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i Learners! :) For this discussion topic,
you will make your main post by Saturday of Week One (January 9) and post two
substantive replies to classmates by Tuesday of Week One (January 12). This
topic is required and graded, and your main post will be worth 60 points, with
your two thorough, substantive replies to classmates being worth 20 points
each. You will be graded on the quality, depth, and level of expansion and
detail in your main and reply posts.
Instructions:
This
semester we'll be exploring the topic of "Millennials" in articles
that you be assigned to analyze, evaluate, and use as references for the
assigned essays in this course.
To
begin thinking about this topic, please view either of the two videos on
millennials that follow. Please note the attached critical thinking strategies
to consider as you view. Then respond in the attached Discussion area to at
least ONE of the following questions.:
1.
What information was new or surprising to you, and why?
2.
What information or concept left you confused, and why?
3.
What comment(s) did you disagree with, and why?
4.
What information do you find most important, and why?
Please
include the title of the video you viewed in the subject line of your post.
Millennials: 60-minutes documentary
This
"60 Minutes" video about the millennial
generation is
12 minutes long. Feel free to watch it in segments if you would like to:http://news.yahoo.com/video/millennials-coming-200724108-cbs.html
The
people being interviewed in the video talk about the changes coming to society
as a result of the millennial generation's influences.
Questions to consider as you watch and
reflect on the video:
- What are the causes identified in
this video? In other words, why do millennials act as they do, according
to the video?
- What are the effects identified in
this video? In other words, what effects on business, culture, society,
etc. are millennials having?
- Please draw
upon your own experience or understanding of millennials as you consider
whether you agree, disagree, or partially agree/disagree.
Millennials: A discussion on video
This
video discussion about millennials is a little over 9 minutes long:
Questions to consider as you view and
reflect on the video:
1.
Do the authors, Morley Winograd and Michael D. Hais, agree with the conclusions
of the "60 Minutes" video about the impact of millennials? On what
points do they agree? In what areas do they disagree?
2.
At around the 2:50 mark in the video, Michael D. Hais argues that we will see
"softer" and "more optimistic" music and more team players
in professional sports because of the millennial generation. Do you agree with
this? Why or why not? Give examples from your own life, experience, or
knowledge of music and sports (or any other areas that might be appropriate).
3.
At around the 4:00 mark in the video, Michael D. Hais says that millennials see
government as "almost like a parent" in some ways. How does this
mirror the analysis in the "60 Minutes" video?
4.
Scroll down the web page and look at the comments by viewers. What points of
critique or disagreement do viewers make? Do the comments by viewers make valid
arguments against the analysis of the authors, Winograd and Hais?
week
2
Greetings All! :) For this discussion
topic, please make your main post by Saturday of Week 2 (January 16) and at
least two substantive replies to classmates by Tuesday of Week 2 (January 19). :) This
topic is required and graded, and your main post will be worth 60 points, with
your two thorough, substantive replies to classmates being worth 20 points
each. You will be graded on the quality, depth, and level of expansion and
detail in your main and reply posts.
Summarizing
Practice
The following article is
available in eReserves: “A Generational Approach to Understanding
Students” by Coomes and DeBard.Please read the section "Current
Generations on Campus"on pages 10-13 in this article. Then, please post the following:
1.
Write a 150-200-word summary (about a page) of pages 10-13 ("Current
Generations on Campus"). Use at least two brief quotations.
2.
Post your summary as a Word file to this Discussion.
3.
Do you have any questions about this discussion or about your Essay 1- Summary?
week
3
\
Hello Everyone! :) For this discussion
topic, please make your main post by Saturday of Week 3 (January 23) and at
least two substantive replies to classmates by Tuesday of Week 3 (January 26).
:) This topic is required and graded, and your main post will be worth 60
points, with your two thorough, substantive replies to classmates being worth
20 points each. You will be graded on the quality, depth, and level of
expansion and detail in your main and reply posts.
Critique
Essay Planning Steps 1&2
|
Instructions:
The
Critique Essay (with an element of synthesis in bringing in another source)
will focus on the Kennedy et al. article "First Year Students'
Experiences with Technology: Are They Really Digital Natives?" in
Reserved Readings. Pre-writing and planning steps on pages 123-124 of the
Wilhoit text help you to get a solid start. For this discussion, please focus
on "Step # 2: Analyze and
evaluate the reading, breaking it down into its parts and judging the quality
of each element."Seventeen (17) questions are listed in this step.
Respond
to this post by answering oneof the 17
questions. Share your answer and support it by referring to concrete evidence
from the reading. Please type the question you are answering in the
"Subject line" of your response, and do not initially respond to a
question that someone else has already answered.
In
your main post, please let me know if you have any questions about Critique
Planning/Writing and/or about Essay 2- Critique! :)
|
week
4
Hello All! :) As noted in the instructions
below, your main post (your full Critique Essay Draft) is due as your main post
by the end of Week 4 (Tuesday, February 2), and your two thorough peer reviews
are due by the end of Week 5 (Tuesday, February 9). :) This topic is required
and graded differently from regular discussions and rather as a peer review.
Your thorough, expansive peer reviews for classmates will hold the most weight
in this task, with each thorough, expansive, detailed peer review being worth
40 points, and with your main posting of your draft worth 20 points. You will
be graded on the quality, depth, and level of expansion and detail in your peer
reviews and on how thoroughly you've addressed the assignment guidelines for
your drafts. :)
Instructions:
Exchanging
feedback with peers contributes in several ways to strengthening your writing
skills, including the following:
- You will
benefit from being conscious of writing and revising to communicate your
ideas to another reader.
- You will
receive constructive feedback from other learners who are familiar with
the expectations for this assignment. You will use your own judgment, of
course, in deciding whether and how to implement the suggestions as you
revise.
- Your awareness
of effective writing skills and applications of the assignment criteria
will become sharper from closely reading and critiquing other students'
drafts.
This
peer review activity will help you revise your Critique Essay before submitting
it to your Assignment folder by the end of the week.
