Course Learning Outcomes (CLOs)
● Acknowledge your and others’ range of linguistic differences as resources, and draw on those resources to develop rhetorical sensibility. ADD DETAILS OF A SPECIFIC LINGUISTIC DIFFERENCE & AT LEAST ONE RHETORICAL SENSIBILITY YOU DEVELOPED OR IMPROVED AND HOW IT WAS INSPIRED, EXPLAINED, OR SUGGESTED BY THE ARTIFACT
● Enhance strategies for reading, drafting, revising, editing, and self-assessment. CHOOSE ONE VERB & DISCUSS THE STRATEGY
● Negotiate your own writing goals and audience expectations regarding conventions of genre, medium, and rhetorical situation. STATE THE SPECIFIC WRITING GOAL OR AUDIENCE EXPECTATION YOU LEARNED OR DISCOVERED AS YOU VIEWED THE ARTIFACT
● Engage in genre analysis and multimodal composing to explore effective writing across disciplinary contexts and beyond. CHOOSE BETWEEN GENRE ANALYSIS, MM COMPOSING, AND EXPL EFF WRITING, AND EXPLAIN HOW YOU DEVELOPED IN THAT AREA
● Formulate and articulate a stance through and in your writing. WHAT STANCE DOES KHAN HAVE? HOW HAS KHAN’S STANCE IMPACTED YOUR OWN CHOICE OF STANCE?
Artifact 1: Lab Report Approval Assignment
Link for report 1:
Experimentation: Suarez et al. studied the effect of exposure to social networks and stereotypical images of the thinness ideal on ED symptomatology on a sample of 321 young adults assigned to two experimental conditions: high and low exposure to the thin ideal and found that exposure to thin ideals influences self-esteem but does not affect major factors for eating disorders like body dissatisfaction and drive for thinness.
Link for report 2:
Survey: Cohrdes et al. studied the associations between weight- and appearance-related discrimination and eating disorders among 8504 adolescents using a German representative health monitoring survey and found weight and appearance-related discrimination, body image dissatisfaction, low self-efficacy, and high media use were highly associated with eating disorder symptoms among adolescents.
Link for report 3:
Experiment: Meneguozo et al. studied the effects of virtual social inclusion or ostracism on emotions, perceived stress, eating psychopathology, and the drive to binge or restrict eating in 122 adolescents and adult females diagnosed with eating disorders compared to 50 healthy peers by evaluating their performance and responses to a virtual ball-tossing game and found that anorexia nervosa patients showed heightened negative effects after exclusion and bulimia nervosa patients exhibited increased negative impacts after overinclusion in the game.
How This Assignment Relates to My Writing Growth
I have always feared writings and articles that contain various technical and scientific words. This assignment has pushed me towards understanding these sorts of writings and analyzing numbers and complicated analyses written in the paper. I was able to put the entire information from the article together and relate it to my proposed research topic.
Part(s) of any CLOs that address this growth
The CLO that addresses this growth is the genre analysis. Scientific and academic writing is very difficult to understand and with all the numbers and foreign words, they make it very difficult to understand and analyze. Lab Report Approval assignment allowed me to go through various of these articles and read and understand their purpose. Due to my thorough reading, I was able to understand the purpose and style of scientific articles more deeply. I believe I have improved greatly through this
Artifact 2: In-class review of the Technical Description Essay
Image 1: Class Discussion on Multimodal Composing in TD Essay
Image 2: Application of the multimodal composing in my Technical Description writing
How This Assignment Relates to My Writing Growth
The technical description essay posed a significant challenge due to its requirement for detailed descriptions accompanied by images. However, the professor’s lecture on proper labeling and structuring techniques proved invaluable. I learned to label pictures using arrows and boxes effectively, ensuring clarity for the readers. Additionally, understanding the significance of following a structured approach, such as the exterior-to-interior description method, greatly improved the essay’s readability.
Part(s) of any CLOs that address this growth
The CLOS that this artifact helped me grow in is multimodal composing. Technical Description requires an explanation of technology using both technical words and pictures and images for visuals. In the class, the professor’s explanation of how labeling and placement of pictures can create a great description for the readers has helped me learn the value of utilizing such methods in writing
Artifact 3: Feedback from Self-Reflection Memo
Image 1: Page 1 of my Product Review Essay reflection memo w/ feedback
Image 1: Page 2 of my Product Review Essay reflection memo w/ feedback
How This Assignment Relates to My Writing Growth
Self-reflection Memo feedback taught me the purpose and the proper self-analysis required for self-reflection. In my writings, I have included various details but the feedback from the professor made me realize that the importance of a self-reflection memo is not detailing your mistakes but creating a generalized assessment that I can fix or implement for my writings later.
Part(s) of any CLOs that address this growth
The CLOS that this artifact helped me grow is in self-assessment. Self-assessment requires an in-depth evaluation of rhetoric techniques used in one’s writing. However, one of the most important strategies I learned from the feedback is to perform self-reflection which provides a general critique that can be used to enhance my writing in the future, instead of creating feedback specific to that assignment.
