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<p>Framework for Success in Postsecondary Writing Example Activity </p> <p>Mid-Semester Learning Checkpoint | Elizabeth Chilbert </p> <p>Framework for Success in Postsecondary Writing Example Activity </p> <p>Mid-semester Learning Check Point: </p> <p>What do we know? What do we know we know? What do we need to know now?</p> <p>Step 1: After youve gathered in your assigned group, look over the set of questions you have. Brainstorm together how youd like to answer these questions. Think about how weve been gathering information this semesterwhat personal experience and examples will you be able to use in your answers? What will you have to ask others? What might you have to research online?</p> <p>Step 2: You only need one document per group, but everyone must speak during the presentation. You will be presenting your findings to the classthink about this audience as you write your answers. How can you present your answers in an interesting way? How might you reach for utmost clarity in your ideas? </p> <p>Step 3: Construct a visual aid of any kind (illustration, map, dance, etc.) that will complement your presentation. Practice your presentation as a group.</p> <p>Step 4: Group Presentations. Note: Each group presentation will be followed by a whole-class discussion. </p> <p>Group 1:</p> <p>Rhetorical Knowledge. By the end of first-year composition, students should</p> <p> Focus on a purpose</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Respond to the needs of different audiences</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Respond appropriately to different kinds of rhetorical situations</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Use conventions of format and structure appropriate to the rhetorical situation</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Adopt appropriate voice, tone, and level of formality</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Understand how genres shape reading and writing</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Write in several genres</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p>Group 2:</p> <p>Critical Thinking, Reading, and Writing. By the end of first-year composition, students should</p> <p> Use writing and reading for inquiry, learning, thinking, and communicating</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Integrate their own ideas with those of others</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Understand the relationships among language, knowledge, and power</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p>Group 3:</p> <p>Processes. By the end of first-year composition, students should</p> <p> Be aware that it usually takes multiple drafts to create and complete a successful text</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Develop flexible strategies for generating, revising, editing, and proof-reading</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Understand the collaborative and social aspects of writing processes</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Learn to critique their own and others works</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Learn to balance the advantages of relying on others with the responsibility of doing their part</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Use a variety of technologies to address a range of audiences</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p>Group 4:</p> <p>Knowledge of Conventions. By the end of first-year composition, students should</p> <p> Learn common formats for different kinds of texts</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Practice appropriate means of documenting their work</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Control such surface features as syntax, grammar, punctuation, and spelling.</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p>Group 5:</p> <p>Composing in Electronic Environments. By the end of first-year composition, students should</p> <p> Use electronic environments for drafting, reviewing, revising, editing, and sharing texts</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p> Understand and exploit the differences in the rhetorical strategies and in the affordances available for both print and electronic composing processes and texts.</p> <p>what does this mean?</p> <p>how have you done this?</p> <p>how does this connect to future writing youll do?</p> <p>do you feel the need to work on this more in class? (or) what might help clarify this idea further? (and) what questions do you have about this?</p> <p>Mid-Semester Learning Checkpoint was contributed as a representative activity by Elizabeth Chilbert for </p> <p>the Postsecondary Framework: http://wpacouncil.org/framework </p> <p>This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License: </p> <p>http://creativecommons.org/licenses/by-nc-sa/3.0/. For reprint permissions beyond the scope of this license, contact the original </p> <p>author. </p> <p>All copies of this document must preserve the license statement and should attribute the original contributor and the Postsecondary </p> <p>Framework. Any revised copies need to notice that they are revisions of the original document as well. </p>