Theory Of Writing How People Learn To Write Various Genres?

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Theory Of Writing How People Learn To Write Various Genres?

You have also been developing your theory of writing—i.e., you have been exploring whether you enact your theory of writing in your own composition. As a result of this, you have had the opportunity to create a knowledge base of writing and its practices. In this final reflection, you will be returning to your theory to discuss several questions, including (but not limited to):

  • Define your theory of writing
  • What was your theory of writing coming into Critical Writing? How has your theory of writing evolved with each piece of composing?
  • What has contributed to your theory of writing the most?
  • What is the relationship between your theory of writing and how you create(d) knowledge?
  • How might your theory of writing be applied to other writing situations both inside and outside of the classroom? For each of these questions you will need to support your ideas with your previous writing in this course and, through these examples, interpret what you have learned. You will create a compelling argument for whatever you decide to write for this, supported by evidence and analysis of the work completed in class this semester. You will choose a genre to work in—letter, essay, journal entry, or any genre you may desire that is approved by me—that you feel best represents your goals for your reflection and then explain why you chose that genre. In turn, you will also describe how your chosen genre affects the outcome (the final product) of your reflection. This final reflection is an opportunity for you to demonstrate your increased knowledge in writing—the practices of writing, the key terms, and any specific skills you’ve acquired. Think of this piece as another move in the evolution of your theory of writing, and a chance for you to fully explore yourself as a writer and maker of knowledge.
  1. Possible Sources for Study:
    • How People Learn, Ch. 2, “How Experts differ from Novices”
    • How People Learn, Ch. 3, “Learning and Transfer”

rubric:

Dimension of Assessment

Exemplary

5

Competent

4

Developing

3

Beginning

2

Context and Purpose of Writing (Includes considerations of audience, purpose, and the circumstances surrounding the writing task(s).

Demonstrates a thorough understanding of context, audience, and purpose that is responsive to Project #4 and focuses all elements of the work.

Demonstrates adequate consideration of context, audience, and purpose and a clear focus on Project #4 (e.g., the task aligns with audience, purpose, and context).

Demonstrates minimal awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience’s perceptions and assumptions).

Demonstrates little or no attention to context, audience, purpose, and to the assigned tasks(s).

Reflection

Reflects on learning (in the context of key writing concepts, practices, and skills inside and outside of the classroom) in depth to reveal significantly changed perspectives about writing and learning experiences; which provide foundation for expanded knowledge, growth, and transfer.

Reflects on learning (in the context of key writing concepts, practices, and skills inside and outside of the classroom) in depth, revealing fully clarified meanings or indicating broader perspectives about writing and learning.

Reflects on learning with some depth, revealing slightly clarified meanings or indicating a somewhat broader perspectives about writing and learning.Demonstrates a generally accurate understanding of key writing terms, though discussion of terms might be superficial or reductive.

Reflects on learning (in the context of key writing concepts, practices, and skills inside and outside of the classroom) at a surface level, without revealing clarified meaning or indicating a broader perspective about writing and learning. May be seriously confused about key writing concepts.

Genre and Conventions

Demonstrates detailed attention to and successful execution of a wide range of conventions particular to the specific genre, including organization, content, presentation, formatting, and stylistic choices.Thoroughly describes how the chosen genre affects the outcome (the final product) of reflection.

Demonstrates consistent use of important conventions particular to a genre, including organization, content, presentation, and stylistic choices; adequately describes how the chosen genre affects the outcome (the final product) of reflection.

Follows expectations appropriate to a specific genre and/or writing task(s) for basic organization, content, and presentation; minimally describes how the chosen genre affects the outcome (the final product) of reflection.

Attempts to use a genre for basic organization and presentation, though demonstrates lack of awareness of conventions; Little or no consideration of genre choice is presented.

Sources and Evidence

Demonstrates skillful use of previous writing to support ideas about writing and its practices and effectively answers all the questions posed on the assignment.

Demonstrates consistent use of previous writing to support ideas about writing and its practices and adequately answers all the questions posed on the assignment.

Demonstrates an attempt to use previous writing to sources to support ideas about writing and its practices.Most questions on the assignment are answered, but answers are fairly simple with the most obvious points being made.

Demonstrates minimal or no attempt to use previous writing to support ideas about writing and its practices.Few, if any, of the questions on the assignment are addressed.

Control of Syntax and Mechanics

Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error- free.

Uses straightforward language that generally conveys meaning to readers. The language in the project has few errors.

Uses language that generally conveys meaning to readers with clarity, although writing may include some errors.

Uses language that sometimes impedes meaning because of errors in usage.