This exercise involves your composing a 500-word critical review of one of your past school writing projects, focusing on context of that writing and possibility for integrative and global approaches, and posting your review here on the date assigned.
Find a substantial essay that you have written in another class (you can use a writing from this class if you have no other archive; a research paper might work best, but not necessarily). Write an essay that speaks to the qualities of your essay in the context of issues that Canagarajah and Ratcliffe bring up in terms of the contexts in which you write/access to resources and the possible gendered whiteness that may or may not have been prevalent in your prose or the assignment. Refer to other past readings as well, if they can be helpful, especially those that speak to diversity concerns and those that speak to opportunities for employing/integrating multiple disciplines.
If the teacher’s comments (not me, the teacher who originally assigned the work you are critiquing) are available, you might also speak to ways the teacher’s standards facilitated or curtailed your approach in assignment in an integrative, interdisciplinary way for diverse, global audiences. In other words, you can speak to ways the context of that previous (or current class) created or deterred opportunities for you to think about your work in terms of a global audience and across various disciplines. In even other words, you’re being asked, as Ratcliffe might say, to eavesdrop on this former paper as if it were a conversation between you and that instructor, looking particularly at ways culture/disciplinarity came into play.
Respond to the other writers’ pieces that have been assigned to you by the due date listed on our calendar (which will be soon after you’ve posted your composition). Post your comments to others on their drafts themselves and/or the comment box. You don’t need to mess with the rubric itself; I’ll take care of that.
The rubric grade you receive will give you some sense of your draft’s status should you consider revising it for the final portfolio, but the grade you receive for this exercise as a whole will represent more your engagement with the prompt’s various concerns and the degree to which you’ve supplied helpful remarks to other class members’ drafts. In most cases, your grade for this exercise will be higher than the grade reflected on the rubric, unless you have failed to respond to others’ drafts.
There’s also a discussion to start on the day that your feedback to other students is due as well (next page)!
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