Boston's Blog: October 2008

English 101 Course Goals
1. Understand that inquiry is the beginning of all writing and reading.
I have discovered that I do much better in my writing if I take the time to understand the prompt better than if I just rush into it.
2. Understand the nature of inquiry as a visual and verbal process.
While I agree that it is important to verbally inquire about prompts and such, I don’t really think that visualization is 100% necessary.
3. Understand the connection of inquiry and audience.
I understand that you must change your topic to suit different audiences.
4. Understand the connections among inquiry, argument, and audience
I am still trying to figure out how to tie these three pieces together to improve my writing.
5. Practice writing as an ongoing process that allows writers to invent and rethink as they revise their work.
I have already started to rethink and revise my papers for the final portfolio.
6. Integrate primary research as appropriate to the rhetorical situation.
I haven’t really done much research except for my letter to the editor, but I feel like this is an area that I am competent in.
7. Develop the ability to work well with others on composing tasks.
I feel that I work well in my groups, and that we all help each other out.
8. Develop confidence in writing through inquiry and exploration.
I wouldn’t say inquiry makes me more confidant, it just gives me other angles to consider.
9. Take responsibility for their own progress.
I have made a conscious effort to keep myself on task.
Course Content & Format
1. Discuss and analyze the role of inquiry in reading and writing texts across a variety of genres.
I feel like I would be able to both analyze and discuss multiple genres of writing competently.
2. Discuss and analyze visual and verbal texts, examining each kind of text for its rhetorical situation.
This could be the most cryptic question in the world. I think I could discuss the rhetorical situations of a book?
3. Compose texts using writing as a tool of discovery and shape that writing to a rhetorical context, involving a process of prewriting drafting, and revising.
I am not the greatest prewriting guy in the world. But I do feel like it helps my papers.
4. Compose texts using multiple drafts, revising based on peer feedback, self-reflection, instructor written comments, and teacher student conferences.
I don’t always like to, but I do feel rewriting a paper helps get all of my ideas in a paper and makes it more focused.
5. Organize and compose ideas and supporting evidence in a controlled writing environment.
I think I come up with my best ideas outside of class, however, in-class-essays are not that difficult.
6. Complete a variety of four writing assignments employing various media and primary research for various audiences and contexts to be included in the student portfolio.

7. Reflect at various points on the composing processes used to construct the multiple texts of the student portfolio.

University Core Curriculum Goals
1. Engage in lifelong education by learning to acquire knowledge and to use it for intelligent ends.
I will hopefully continue to write after this class.
2. Communicate at a level acceptable for college students.
I feel that my writing is at a college level.
3. Clarify their personal values and be sensitive to those held by others.
I think that I can easily convey my feelings of a subject.
4. Recognize and seek solutions for the common problems of living by drawing on knowledge of historical and contemporary events and elements of the cultural heritage surrounding those events.
I am comfortable using examples from past and present experiences.
5. Work with others to solve life’s common problems.
I am a great people person.
6. Assess their unique interests, talents, and goals and choose specialized learning experiences that will foster their fulfillment.
I think my time at Ball State University will defiantly foster my fulfillment.