Class Notes for Week Seven

Reading Response:

  • Have to have at least 10 annotations.
  • Is it rhetorically aware? Remember to summarize and bring the two texts together.
  • Can I tell from the annotation that you have read the texts? (Don’t just define a word.)
  • You must make a claim and then cite passages or give a summary to provide evidence.
  • You want to try to make a strong connection between your annotations and texts. Think about the bridge between claims and textual evidence.
  • The organization category is focused on a similar thread that runs through all the annotations. When revising try to make this clearer. For example, if a question is posed in the text maybe the next would answer that question.
  • Remember to integrate images and links into the annotations (a.k.a. multi-modality).
  • Dr. Wharton stated that she cares more about substance, rather than small grammar issues.
  • We plan our annotations to be linear, but this may not be necessarily possible. Dr. Whaton looks for transition words or phrases that refer to previous annotations.
  • In the summary make sure to cite it in your supplemental text. Not necessary for every annotation, but maybe provide a link. This would get you points for multi-modality.
  • In an essay, we sometimes depend on sequence, when we should really focus on clarification. The annotation allows us to practice logical connections and incorporating secondary sources.
  • Dr. Wharton needs to see an effort to revise and evidence of the process.
  • Can include personal experiences in the annotations. Also, can include questions and criticize the article. Further, you can look at the writing. Where was it confusing? What are some illogical fallacies?
  • Create and think about a balance between visual and text, instead of supplemental.
  • You can earn revision points on major projects. (Try to find time to incorporate pictures into the body of text for BED 1 and improve modality in Reading Response 1). Also, you need to write a reflection on how you improved the project.)
  • Reading Response 2 is due on Friday! 🙂
  • You may ask her whether you should do revisions for participation points or for her to regrade your assignment.

Kathleen G. Scholl and Gowri Betrabet Gulwadi:

  • Learning is connected to the learning environment (i.e. college campuses).
  • Campus affect learning outcomes and campus green spaces improve student learning.
  • Mainly looks at restorative value and attention.
  • Paying attention is kind of an exertion the way you can have physical exertion.
  • Having somewhere like the quad is just as important as places like the computer lab for student achievement.
  • This argument justifies the recreational expense of having these green spaces.
  • Criteria for beauty (subjective): architecture, nature, unique, isolated/self-contained
  • Scholl and Gulwadi have a very specific picture of an ideal college in mind. (These colleges also tend to be costly, private, elite/selective.)
  • These ideas may be somewhat unrealistic for urban colleges, like GSU.
  • One critic is that they have a generally good argument, but how do we address that at GSU?
  • Be careful about making assumptions when talking about the quality of a space.
  • Addressing the attention concept, just because you don’t go outside doesn’t mean your attention will fail. (This is a very subjective view.)
  • If green spaces are good for everyone, why would we be exclusive?
  • The author’s argument is somewhat narrow. (Need to think about other solutions that would be a better for the community.)
  • Need to think about who the changes.
  • Their conception of the type of student is very narrow.