1.
Draft your Critique Essay using the Assignment guidelines, grading criteria,
and textbook resources. Then, please post a full draft, following the
assignment guidelines, as your main post in this discussionby
Tuesday of Week 4.
2.
By Tuesday of Week 5, please very, very thoroughly and carefully review the
drafts of at least two classmates, posting your reviews as replies to their
draft posts.Please
carefully review the Week 4, Discussion 2 area to prepare for peer review, and
please refer to the Essay Assignment grading criteria and textbook resources
for areas that you should scrutinize. I suggest that you provide at least one
thorough, detailed, constructive comment for each main area of the rubric and
point to a specific example from the peer's draft to explain each comment and
suggestion. Again, do provide detailed, constructive feedback.
week
6
Hi
All! :) Your main post for this required discussion is due Saturday of Week 6
(February 13), with at least two replies due to classmates by Tuesday of Week 6
(February 16). Do try to read as many posts as possible to help you
conceptualize this final essay, and ask me as many questions as needed! :) This
topic is required and graded, and your main post will be worth 60 points, with
your two thorough, substantive replies to classmates being worth 20 points
each. You will be graded on the quality, depth, and level of expansion and
detail in your main and reply posts.
Preparing
for the Synthesis Essay
Please
share the following information:
1.
Indicate whether you will be writing an Informative or Argumentative Essay and
why you've made that choice.
2.
Provide at least one quotation from each source required (see the assignment
for the list of sources) that you believe you will use in your essay, and cite
it properly with an in-text citation and a full, correct end reference. Note:
For this essay, you will be graded on correctness in APA citation - see
http://www.umuc.edu/library/libhow/apa_examples.cfm#academicjournals for help
with this. (Also note that for your actual essay you are being asked to format
the entire document correctly in APA and that you will want to use the link in
the assignment document to help with that.)
3.
Draft a thesis statement that makes the purpose of a Synthesis Essay clear.
Refer to page 198 of Wilhoit for an examples of Informative synthesis thesis
statements or pages 224-5 for examples of argumentative thesis statements.
4.
Loosely outline your "Organizational Plan." Please note that the
assignment advises you to use Alternating Format.Refer to pages 199
&208 for Informative or 228 & 260 for Argumentative. (Point 4 in the
charts).
5.
Do you have any questions about this essay?
week
7
Hello All! :) As noted in the instructions
below, your main post (your full Synthesis Essay Draft) is due as your main
post by the end of Week 7 (Tuesday, February 23rd), and your two thorough peer
reviews are due by the end of Week 8 (Tuesday, March 1). :) This topic is
required andgraded differently from regular discussions and rather as a peer
review. Your thorough, expansive peer reviews for classmates will hold the most
weight in this task, with each thorough, expansive, detailed peer review being
worth 40 points, and with your main posting of your draft worth 20 points. You
will be graded on the quality, depth, and level of expansion and detail in your
peer reviews and on how thoroughly you've addressed the assigHi All! :) For
this final discussion, you are not required to reply to classmates, although
you are absolutely welcome to! :) Please make your post here by MONDAY of Week
10 - March 14. :) This topic is required and graded, and your main post will be
worth 100 points. You will be graded on the quality, depth, and level of
expansion and detail in your main post.
Reflecting on the Semester
As
the semester draws to a close, please share your final reflections:
1.
What are two or three of the most important concepts you have learned about
academic writing for graduate students?
2.
What advice for success would you give to a student who was considering taking
this class?
3.
Please share any other thoughts that come to mind.nment
guidelines for your drafts. :)
Instructions:
Exchanging
feedback with peers contributes in several ways to strengthening your writing
skills, including the following:
- You will
benefit from being conscious of writing and revising to communicate your
ideas to another reader.
- You will
receive constructive feedback from other learners who are familiar with
the expectations for this assignment. You will use your own judgment, of
course, in deciding whether and how to implement the suggestions as you
revise.
- Your awareness
of effective writing skills and applications of the assignment criteria
will become sharper from closely reading and critiquing other students'
drafts.
This
peer review activity will help you revise your Synthesis Essay before
submitting it to your Assignment folder by the final due date for the essay.
1.
Draft your Synthesis Essay using the Assignment guidelines, grading criteria,
and textbook resources. Then, please post a full draft, following the
assignment guidelines, as your main post in this discussion by
Tuesday of Week 7.
2.
By Tuesday of Week 8, please very, very thoroughly and carefully review the drafts
of at least two classmates, posting your reviews as replies to their draft
posts.Please
carefully go back and review the Week 4, Discussion 2 area to prepare for peer
review again, and please refer to the Essay Assignment grading criteria and
textbook resources for areas that you should scrutinize. I suggest that you
provide at least one thorough, detailed, constructive comment for each main
area of the Essay 3: Synthesis rubric and point to a specific example from the
peer's draft to explain each comment and suggestion. Again, do provide
detailed, constructive feedback.
Exchanging
feedback with a peer contributes in several ways to strengthening your writing
skills, including the following:
- You will
benefit from being conscious of writing and revising to communicate your
ideas to another reader.
- You will
receive constructive feedback from another person who is familiar with the
expectations for this assignment. You will use your own judgment, of
course, in deciding whether and how to implement the suggestions as you
revise.
- Your awareness
of effective writing skills and applications of the assignment criteria
will become sharper from closely reading and critiquing another student's
draft.
week 10
Hi All! :) For this final discussion, you
are not required to reply to classmates, although you are absolutely welcome
to! :) Please make your post here by MONDAY of Week 10 - March 14. :) This
topic is required and graded, and your main post will be worth 100 points. You
will be graded on the quality, depth, and level of expansion and detail in your
main post.
Reflecting on the Semester
As
the semester draws to a close, please share your final reflections:
1.
What are two or three of the most important concepts you have learned about
academic writing for graduate students?
2.
What advice for success would you give to a student who was considering taking
this class?
3.
