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This document proposes integrating e-tools into writing classes under the umbrella of literature. It begins by outlining stereotypical problems with teaching writing such as disengaged students, weak language skills, and plagiarism. Technology can help by increasing diversity, fun, participation, autonomy, and collaboration. Challenges include technical issues, time consumption, and assigning roles. Literary texts can inspire ideas, enrich vocabulary, and develop critical thinking skills. Various e-tools are then listed that can enhance learning, such as websites for creating word clouds and anagrams to represent ideas, summarize texts, and revise vocabulary. The document concludes that literature can flourish students' thinking and inspire novel ideas to strengthen writing.
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This week you've learned about various facets of sexual identity and the ways sexualties are informed by social institutions, cultural norms, and other forms of identity (e.g., gender norms,油 race/ethnicity,油 social class, religion, etc.)油 油The film油 Moonlight provides us an opportunity to explore these connections as we watch the main character,油Chiron,油navigate his childhood and adolescence.油油 油(Before you begin,油please make sure you have completed the readings, especially油 Kameron Copeland's film review.)
Note:油 油The film is accessible from the library; just do a title search and follow the link to Swank digital media if the following link doesn't work:
https://digitalcampus.swankmp.net/udenver333780/watch/E83C519A1FB4E618?referrer=direct
In this four page paper, please answer the following question:
Writing Prompt:
揃 What does an intersectional analysis of油Moonlight油teach us about how gender, race and class shape Chiron's sexual identity (and his life in general?)油
Note, your paper should include a clear, well-defined thesis statement油 (or argument) that answers this question.油 Your thesis should provide the organizing油 framework for your paper and油 be supported throughout with the readings, key terms, and thoughtful examples from the film.
Other questions that might help you create your argument/thesis/analysis:油 油(Note, these are suggestions.油 You are not required to answer them!).
揃 What does 油this film油tell us about the relationship between油hegemonic masculinity and violence?油油
揃 What role does "family"油 (and its many iterations) play油 in Chiron's life?
揃 What does Chiron's life teach us油 about the ability (or lack thereof) for queer men of color to be "out"?
揃 This film received widespread critical acclaim and won the Oscar for "Best Picture of the Year" in 2017 for its thoughtful (yet arguably heartbreaking at times) portrayal of black queer masculinity.油 油However, some argue that Hollywood needs more positive portrayals of LGBTQ+ stories that celebrate diverse queer and LGBGTQ+ people.油 油Where do you think油 Moonlight油 fits in油 this debate?油油
Grading Requirements:
揃 Minimum of four (4) pages, double spaced
揃 Includes a thoughtful thesis that poses an argument; frames the paper; and is supported with the readings and examples from the film
揃 Engages with at least two油 (2) readings from Week 3油 and at least one (1) reading from油 Week 2.油 油(Remember to use parenthetical citations or footnotes...no works cited required)
揃 Avoids overusing direct citations and instead articulates the readings arguments by paraphrasing (and citing!)
揃 Thoughtfully answers above questions using evidence from film and texts to support insights/opinions/reflections Reflects college level writing standards (e.g., grammar, syntax, voice, spelling, etc).
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
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Discussion Board postings should be "original thought" posting. Unless requested to do so, students should not use the internet to create discussion board responses.
Discussion Board postings should be 300 words minimum in length, provide evidence of reading comprehension through illustrations from the reading assignments, critical thinking, and consideration of others' views.
When Discussion Board work is assigned on the syllabus schedule, students must post their responses by the appointed time and respond to at least two class members' posts within 48 hours/at the appointed time.
Discussion Board work is time-sensitive. Late submissions will not be accepted/will receive a zero.
It is STRONGLY suggested that you visit the discussion board frequently after your work is completed to see where the discussion is going and to further respond to your group members (or your instructor) if need be.
Please see the Discussion Board Rubric for grad
Assignment
Grading Rubric
Meets/Exceeds
Expectations
(10 Pts)
Approaches
Expectations
(8 Pts)
Needs Improvement
(6 Pts)
In-complete
and/or not
done correctly
(1 Pt)
No
Marks/Missing
(0 Pts)
Purpose
Purpose is clear.
