Romeo and juliet essay help

Rather than define the final paper in regimented terms, I could offer students alternatives for presenting their research. As El- bow suggested, I could use the revision process to help students develop, even change, the direction of their writing. Assigning my students romeo and juliet essay help more writing and more revision at first seemed a daunting task as I envisioned several hours of pa- per correcting.

What I needed to learn were new methods of response: broader ways of provid- ing feedback and a less rigid notion of what teacher and peer response meant. Some students un- derstood the concept and used the process to help their writing. Other students focused only on edit- ing and grammatical correctness despite my attempts to shift emphasis to content and development of ideas. I also heightened the importance of peer response groups in the revision process of the research paper. Before I could address minimal, even ineffectual revision, I first had to rethink my ex- pectations for peer response. Like Romano, I feared that peer groups did not give enough direct feedback to writers about their work. What I grew to understand was the necessity of social interaction between writers as they talked about and read their work and saw their writing from different perspectives. I learned to loosen up my guidelines for peer response at times and provide stronger direc- tion at others.

I learned that peer response could be as basic as listening to drafts being read aloud. I encour- aged peer groups to do more reader-based responses, as Peter Elbow and Pat Belanoff suggest in Sharing and Responding (1995).

Students needed practice as critical readers, listeners, and responders. Although helping them gain skill in responding took time, the effort paid off by making my writing classroom more student centered and by allowing students to receive meaningful feedback to their writing. Even when I provided an environment that supported revision and re- flection, students had varying expectations, abilities, motivation, and preparation. I needed to encourage them to develop and change over time, and I needed to be patient when students did not respond as I had envisioned they would. Several components of this research project invited students to reflect on their writing and on the subject of their writing. Through formal and informal conferences and peer group dis- cussions, students began to form perspectives on their romeo and juliet essay help topics and to present their new understandings about their topics. Cover memos encouraged reflection as students thought about the de- velopment of their writing in draft form. Approach- ing the project in two stages allowed both my students and me to focus on developmental concerns, if needed, and encouraged their interest in their topics to grow and take new directions. Allowing for alternative types of writing in the second section of the re- search project also romeo and juliet essay help prompted student reflection. The new directions students took in their research projects were exciting. Some students clearly became personally invested in their topics. After researching a topic that directly affected her life, Martha wrote compelling reflection, her personal reaction based not only on emotions and memory but also on a larger, cognitive understanding of her topic.

Students had the freedom to present their information in a manner of their own choosing. Many wel- comed the opportunity to vent, to express their opinions, and to reflect, revealing a fluidity and intensity in their writing that some lacked in their initial documented sections.

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The alternative forms of writing encouraged in the second section of the research project allowed some students to become more expressive and more re- flective about their subjects than the traditional research paper had allowed or encouraged.

Mastering formalistic concerns in a lengthy paper became secondary to expressing perspectives and learned understandings about research topics.

The flexible na- ture of the assignment encouraged students to discuss their sub- jects in ways not always accessible in traditional research papers. WRITING ASSIGNMENTS Elbow, Peter, and Pat Belanoff. Urbana, IL: National Council of Teachers of English. First published in College Composition and Communication 33 (1982): 148-56.

From this location, Wright State offers higher educa- tion to approximately seventeen thousand students from prima- rily rural and suburban areas in the surrounding four counties of southwestern Ohio. Until recently, these students were almost entirely from white, working-class backgrounds, and most of them worked more than part-time hours to pay for their education. But with the academic and research successes of the university over the past five to ten years, this population has shifted, and now between 30 and 40 percent of students live on or near cam- pus. So while the majority of our students still work outside of school, we cannot so easily assume they share common patterns of experience with regard to social class and family background. Even with these recent demographic changes, our students hold a practical worldview of their education and future work. Among our English majors, the students concentrating on sec- ondary education in particular maintain this perspective toward their classes. My department and I did not intend this quarter-length course to be 159 - 129 - WRITING ASSIGNMENTS a watered-down version of a graduate course, a class on argu- mentation, or a historical survey, which was already available in the communications department. Nor could I develop the course around rhetorical issues of the corporate workplace, as some undergraduate rhetoric courses have done. So with audience and pur- pose in mind, I designed Rhetoric: Language, Power, and Persua- sion, a course whose main goal is to develop critical rhetorical awareness. Through their projects and analyses of readings, stu- dents ask how different forms of oral and written language inter- sect with power relations and acts of persuading others in specific social contexts that will be common in their future lives, particu- larly in the setting of the public classroom.

Over the term, the projects focus on three key areas of rhetorical study: discourse, metaphor, and persuasion. The Ethnographic Project: Studying Rhetoric in Action Despite the practical nature of our students, many have a hard time imagining a rhetorical study of the everyday world. If they have considered rhetoric at all, they have associated its practice with big-time politics and mass media communications, as most Americans do. Through romeo and juliet essay help ethnographic methods of partici- pant observation and interviewing, students examine which strat- egies, appeals, and assumptions might be persuasive for a particular social group from the perspectives of various insiders. Along with excerpts on ethnographic methodology from Chiseri-Strater and Sunstein (1997), we write my admissions essay discuss the relationship of identification, persuasion, and local knowledge in three communities.

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