Please share any other thoughts that come to mind.
Quiz #1
COMM 600
Subject-Verb Agreement
I.The following sentences have sets of two
verbs provided in parentheses. Please circle the verb that represents the
correct choice in the sentence. Four points will be deducted for each incorrect
answer.
The following example illustrates how each
item should be completed.
Example:
Many classes in the Human Resource Management
program (is, are) challenging.
1.
Internet
culture, as is the case with all cultures, (is, are) difficult to define.
1.
A
group of people known as digital natives (has, have) emerged in the scholarly
literature.
1.
Some
studies that have been conducted on the concept of the digital native (shows,
show) distinct characteristics that digital natives (exhibits, exhibit).
1.
Smith
and Johnson (2001) (explores, explore) the concept of the Internet as a
grass-roots culture.
1.
We
must recognize that the first generation of digital natives, identified as
young people born after 1980, (includes, include) not only K-12 students but
also young people in their late teens and 20s.
Adapted
from Lei, J. (2009). Digital natives as preservice teachers: What technology
preparation is needed?. Journal Of Computing In
Teacher Education, 25(3),
87-97. Retrieved from http://www.west.asu.edu/achristie/journal.html
1.
A
review of the literature on this topic of Internet culture (identifies,
identify) the key values attributed to Internet culture.
Adapted
from Rettie, R. (2002). Net generation culture. Journal
Of Electronic Commerce Research, 3(4), 254-264. Retrieved from
http://www.csulb.edu/journals/jecr/
1.
A
number of studies on digital natives (has, have) concluded that their learning
styles may be different from the learning styles of previous generations.
1.
However,
the number of studies that have been conducted on this topic (is, are) not
high. More research (is, are) needed on this concept.
1.
Internet
culture has bred a group of Internet learners who (is, are) changing the
landscape of pedagogy in various universities.
1.
Some
studies suggest that computer-mediated communication (CMC) (is, are) a more
democratic form of communication than earlier forms of communication were.
Adapted
from Rettie, R. (2002). Net generation culture. Journal
Of Electronic Commerce Research, 3(4), 254-264. Retrieved from
http://www.csulb.edu/journals/jecr/
1.
As
a result, some observers (has, have) noted that the lack of social cues on the
Internet (is, are) thought to make people more open and friendly when on the
Internet.
Adapted
from Rettie, R. (2002). Net generation culture. Journal
Of Electronic Commerce Research, 3(4), 254-264. Retrieved from
http://www.csulb.edu/journals/jecr/
1.
Whether
this democratic form of communication on the Internet among digital natives has
resulted in more friendly behavior in classes among digital natives (has, have)
not been determined. More analysis is being carried out on this topic.
1.
At
this point, conclusive evidence on the issues about the learning styles of
digital natives (is, are) not apparent.
1.
The
term “Baby Boomers” (describes, describe) the post-war generation, while “Baby
Bust” (refers, refer) to those born between the mid-sixties and the
mid-seventies.
Adapted
from Rettie, R. (2002). Net generation culture. Journal
Of Electronic Commerce Research, 3(4), 254-264. Retrieved from http://www.csulb.edu/journals/jecr/
1.
Digital
natives (is, are) different from Boomers and Busters in that they exhibit
different responses to text and video on the Internet than Boomers and Busters
(seems, seem) to demonstrate.
II.The following paragraph contains four
errors in subject-verb agreement. Please locate the errors and write the
correct form of the verb above the error.
The following example illustrates how each
item should be completed.
|
Steroid
use in professional sports have been a controversial
topic in the last twenty years.
The
literature suggest that through the process of acculturation Internet users
acquire the cultural values of the Internet. The process of acculturation
depend on age, so members of the Net Generation is more likely to develop
cultural values from their early, formative, exposure to the Internet.
Therefore, this generation have different values compared to the values that
the Baby Boomer generation demonstrates.
Adapted
from Rettie, R. (2002). Net generation culture. Journal
Of Electronic Commerce Research, 3(4), 254-264. Retrieved from
http://www.csulb.edu/journals/jecr/
Quiz#2
COMM600
Run-on sentencesandsentencefragments
I.Pleasereadthefollowingwordgroups.Ifthewordgroupcontainsasentence
fragment,writeF.Ifthewordgroupcontainsarun-onsentence,writeROS.Ifthe
wordgroupisagrammaticallycorrectsentenceorsentences,writeC. Each
incorrect answer will result in a deduction of 3 points.
1. Educationalproviderscanorganizetheirservicesfornewstudents,institutions,and
otherpatrons,theyoftenunbundletheirproductsforspecificgroups.
2. Information
environmentchanging dramatically.As
doesthenatureoftheparticipantsinthisenvironment.
3. ___________The
currentperiodisafluidanduncertainperiod,notonlyistherateofchange accelerating,theformthatchangeisassumingisbecomingindistinct.
4. The
natureofourinformationenvironmenthaschangedandcontinuestochange,as
doesthenatureoftheparticipantsinthisenvironment.
5. Becausethenatureofourinformationenvironmenthaschangedandcontinuesto
change,asdoesthenatureoftheparticipantsinthisenvironment.
6. ___________Educationalproviderscanorganizetheirservicesfornewstudents,institutions,and
otherpatrons,oftenunbundlingtheircurrentproductsforspecificgroups.
7. ___________The
currentperiodisafluidanduncertainperiod.Notonlyistherateofchange
accelerating,buttheformthatchangeisassumingisbecomingindistinct.
8. ___________While
cloudcomputingremainsanemergingtechnology.
9.
__________While cloudcomputingremainsanemergingtechnology,itisclearthatmoreopen
informationonthewebisresultinginmorestandardizationoftheInformationTechnologyfield.
10. ___________Cloud
computingremainsanemergingtechnology,itisclearthatmoreopen
informationonthewebisresultinginmorestandardizationoftheInformationTechnologyfield.
