students Blended delivery Live “flipped” lectures

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Engaged enquiry in writ2002 advanced writing and rhetoric

Engaged enquiry in WRIT2002: Advanced Writing and Rhetoric

Writing Hub

WRIT2002: Advanced Writing and Rhetoric

Frances Di Lauro


Context
Context:

  • Senior, 6 credit point, Writing Hub unit

  • Elective (no major)

  • Size of Cohort: 62 students

  • Blended delivery

    • Live

      • “flipped” lectures

      • 2 traditional lectues

      • seminars

      • live excursion

  • Online

    • 2 online lecture

    • Assignment submission, marking and assignment return


  • Learning spaces
    Learning Spaces:

    • PNR Learning Studio 311 (flipped or reverse lectures)

      • Flat Room

      • 72 seats

      • 18 pods, each with a computer and a large monitor

    • PNR Learning Studio 316 (seminars and tutorials)

      • Flat Room

      • 30 seats

      • 15 desktop computers on spider arms

    • Outdoor field trip


    Http vostokzapad files wordpress com 2010 08 wall graffiti jpg

    The image below is from the following webpage:

    http://vostokzapad.files.wordpress.com/2010/08/wall-graffiti.jpg

    http://vostokzapad.files.wordpress.com/2010/08/wall-graffiti.jpg


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    http://tinyurl.com/lz2p44e


    In In

    The above image is from the following webpage: www.ibtimes.co.uk/articles/438656/20130223/banksy-slave-labour-auction-street-art-wood.htm


    Background given to students:

    “Several weeks ago, the mural disappeared from the wall. A photograph of the piece later appeared on the cover a catalogue advertising items for auction at a US auction house.”

    Students were instructed to watch a news clip: www.guardian.co.uk/artanddesign/video/2013/feb/24/banksy-mural-miami-auction-video


    • Week 1

    • Individual:

    • preliminary research

    • other perspectives

    • questions

    • brainstorm

    • create a thread on discussion board


    • For example:

    • A student of history might develop questions about the contribution of street art to public and social records.

    • A psychology student might consider the effects of such an event on the morale of the local community.

    • A law student might explore the legitimacy of the removal of the art and about who is entitled to sell it.


    • Week 2

    • Collaborative:

    • view basic article

    • further research

    • record findings and references in group journals




    • Week 3

    • Collaborative:

    • complete Wikipedia editing training module and create account

    • compare group research results with original article

    • add new research to a class wiki



    • Week 4

    • Collaborative:

    • follow instructions highlighted in yellow on class wiki

    • edit and proofread the work highlighted in purple

    • integrate with existing article on Wikipedia




    WRIT2002: Advanced Writing and Rhetoric

    Objectives:

    • evaluate the effectiveness of this text

    • assess the rhetorical situation and apply to debate current issues

    • analyse the rhetorical strategies in the text

    • seek connections between arguments and contexts


    WRIT2002: Advanced Writing and Rhetoric

    Outcomes:

    • plan for and meet goals and deadlines, both independently and as a team member;

    • demonstrate skills in research and analysis to link information in an original way

    • apply the concepts of rhetorical reasoning in evaluating discussions on current issues and defend an ethical and logical argument effectively in various mediums






    WRIT2002: Advanced Writing and Rhetoric

    Student Comments:

    • “It developed my ability to use different mediums of texts and technology and helped me to evaluate and integrate different styles of learning.”

    • “The technology and activities allowed great group work, which made the learning activities enjoyable.”

    • “Most lectures consisted of group work and peer evaluation. I’m now a lot more confident as a student in group work settings.”

    • “The level of interaction and the group-focused learning structure me make some friends from my course for the first time!”


    WRIT2002: Advanced Writing and Rhetoric

    Acknowledgements:

    Thank you to Susan Atkinson and Roman Tantangelo, of Sydney eLearning, for your invaluable guidance and support.



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