Shows awareness of
purpose.
Shows limited
awareness of purpose.
No awareness.
No
Marks/Missing
Main idea Clearly presents a
main idea and
supports it throughout
the paper.
There is a main idea
supported
throughout most of
the paper.
Vague sense of a main
idea, weakly supported
throughout the paper.
No main idea.
Student didn't
turn in
assignment.
Overall and
Style
Well-planned and well-
thought out. Includes
title, introduction, and
statement of main
idea, transitions,
conclusion, using
APA standard: correct
font, font size and no
more than 1000
words.
Good overall
organization includes
the main
organizational tools
but font is incorrect
or word count is
more than 1000
and/or line spacing
is not doubled, or no
APA style.
There is a sense of
organization, although
some of the
organizational tools are
missing and/or late.
No sense of
organization.
Student didn't
turn in
assignment.
Content Exceptionally well-
presented and
discussed; ideas are
detailed, well-
developed with
evidence & facts
based on text
information.
Well-presented and
discussed; ideas are
detailed, developed
and supported with
less evidence and
details.
Content not as clear or
solid; some ideas are
present but not
particularly developed
or supported with
minimal evidence of
clear knowledge of
subject.
Content is not
complete.
Student didn't
turn in
assignment.
Structure Sentences are clear
and varied in pattern,
from simple to
complex, with
excellent use of
punctuation.
Sentences are clear
but may ...Thesis Development and Study Skills for the Social Sciences
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PPT
- 1. New E-tools in Teaching Writing under the Umbrella of Literature
- 2. AGENDA Stereotypical problems of teaching writing. Why should technology be integrated into writing classes? Snags/ Challenges. Can literary texts enhance Ss writing skills? List of e-tools, utilized in the context of Literature. Final comments.
- 3. Common Problems Blank students Weak Language Limited vocabulary plagiarism
- 6. Why Technology in Writing Classrooms? Diversity of activities. More fun. Active participation of learners. Autonomy. Collaboration.
- 7. Snags/ Challenges Technical problems/ back- up Time-consuming/ off- campus chores Lurkers/ assigning roles.
- 8. Literature/ Writing Literary texts can flourish learners mentality and inspire them with novel ideas. They can also enrich their stock of vocabulary and sharpen their knowledge of the language. Additionally, reading literacy texts develops critical thinking, along with the ability to judge, evaluate, compare and contrast.
- 11. Eyeplorer.com
- 12. An Electronic wall to post ideas, sound files, images, etc.
- 21. WordSift.com
- 26. Ss can create word clouds , or anagrams to: Represent new expressions . Summarize plots, or character traits. Revise connotations and collocations of new words.
- 27. Writing/ Proofreading via technology
- 34. Sample Task 1
- 35. SJSC_ESL Our Class Wiki What Is A Utopia? Webquest Introduction The idea of a Utopia has been around for a long time. Sir Thomas More wrote about it in the 1500s. What is a Utopia? What would it be like to live in one? Is it an impossible idea? These are some of the many topics we will be exploring this semester. We will start now, with an understanding of the term Utopia. Task If you look in the dictionary, you will easily find a definition of the word Utopia. the term more fully. Process Part 1: In the first part of this project, you are to look in a number of dictionaries to see how they define the word Utopia. Part 2: Now, we will look at some different Utopian societies. Part 3: You will now write an extended definition essay. You should include the following information: at least one dictionary definition of Utopia, at least one example of a Utopian community and anything else you think helps to define the term Utopia. Evaluation Your grade for this unit will be based on two things: the writing assignment and your completion of all the earlier tasks in this project. The writing will be graded separately according to the rubric. Conclusion Now that you have completed these tasks, you should have a basic understanding of what a Utopia is. We will move on now to look at other aspects of Utopian communities. Sample Task 2
- 37. CASE STUDY