AdaptedfromRadford,M.L.,Connaway,L.,Agosto,D.E.,Cooper,L.Z.,Reuter,K.,&Zhou,
N.(2007).Behaviors andpreferences of digital natives:Informingaresearchagenda.Proceedings
Of TheAmericanSocietyForInformationScienceAndTechnology,44(1),1.
II.Pleasereadthefollowingwordgroups.Ifthewordgroupcontainsasentence
fragment,writeF.Ifthewordgroupcontainsarun-onsentence,writeROS.Ifthe
wordgroupisagrammaticallycorrectsentenceorsentences,writeC.
1.
__________ThebottomlineisthatmanyBabyBoomersexhibit“Millennial”learningstyles,and—to
alesserextent—viceversa.
2.
__________Demographicallyandtechnologicallydetermineddifferences
amonggenerations,whilefuntodiscussatasuperficiallevelandastypical
characteristicsoflargegroups.
3.
__________This providesapoorfoundationfordecision-makingaboutthe
learningneedsofindividualstudents.
4.
__________Thesegeneralizations
breakdownevenfurtherwhenappliedtothediverse,cross-age
mixturesofpeoplefoundinmanycollegeanduniversitycourses,thereforecanany
usefulconclusions bereachedabouttrendsinlearningstyles?
5.
__________Ifonediscardsthehypeaboutgenerationaldeterminism,
thelearningpreferenceascribed
to“Millennials”areincreasinglytrueformanystudentsacrossawiderangeofages.
6.
__________Drivennotonlybythetechnologiestheygrewupwithbutalsobythetoolsandmedia
theyuseeveryday.
7.
__________Forexample,byitsnature,theWebrewardscomparingmultiple
sourcesofinformation,individuallyincompleteandcollectivelyinconsistent,thisinduces
learningbasedonseeking,sieving,andsynthesizing.
8.
__________Ratherthanonassimilatingasingle “validated”sourceofknowledgeasfrombooks,
television,oraprofessorlecturing.
9.
__________Similarly,digitalmediaandinterfacesencouragemulti-tasking,myteenagedaughter
“doesherhomework”bysimultaneouslyreadinghertextbook,listeningtoherMP3 player,
and receivingandsendingemail.
10.
__________Utilizingherwebbrowser,anddialoguingwithsixof
herclassmatesviainstantmessaging!
Adaptedfrom
Dede,C.(2005).Planning for neomillenniallearning styles.EducauseQuarterly,28(1),7-12.
III.Pleasereadthefollowingwordgroups.Ifthewordgroupcontainsasentence
fragment,writeF.Ifthewordgroupcontainsarun-onsentence,writeROS.Ifthe
wordgroupisagrammaticallycorrectsentenceorsentences,writeC.
1.
__________ H.G.Wellsdescribedhumanhistoryasaracebetweeneducationandcatastrophe.
2.
__________ Ifthisdescriptionisaccurate.
3.
__________ Highereducationhasplayedamajorroleinsafeguarding theworld.
4.
__________
IntheWest,educatorsoftentracetheirprofessionaloriginstoPlato’sacademy,
whereskepticsreasonedandreflectedongoodnessandknowledge,
Platoniceducationwaspersonal, eschewingeventhewrittenword.
5.
__________
Socratesdescribedwritingasan“invention[that]willproduceforgetfulnessinthesoulsofthose
whohavelearnedit.”
6.
__________ InearlymodernEurope,itineranteducatorstraveledtostudents
inordertoeducatethemwheretheywere however,the11thand12thcenturiesrepresentaturningpointinthehistoryofhighereducation.
7.
__________Withthefounding ofvariousinstitutions,
universitiesintheWestassumedthephysicalformwerecognizetoday
andoperatedunderpapalorroyalcharters.
8.
__________ TheWesternformofuniversitiesandcollegesisresilient.
9.
__________ Manyinstitutionshaveservedtheirsocieties.
10.
__________
Throughnaturaldisasters,timesofwar,revolution,economicturmoil,andpoliticalupheaval.
Adaptedfrom
Katz,R.N.(2008).Thegatheringcloud:Is this theendofthemiddle?InKatz,R.N.(Ed.) Thetower
andthecloud: Higher educationintheageofcloudcomputing(pp.2-42).Boulder,Colo.:Educause.
Quiz#3
COMM600
Pronouns
For each set of questions, please choose
the sentence that demonstrates no errors related to pronoun-antecedent
agreement.
1.
a.
Georgecalledhisprofessortothankherforherhelp,whichwasverythoughtful.
b.
Georgecalledhisprofessortothankhimforhishelp,a thoughtful gesture.
c.
George thoughtfullycalledhisprofessortothankherforherhelp.
2.
a.
Beforethegame,an announcertoldtheaudiencenottobringalcoholicbeveragesintothe
stadium.
b.
Beforethegame,ittoldtheaudiencenottobringalcoholic beveragesintothe stadium.
c.
Beforethegame,theaudience was told by the stadiumnottobringalcoholic
beveragesintothe stadium.
3.
a.
Creditcardspendinggotthestudentintotrouble,soheburnedthem.
b.
Creditcardspendinggotthestudentintotrouble,soheburnedhis credit cards.
c.
Creditcardspendinggotthestudentintotrouble,sohedestroyed them.
4.
a.
Thedoctorinformedthepatientthatifherpetcatshadanyvirusessheshould
destroythemwiththemedication.
b.
Thedoctorinformedthepatientthatifherpetcatshadanyvirusessheshould destroythe
viruseswiththemedication.
c.
Theclinictoldthepatientthatifherpetcatshadanyvirusessheshould
destroythemwiththemedication.
5.
a.
Neitherconstructionworkerwasawareoftheirmistakeduringtheearlystagesof
thebuilding project.
b.
Neitherconstructionworkerwasawareofhismistakeduringtheearlystagesof
thebuildingproject.
c.
Bothconstructionworkersweren’t awareofitsmistakeduringtheearlystagesof
thebuilding project.
6.
a.
Everyoneinthisclassmustsubmit theirpapersbeforeThanksgiving.
b.
