Do my coursework online

In the process, students are also challenged because the course is about breaking educational routines. Such a prob- lem-posing course design intentionally works to deroutinize what it means to be a student or a teacher.

A pedagogy of critical reflection is demanding, and yet the rewards, as students develop critically reflective lenses for reading and acting in the world around them, keep me coming back. Appendix Sample Course Units Unit 1 — Reflecting on technologies and technological practices in our everyday lives. Culminating assignment: Write a narrative focusing on how a particu- lar technology or technological practice impacted you in the past.

For this essay, choose an event or incident from your past in which the pres- ence of some technological device or practice had a significant impact on not only your behavior but also your outlook. Unit 2 — Reading the cultural codes embedded in our technology use. Culminating assignment: Write an essay in which you define student life on campus as it is influenced by a particular technology or techno- logical practice. Your goal is to review the content and design of this Web site for a specific group of readers that you identify.

Culminating assignment: Write a proposal that formulates a problem, considers the alternatives, and offers a possible solution(s) for a par- ticular group or community of which you are a part. Rhetorics, Poetics, and Cultures: Refiguring College En- glish Studies. Urbana, IL: National Council of Teachers of English. Central Problems in Social Theory: Action, Structure and Contradiction in Social Analysis. The Constitution of Society: Outline of the Theory of Structuration. Empowering Education: Critical Teaching for Social Change.

While many students come from Florida, the university also has a significant out-of-state and international student contingent. In their first year, all Florida State students are required to take a two-semester sequence of writing courses. The first course, ENC-1101, in which students are usually not required to use external sources for their writing, teaches basics of invention, revision, writing workshops, and so forth.

During the second course, students are asked to incorporate the voices and opinions of others into their writing. While it is somewhat restrictive to say that ENC-1 102 teaches only academic writing, since the genre is difficult to define in broad terms, the course certainly encour- ages students to analyze texts for both content and style, to con- duct research, and to produce mainly analytical writing, although with a personal voice.

ENC-1102 is not the only option for those students who suc- cessfully complete ENC-1101. Instead of ENC-1102, they can take ENC-1145, Writing about Topics. Recent sections of ENC-1145 have ranged in subject from Writing about Tallahassee to Writing about Star Trek to Writing about Issues in Sports. Class sizes in all first-year writing courses are generally twenty to twenty-five students. The course I discuss here, Writing about Growing Up behind the Iron Curtain, I taught in the spring of 2000.

It do my coursework online was a section of ENC-1145, with an enrollment of twenty-three writers, most of them from Florida. Course Description research essay help In designing the course, I hoped to engage students in a dialogue about growing up in a different culture and social system and to invite them to compare their own experiences in the United States with those of their peers abroad. To produce engaging prose, writers must be able to use ideas and notions other than their own while carefully weaving their own life experiences and memo- ries into the text.

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Thus, I hoped to achieve a balance between personal stories and analysis of the class readings. For all writing assignments, the students were invited to use personal examples as well as the material from the texts. I encouraged the class to think and write about concrete individuals (including themselves) rather than make broad generalizations.

Their resulting texts lack focus and voice, functioning instead as summaries of available sources. By asking my students to connect the readings with episodes in their own - 23 COURSE DESIGN lives, I hoped to help them stay focused on selecting and using only the material that related to their own life stories. Students were required to write weekly response jour- nals and were also encouraged to use the ideas from those jour- nals in their essays. In addition to journals, the course required four larger writ- ing assignments — three traditional papers and one multimedia group project, for which each individual group was free to choose the format. Describe it and show your readers (inter- ested, friendly peers) why you consider it important. What do my coursework online people, events, and social circumstances influenced you and them? Were the outcomes similar or different for them and for you?

Remember that this writing is exploratory and is meant to help you learn about yourself and others rather than prove a point or develop a thesis. I constantly encouraged the writers to draw con- nections between their own lives and the lives of the people in 24 - Writing about Growing Up behind the Iron Curtain the class texts.

How are these backgrounds similar or differ- ent from your own? Do they in any way explain their actions or the importance of these events? By do my coursework online having students combine personal experiences with the read- ings, I wanted them to arrive at concepts such as value of educa- tion, value of work, and value of family in their own lives and in the lives of the people in the book and to consider how these values might have been shaped and influenced by their respective cultures and societies.

You are writing for an audience that is less familiar with the topic than you are. This audience is also likely to understand you better if you use your own personal experiences here in the United States.

You are expected to make some generalizations about the issues under discussion here, but remember that every do my coursework online time you make such generalizations you need to use examples and specific details. By assigning this essay, I wanted the students to have some practice in reading the texts closely and at the same time learn that close reading can and should be personal and interested.

The next project focused on the same sources but used them in very different ways: Multimedia Group Project For this project, you will work in groups to produce a repre- sentation of a problem or aspect related to the subject of this class that interests you, in a medium of your choice. Some possible media include Web sites, posters, brochures, and zines. Please remember that you are writing for a general audience of your peers that is less knowledgeable about the subject than you are. I also invited the students to use the topics of their multimedia projects as starting points for the final paper of the semester — the research essay: The Research Assignment Your task for this project is to become an authority through research on one of the aspects of the culture at the center of this class.

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