·
tool and practices: notes, blog, online articles, power points
from class, grassroots story about editing, rubric I created
·
representation: looked back at notes, created rubric to help shape
my article, planned and decided where I wanted my article to go/how I wanted
others to perceive it/what I wanted the article to mean to people affected by it
·
distribution: text is given to my peers to be edited, my teacher
to be graded, and those on my floor who it pertains to because I wrote this
article for them. if I post my article to my blog the world can see it-but I’m
not sure how it will be used once it’s posted publically
·
reception: text is taken by others to be edited and reviewed, but
I want it to be taken up by those it pertains to and spark an interest in
others to participate next year in Polar Plunge-it is meant to get others
involved and aware of Special Olympics
·
Socialization: I interviewed people for my article, socialized
into productive peer-editing (which I expect we will do in the future for this
class), researched/read various people’s blogs, online articles, and overall
writings to gain knowledge for my article topic, know what teacher expects from my peer editings/learning blogs/etc.
·
activity: I interviewed people, researched various
online articles, talked to people about Polar Plunge
·
ecology: My roommate was watching Grey’s
Anatomy, I was listening to music, I had Facebook up, two of my friends were
also in the room doing Geology homework, my youth pastor from back home was
instant messaging me
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