Each of youinthisclassmustsubmittheir papers beforeThanksgiving.
c.
Everyoneinthisclassmustsubmit his or her paperbeforeThanksgiving.
7.
a.
ThecustomercalledtheHelpDesktoinquireabouthispurchase,andittold
himthathispackagehadbeenmailedthepreviousWednesday.
b.
ThecustomercalledtheHelpDesktoinquireabouthispurchase,andthe Help Desk
employeetold himthathispackagehadbeenmailedthepreviousWednesday.
c.
ThecustomercalledtheHelpDesktoinquireabouthispurchase,andtheytold
himthathispackagehadbeenmailedthepreviousWednesday.
8.
a.
Peterisanextremelytalentedstatistician,buthenevertookanyclassesinstatistics.
b.
Peterisanextremelytalentedstatistician,buthenevertookanyclassesinit.
c.
Peter and Maryare
extremelytalentedstatisticians,buttheynevertookanyclassesinit.
9.
a.
Abluevanwasfollowingusonthehighway,andthe driverkeptflashing the van’s
headlightsatus.
b.
Abluevanwasfollowingusonthehighway,andhisheadlightskeptflashingatus.
c.
Abluevanwasfollowingusonthehighway,andit kept flashing itsheadlightsatus.
10.
a.
Juliette is displeased with her lawn care service; however,
nothinghasbeenproposedbyshefor improvement.
b.
Juliette is displeased with her lawn care worker; however, she has not come up
with a solution.
c.
Juliette is displeased with her lawn care service; however,
nothinghasbeenproposedbyhefor improvement.
Quiz#4
COMM600
ParallelStructure
In
the following groups of sentences, choose the correct answer (a, b, or c) that
represents a correct parallel sentence. Each answer is worth 10 points.
1.
a.
Throughtheuseofe-portfolios, studentworkisdigitizedand iskeptonrecordin
computerizedsystems, revision of drafts,andisavailableforstudentstoorganizeand
presenttofaculty,friends,andtoprospectiveemployers.
b.
Throughtheuseofe-portfolios, studentworkisdigitized,keptonrecordin
computerizedsystems,revisedovertime,andmadeavailableforstudentstoorganizeand to
presenttofaculty,friends,andprospectiveemployers.
c.
Throughtheuseofe-portfolios, studentworkisdigitizedandkeptonrecordin
computerizedsystems,revisedovertime,andisavailableforstudentstoorganizeand
presenttofaculty,friends,andtoprospectiveemployers.
2.
a.
Studentscandigitizeworkinvarious mediaformatssuchaspodcasts,discussionboards,
blogs,digitalvideo,slideshowpresentations, orelectronicjournals.
Throughtheuseofe-portfolios, studentscansharetheircreativeworkanddocumented
lifeexperienceswithotherswhoprovidefeedbackandassessmentoftheirlearningand
skillsdevelopment.
b.
Studentscandigitizeworkinvarious mediaformatssuchaspodcasts,discussionboards,
in blogs,digitalvideo,showninslideshowpresentations,orelectronicjournals.
Throughtheuseofe-portfolios, studentscansharetheircreativeworkanddocumented
lifeexperienceswithotherswhoprovidefeedbackandassessmentoftheirlearningand
skillsdevelopment.
c.
Studentscandigitizeworkinvarious mediaformatssuchaspodcasts,discussionboards,
in blogs,digitalvideo,inslideshowpresentations, orelectronicjournals.
Throughtheuseofe-portfolios, studentscansharetheircreativeworkanddocumented
lifeexperienceswithotherswhoprovidefeedbackandassessmentoftheirlearningand
skillsdevelopment.
3.
a.
Anothertraitthatcharacterizesmillennialstudentsistheneedfortimelyfeedback,
which canbevitalformillennialstudents,whofeelanimpulsiveneedfor acceptanceandoftenworkingzealouslytoachieveapproval.
b.
Anothertraitthatcharacterizesmillennialstudentsistheneedfortimelyfeedbackon
theirwork.Feedbackcanbevitalformillennialstudents,whofeelanimpulsiveneedfor
acceptanceandoftenworkingzealouslytoachieveapproval.
c.
Anothertraitthatcharacterizesmillennialstudentsistheneedfortimelyfeedback on
assignments.Feedbackcanbevitalformillennialstudents,whofeelanimpulsiveneedfor
acceptanceandwho often work zealouslytoachieveapproval.
4.
a.
Thee-portfoliopermits instructorsandevaluatorstoreviewmaterialsonlineandalso
providingameansoffast,sometimesinstant,feedback.
b.
Thee-portfoliopermits instructorsand
forevaluatorstoreviewmaterialsonlineandalso in
providingameansoffast,sometimesinstant,feedback.
c.
Thee-portfoliopermits instructorsandevaluatorstoreviewmaterialsonlineandto
provideameansoffast,sometimesinstant,feedback.
5.
a.
Often,reviewerscanviewtheinformationpresentedonlineandrespondingtothestudent
byemailortocallthemonthephone.
b.
Often,reviewerscanviewtheinformationpresentedonlineand byrespondingtothestudent
viaemailorcan callthemonthephone.
c.
Often,reviewerscanviewtheinformationpresentedonlineandcan respondtothestudent
byemailorbyphone.
6.
a.
Withane-portfoliosystem,facultycanmovebeyondtheirowncoursesandstarttotrack
theprogressofeachstudentoveranentireprogram,overawholecurriculum,ortracking
themthroughoutaseriesofcourses.
b.
Withane-portfoliosystem,facultycanmovebeyondtheirowncoursesandstarttotrack
theprogressofeachstudentoveranentireprogram,overawholecurriculum,over
aseriesofcourses.
c.
Withane-portfoliosystem,facultycanmovebeyondtheirowncoursesandstarttotrack
theprogressofeachstudentoveranentireprogram,awholecurriculum,orthroughoutaseriesofcourses.
7.
a.
