English Week1

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School

Grand Rapids Community College *

*We aren’t endorsed by this school

Course

101

Subject

English

Date

Nov 24, 2024

Type

docx

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Uploaded by ConstableWildcatMaster401

Congratulations! You passed! Grade received 100% Latest Submission Grade 100% To pass 80% or higher Go to next item 1. Question 1 Is the critical review finished and complete? A complete project does not need to be perfect, and it can have errors, but it should be near the length requirement and should be readable enough that another person potentially could provide feedback about how to improve it. 1 / 1 point No Yes Correct It's really important that you complete the critical review. Independent work is the only way you truly will make progress and see improvement in this course. 2. Question 2 If someone were to read your "Critical Review" paper, what specific questions or concerns would you like them to address regarding your draft? Would you like them to look at a specific passage? Would you especially like feedback about a certain aspect of your writing or argument? Did you get stuck at any point when writing your draft? 1 / 1 point describes and evaluates the book in relation to accepted literary and historical standards and supports this evaluation with evidence from the text and, in most cases, in comparison to the research of others. It should include a statement about what the author has tried to do, evaluates how well [in the opinion of the reviewer] the author has succeeded, and presents evidence to support this evaluation. For course assignments, most professors want you to write a critical review. Correct Thank you for giving this some thought! Often as writers we have a sense of what we're struggling with in our writing, so this reflection can help you identify what you need to work on. 3. Question 3 Where do you as the writer summarize and explain Coyle's main argument? Do you think you have provided enough information about Coyle's main argument to readers who may not have read the article? 1 / 1 point peer 1 → in the first few paragraphs author shows that understanding and is sufficient to explain. peer 2 → In the third paragraph the author clearly shows an understanding of Coyle’s chapter. I think it is stated simply and it is also sufficient to convey Coyle’s main argument. peer 3 → The author shows understanding of deep practice. However, the draft lacks of many other details. For instance, the concept of the “sweet spot” is not explained at all and could mislead the reader. It does not suffice to just train, according to Coyles argument, one has to train at the sweet spot in order to progress. Correct Excellent! It's important to clearly state the main argument so that even readers unfamiliar with the article can follow along with your review. 4. Question 4

Where do you as the writer define and use key terms from Coyle's text, such as "deep practice," "scaffolding," or "chicken-wire Harvards"? 1 / 1 point peer 1 → “deep practice” is explained well, perhaps “scaffolding,” and “chicken wire Harvards” is not so clear to me. peer 2 → The autor mentions “deep practice” in the third paragraph. He/She also mentions the importance of struggling (making mistakes) and practice in order to learn a skill. peer 3 → The author only touches “deep practice” in the text but omits all the other concepts that were discussed. The discussion in the draft is quite superficial. Correct Make sure your paper defines and uses some of the article's key terms so you can demonstrate that you're familiar with the work and so readers will have a common understanding of the terms. 5. Question 5 Where do you feel that you go beyond summary of the text to pose a question about Coyle's text, raise a limitation about Coyle's argument, or make some other point about Coyle's article? 1 / 1 point peer 1 → In last two paragraphs the author raises a limitation in coyle’s argument. peer 2 → The author makes some questions at the end of the summary (last paragraph) I couldnt find any questions that implies a limitation to Coyle’s argument. peer 3 → In the last paragraph. Correct Way to think deeply about Coyle's work! To be a critical review, your writing should go beyond a simple summary of his article to ask an important question, critique a given argument, or otherwise contribute your own perspective on Coyle's text. 6. Question 6 Summarize your main argument about Coyle's text in a sentence or two. If it's difficult for you to summarize your main argument, try to determine what you could do to make the argument clearer. 1 / 1 point peer 1 → writer is arguing that “deep pracitce” is important and how learning from small mistakes is possible. peer 2 → The writer makes a relationship between Coyle’s argument and the assumption there is behind education. If people were naturally talented at anything then what would the point be of having teachers and courses. peer 3 → The author /thinks/ this interesting and well-written essay discusses a core concept that is found in education in general. Correct Nice job! When reading your critical reviews, readers should be able to identify your main argument easily. If it isn't easy to identify, then you need to spend more time coming up with a clear statement. 7. Question 7 What evidence do you use to support or explicate your argument? Have you effectively integrated and cited quotes and other evidence? If not, what you might do in order to integrate and cite quotes and other evidence more effectively? 1 / 1 point peer 1 → writer has used quotes and integrated them well. peer 2 → I think the writer has effectively integrated and cited quotes. He/she uses Coyle’s examples at some points. In the last paragraph the writer evaluates Coyle’s argument and also states his/her opinion. peer 3 → None. The lack of evidence / arguing is a weakness in the current state of the draft. Correct Good job thinking about supporting evidence! Your audience is more likely to consider your argument if it's backed up with strong evidence. 8. Question 8

Does your review contain unconventional features in the writing (spelling, sentence structure, vocabulary, and so on) that could interfere with how others may read this piece? In particular, identify one of these features that you think needs to be revised and/or that you as a writer could focus on even beyond this writing project. 1 / 1 point peer 1 → no peer 2 → Overall the text is very clear. I think he/she could add more ideas or evidence about what he/she argues. For instance he mentions something related to education and the assumption behind. He/she could explain a bit more about this idea. peer 3 → An academic dispute should not about what you /think/ (cf. second paragraph). You should rather provide logical arguments supporting, questioning, or falsifying certain aspects. This is not about giving an opinion on the text. Also avoid informal writing, e.g., “seems quite clear”. This is something you can say to your friends but not write in such a text. Correct Nice job! Writing is a process, and good writing often goes through at least a couple revisions. And often writers work over time to improve various aspects of their writing. The first step is being able to identify what you can improve. 9. Question 9 What did you like best about this critical review that you wrote? 1 / 1 point peer 1 → it is very clearly written and also challenges Coyles’ argument at the end. peer 2 → I liked the fact that it was clear to read and the way the writer quoted some parts of the book without making it too long peer 3 → It’s easy to read / follow. Correct It's great that you found elements you like about your writing! Writing can be a powerful opportunity to express and share your unique perspective. 10. Question 10 What did you learn about your own writing based on the responses you gave in the previous questions? 1 / 1 point peer 1 → i need to critically analyse the arguments which I have not done so myself. peer 2 → There is always room for improvement =) peer 3 → Nothing. Correct Good Job! Reflection is a key part of both writing and of learning in general.

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English Week1

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