Thisallowsforongoingevaluation;astudentcanreflectonfeedbackandon improvement.
b.
Thisallowsforongoingevaluation;astudentcanreflectonfeedbackand for working
oncontinual directedimprovement.
c.
Thisallowsforongoingevaluation;astudentcanreflect, use,feedback,and oncontinual
directedimprovement.
8.
a.
Forexample,ifaninstitutionwishedtotrackstudentprogressinwritingskillsfrom
freshmantosenioryear,facultycouldintegratearegimentofwritingassignments
throughouttheprogramalldesignedforclearcomparisonand to showingimprovementin
writingskills.
b.
Forexample,ifaninstitutionwishedtotrackstudentprogressinwritingskillsfrom
freshmantosenioryear,facultycouldintegratearegimentofwritingassignments
throughouttheprogramalldesignedforclearcomparisonandfor improvementin writing
skills.
c.
Forexample,ifaninstitutionwishedtotrackstudentprogressinwritingskillsfrom
freshmantosenioryear,facultycouldintegratearegimentofwritingassignments
throughouttheprogramalldesignedforclearcomparisonandwith improvingin
writingskills.
9.
a.
Studentscanberequiredtoarchive thecollectionofwriting assignmentsintheire-
portfolioandmakingthearchiveavailabletotheirinstructorswhocanevaluate,
comparing,andtheycanprovidefeedbackfromacurrentandhistoricalperspective.
b.
Studentscanberequiredtoarchive thecollectionofwriting assignmentsintheire-
portfolioandto make thearchiveavailabletotheirinstructorswhocanevaluate,
compare, andprovidefeedbackfromacurrentandhistoricalperspective.
c.
Studentscanberequiredtoarchive thecollectionofwriting assignmentsintheire-
portfolioandmakingthearchiveavailabletotheirinstructorswhocanevaluate, for
comparing,andtoprovidefeedbackfromacurrentandhistoricalperspective.
10.
a.
Studentshaveameanstoidentifyareasforimprovementovertime,to make adjustments,
and toverifythattheyhaveimproved.
b.
Studentshaveameanstoidentifyareasforimprovementovertime,for makingadjustments,
andverifythattheyhaveimproved.
c.
Studentshaveameanstoidentifyareasforimprovementovertime, inmaking adjustments,
andverifiedthattheyhaveimproved.
Items
adaptedfromCiocco,M.D.,&Holtzman,D.(2008).E-Portfoliosandthe
millennialstudents.JournalOf ContinuingHigherEducation,56(3),69-71.
COMM600
Quiz
5: Combining Sentences
For
each question, please choose the combination (a or b) that represents a correct
sentence created from the list of phrases. Each answer is worth 10 points.
1.
·
Boomers were born between 1946 and 1964
·
Generation Xers were born between 1965 and 1980
·
Millennials were born between 1981 and 2000.
a.Boomers
were born between 1946 and 1964, but Generation Xers were born between 1965 and
1980, and Millennials were between 1981 and 2000.
b.While
Boomers were born between 1946 and 1964, Generation Xers were born between 1965
and 1980, and Millennials were born between 1981 and 2000.
2.
·
Boomers were considered to be idealist
·
Gen Xers were considered to be reactive
·
Millennials are considered to be civic
a.Although
Boomers were considered to be idealist, Gen Xers were considered to be
reactive; Millennials are considered to be civic.
b.Boomers
were considered to be idealist, and Gen Xers were considered to be reactive,
but Millennials are considered to be civic.
3.
·
The Boomers enjoyed The Rolling Stones
·
The Gen Xers preferred Bon Jovi
·
The Millennials listened to The Backstreet Boys
a.The
Boomers enjoyed the Rolling Stones and the Gen Xers preferred Bon Jovi,
however, the Millennials listened to The Backstreet Boys.
b.The
Boomers and the Gen Xers preferred the Rolling Stones and Bon Jovi
respectively; however, the Millennials listened to The Backstreet Boys.
4.
·
the Gen Xers were in high school
·
the Department of Education declared a nation at risk from the “rising tide of
mediocrity.”
a.While
the Gen Xers were in high school, the Department of Education declared a nation
at risk from the “rising tide of mediocrity.”
b.While
the Gen Xers were in high school; the Department of Education declared a nation
at risk from the “rising tide of mediocrity.”
5.
·
Generation X students matriculated through college
·
they were seeking independence and freedom from their families
·
they had an attitude of getting by with as little effort as possible.
a.When
Generation X students matriculated through college and were seeking
independence and freedom from their families, they had an attitude of getting
by with as little effort as possible.
b.When
Generation X students matriculated through college, they were seeking
independence and freedom from their families, they had an attitude of getting
by with as little effort as possible.
6.
·
Gen Xers did not challenge discussions or participate in organizations
·
social societies decreased
a.Gen
Xers did not challenge discussions or participate in organizations; and social
societies decreased.
b.Gen
Xers did not challenge discussions or participate in organizations, and social
societies decreased.
7.
·
Gen Xers were in college
·
they were less interested in intellectual engagement
·
more interested in completing a degree
·
progressing in their life to earn a living
a.While
Gen Xers were in college, they were less interested in intellectual engagement
and more interested in completing a degree and progressing in their life to
earn a living.
b.While
Gen Xers were in college, they were less interested in intellectual engagement
and they were more interested in completing a degree and progressing in their
life to earn a living.
8.
·
faculty members were no longer engaged in debates about curriculum
·
faculty members were not questioned about facts
a.Faculty
members were no longer engaged in debates about curriculum, nor were they
questioned about facts.
b.Faculty
members were no longer engaged in debates about curriculum and they were not
questioned about facts, either.
9.
·
students wanted to gain a degree with the least amount of effort
·
there was a decrease in the academic core curriculum
·
cynicism took the place of school spirit
a. Students
wanted to gain a degree with the least amount of effort, there was a decrease
in the academic core curriculum; therefore, cynicism took the place of school
spirit.
b. Because
students wanted to gain a degree with the least amount of effort, there was a
decrease in the academic core curriculum; therefore, cynicism took the place of
school spirit.
10.
·
history guides them
·
the Gen Xers do not desire the same for their children
·
they want to protect their children from academic deficiencies that affected
their own youth
a.History
guides them, therefore, the Gen Xers do not desire the same for their children,
they want to protect their children from academic deficiencies that affected
their own youth.
b.As
history guides them, the Gen Xers do not desire the same for their children, so
they want to protect their children from academic deficiencies that affected
their own youth.
Quiz
#6
COMM
600
· Comma
Use in Adjective Clauses and Phrases
· Various
Other Punctuation Marks
I.The
following sentences have adjective clauses and adjective phrases. Some are
restrictive, while others are non-restrictive.
The
sentences feature arrows that point to the beginning of ending of an adjective
clause or phrase. Please insert a comma in the sentence under the arrow if
a comma is needed in that part of the sentence. If a comma is not needed in
the part of the sentence under the arrow, then do not insert a comma into that
part of the sentence. Each comma is worth 4 points.
The
following example illustrates how each item should be completed.
Example:
Jill
who is my next-door neighbor recently bought a car that runs on electricity.
Answer:
Jill, who
is my next-door neighbor,recently bought a car that runs on electricity.
1.
Generational differences can be difficult to define. Scholars who study
generational change attempt to identify cultural characteristics that
distinguish one group of people from the generation that preceded it.
2.
Generation Y also known as Millennials is a generation of individuals who were
born between 1980 and 2000.
3.
Millennials are a group of citizens who have various possibly contradictory
characteristics. In some ways, they are ultra-loyal. In other ways, they are
very individualist.
4.
The last four generations have been identified as Traditionalists, Baby
Boomers, Generation Xers, and Millennials. The Traditionalists who were born
before 1946 valued commitment and loyalty to one’s employer.
5.
The Baby Boomers were born between 1946 and 1964. The values which they held
onto were a bit different from those of the Traditionalists.
6.
The Boomers valued self-improvement and individual loyalty over company
loyalty. The bosses for whom they worked were often Traditionalists who
differed in their views of company dedication.
7.
Generation Xers who were born between 1964 and 1979 felt like a lost generation
at times.
8.
The lifetime job that the Traditionalists and Boomers had become accustomed to
was a thing of the past for Gen Xers.
9.
The number of people who stayed with the same job for five to ten years declined
by 21.3 percent between 1972 and 2000. The Gen Xers many of whom had seen their
parents work the same job their entire life saw this trend as a culture shock.
10.
Millennials also known as Gen Yers have emerged as a generation that is
characterized by optimism and an embracement of change.
Information
adapted from Martin, J & R. Ewing (2008). Power up! Using digital
gaming techniques to enhance library instruction. Internet Reference
Services Quarterly 12 (2-3). Retrieved fromhttp://www.tandfonline.com/loi/wirs20.
COMM
600
Writing Assignment #1: Summary Essay
Writing
Assignment #1 will be an informative summary essay.
General
Description from the syllabus
In this essay, students will be given a text to read, analyze, and summarize in a few paragraphs. The instructor will provide details as well as a rubric for this assignment.
In this essay, students will be given a text to read, analyze, and summarize in a few paragraphs. The instructor will provide details as well as a rubric for this assignment.
Approach
and Requirements
In chapter 4 of your textbook, A Brief to Writing from Readings, Stephen Wilhoit distinguishes between the informative summary and theexplanatory summary. For this writing assignment, you will write an informative summary of the article “Welcoming a New Generation to College: The Millennial Students,” by Elam, Stratton, and Gibson. This article is included in the EReserves section of your classroom.
In chapter 4 of your textbook, A Brief to Writing from Readings, Stephen Wilhoit distinguishes between the informative summary and theexplanatory summary. For this writing assignment, you will write an informative summary of the article “Welcoming a New Generation to College: The Millennial Students,” by Elam, Stratton, and Gibson. This article is included in the EReserves section of your classroom.
Your
essay should have the following:
·
an introductory paragraph with a thesis statement.
Wilhoit
explains on page 67 what the opening section of your summary should contain. In
addition, on the bottom of page 75, the sample informative summary essay
demonstrates an opening paragraph for a summary.
·
at least one body paragraph
As
Wilhoit explains on page 67, you will “paraphrase the primary content of the
source text.”
·
a concluding paragraph.
As
Wilhoit explains on page 67, the conclusion will “summarize the source text’s
last key assertion, finding, or argument.” You as the writer of the summary
should not editorialize or make judgments on the text. Rather, as Wilhoit
points out, you should “be neutral and objective” as you summarize the key
points.
Length:700-900
words
Some
strategies to consider when writing this essay:
On pages 78-79, Wilhoit demonstrates several strategies in writing a summary. In following the advice from Wilhoit, you will want to read and annotate the material, perhaps construct a one-sentence summary for each section of the text, and draft the summary essay. Before you submit the essay to your instructor, proofread the summary for grammatical, punctuation, and other errors.
On pages 78-79, Wilhoit demonstrates several strategies in writing a summary. In following the advice from Wilhoit, you will want to read and annotate the material, perhaps construct a one-sentence summary for each section of the text, and draft the summary essay. Before you submit the essay to your instructor, proofread the summary for grammatical, punctuation, and other errors.
A
summary revision checklist is provided on page 80. Please apply this checklist
to your summary before you submit it.
Please
see Course Schedule for Due Dates
COMM
600
Writing Assignment #2: Critique Essay
Writing Assignment #2: Critique Essay
Writing
Assignment #2 will be a critique essay.
General Description from the syllabus
In
this essay, students will be given a text on which to present a more formal
evaluation than that which was given in the response essay. Students will
evaluate the text in an argumentative fashion using various criteria as
directed by the instructor. The paper will be written in at least two drafts,
with due dates noted in the Course Schedule. The student will receive feedback
from peers on the first draft. The student will then submit a revision of the
critique essay for grading.
Approach and Requirements
In chapter 6 of your textbook, A Brief to Writing from Readings, Stephen Wilhoit writes on page 95:
Approach and Requirements
In chapter 6 of your textbook, A Brief to Writing from Readings, Stephen Wilhoit writes on page 95:
While
response essays focus on your personal reactions to a reading, critiques offer
a more formal evaluation. Instead of responding to a reading in light of your
experience and feelings, in a critique you evaluate a source text’s quality or
worth according to a set of established criteria.
Wilhoit
then continues to explain more strategies in writing a critique on pages 96-97
by looking at film review as critique.
For
this writing assignment, you will write a critique essay in response to the
article “First Year Students’ Experiences with Technology: Are They Really
Digital Natives?” by Kennedy et al. This article is included in the EReserves
section of your classroom.
When
writing your critique essay, you will want to incorporate the analysis
of at least one other article in your essay. You should choose any of
the articles in the ERserves section of the classroom to include in your
critique. You may want to select an article that we have already read as a
class. Overall, you may select any articles in the EReserves you prefer.
You
will cite all sources you refer to in the paper using APA
citation style. You will list the sources at the end
of the paper using APA style as well.
Your
essay should have the following:
·
an introduction with a thesis statement.
Wilhoit
explains on page 109 that in the introduction you will introduce the topic of
the article and provide the title and full name of the author. You also
integrate “your thesis and a brief summary of the reading (one or two
paragraphs long).” The overall introduction can be, as Wilhoit notes, two or
three paragraphs long.
·
at least three body paragraphs
As
Wilhoit explains on pages 109-110, your body of your essay will “state the
criteria of your judgments,” “offer examples,” and “explain your judgments.”
This type of analysis will involve at least three paragraphs.
·
a concluding paragraph
As
Wilhoit instructs on page 110, in your concluding paragraph, you will “wrap up
the paper” and “reassert your thesis.” A suggestion made by Wilhoit is that you
“mirror” the strategy you used in your opening in your concluding paragraph.
·
A References page listing the articles you cited. Please use
APA format in listing your sources.
Length:1000-1200
words
Some strategies to consider when writing this essay:
On pages 123-125, Wilhoit demonstrates several strategies in writing a critique essay. In following the advice from Wilhoit, you will evaluate the author’s logic and reasoning and the evidence and examples used in the text. You might also examine the author’s organization and the author’s style.
You
will then write and revise your rough draft. Before you submit the essay to
your instructor, proofread the summary for grammatical, punctuation, and other
errors.
A
critique revision checklist is provided on page 125. Please apply this
checklist to your response essay before you submit it.
Please See Course Schedule for Due Dates.
COMM
600
Writing Assignment #3: Synthesis Essay
Writing Assignment #3: Synthesis Essay
Writing
Assignment #3 will be a synthesis essay.
General Description from the syllabus
In
this essay, students will be given three or more pieces of text. They will then
annotate the information in the texts and write an analysis of the texts. In
the analysis, they will determine major themes that the authors communicated
and will synthesize the main themes in an essay. An informative synthesis will
inform a reader of the meaning of various authors’ texts. An argumentative
synthesis will persuade a reader by making a claim from the authors’ texts.
Students will be given a choice as to which type of essay, informative or
argumentative, they will write. The paper will be written in at least two
drafts.
Approach and Requirements
In chapter 9 of your textbook, A Brief to Writing from Readings, Stephen Wilhoit writes on page 171, “in a synthesis, you combine information from two or more readings to support a position of your own.” In writing a synthesis, you will read the articles assigned to you, organize the material from the articles into themes, and construct the essay around those themes.
For
this writing assignment, you will write either an informative or argumentative synthesis
essay. Chapter 9 in Wilhoit’s book describes the informative synthesis essay,
while chapter 10 describes the argumentative synthesis essay. You
will employ the alternating form in your synthesis essay.
You
will write a synthesis that incorporates material from the following articles:
- “Teaching,
Learning, and Millennial Students,” by Maureen E. Wilson
- “Preferred
Learning Methods of the Millennial Generation,” by Arlene J. Nicholas
- "Undergraduates'
Personal Academic Information Management and the Consideration of Time and
Task-Urgency," by Mizrachi and Bates:/content/enforced/151426-021467-04-2161-MBA-9240/Mizrachi
and Bates.pdf
You
will cite these sources throughout the paper and list these
sources at the end of the paper using APA format.
Your
essay should have the following:
·
A title page in APA format
·
an introduction with a thesis statement.
Wilhoit
explains on page 198 the components of the introduction in an informative
synthesis essay. He explains on page 226 the components of the introduction of
an argumentative synthesis essay.
·
at least three body paragraphs
You
will want to follow the alternating format of organization for
your essay. This format is explained by Wilhoit on pages 199-200 for the
informative synthesis essay and on page 228 for the argumentative synthesis
essay.
·
a concluding paragraph
Strategies
in writing the concluding paragraph are explained by Wilhoit on page 201 for
the informative synthesis essay and on page 229 for the argumentative synthesis
essay.
·
A References page listing the three articles in APA format.
In
addition, the formatting of the entire paper should be
in APA style. A video tutorial on how to format your paper in APA
style is available at the following url:
Length:1200-1500
words
Some
strategies to consider when writing this essay:
On pages 208-211, Wilhoit demonstrates several strategies in writing an informative synthesis. On pages 260-263, he demonstrates several strategies in writing an argumentative synthesis. Please peruse the pages that correspond to the approach you will take in your synthesis essay.
On pages 208-211, Wilhoit demonstrates several strategies in writing an informative synthesis. On pages 260-263, he demonstrates several strategies in writing an argumentative synthesis. Please peruse the pages that correspond to the approach you will take in your synthesis essay.
Before
you submit the essay to your instructor, proofread the summary for grammatical,
punctuation, and other errors.
Please See Course Schedule for Due Dates.
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