Printer friendly version: eJournal assignment

Due Date: Most class sessions

Summary of assignment: We will spend five to ten minutes each class writing in our WordPress blogs about communication and the writing and research process. Your entries will vary and can be long discussions about assigned readings or about specific sources you find. Your entries might also be shorter discussions/descriptions about daily writing activities. Initially, I suspect your entries will pertain to writing activities and class discussion pertaining to assigned readings. Activities concerning daily writing activities might become more intense as you get close to deadlines. They might also be brief, whimsical entries that discuss your emotions about research and writing (Prior 185). As you begin to move into researching a specific topic/argument, your entries will focus on the research process.

Netiquette Alert: Because you will be composing in a class blog associated with JSRCC, please practice sensible decorum. Your immediate audience is, of course, your classmates and your instructor, but keep your wider audience in mind as well.

Online/Electronic Learning Environment: By default, your blogs are open to the public for the purpose of sharing your work with the larger Internet community. To use web-based applications responsibly please observe all laws and JSRCC policies concerning Student Conduct (Policy 1-35) and Academic Integrity (Policy 1-34). Some specific aspects of law and policy that might be well to remember are prohibitions against copyright infringement, plagiarism, harassment, or interferences with the underlying technical code of the software.

As a student using web-based applications certain rights accrue to you. Any original work that you make tangible belongs to you as a matter of copyright law. You also have a right to the privacy of your educational records as a matter of federal law and may choose to set your privacy settings to private and only share with the instructor and your classmates. Your contributions to the various web-based applications constitute educational records. By contributing to the web-based applications, and not taking other options available to you in this course equivalent to any assignment that would not be posted publicly on the Internet, you consent to the collaborative use of this material as well as to the disclosure of it in this course and potentially for the use of future courses.

Note: Unless I hear otherwise from individual students, I will assume that all students in English 210 are electing to participate in their blogs. If you have questions or concerns, please contact me.

Definition of a process [b]log:  “[A] journal in which you discuss what you are writing, what you are reading in relation to your written work, and how writing for this class relates to other writing you are doing or have done” (Prior 186).

You might begin the semester writing entries similar to the two examples below:

  • Entry that leans toward process:  I am dreading beginning the research process for my paper. Need to spend more time in the library searching for sources.
  • Entry that leans toward mechanics and documentation: Interesting discussion in class today. We covered some of the finer points about documenting sources. I now understand what an extended/block quotation is. But the use of punctuation still confuses me!!!!!!

And then move on to more detailed entries that apply to your specific research similar to the two examples below:

  • Entry that summarizes a source:  Gustin describes how and why interest in organic dairy rose early in the twenty-first century. By 2004, Dean Foods became the largest U. S. conventional milk producer and between 2002 to 2007 the number of active “organic dairy farms rose nearly 80 percent.”  In 2008, organics began to swing with a four percent decline in sales of organic whole milk and an 18 percent decline in reduced-fat organic milk. Some speculation exists as to whether the decline in organic dairy is due to larger companies such as Dean Foods who are oversupplying the conventional dairy market or due to a decrease in demand for dairy, conventional or organic. This decrease seems to be a direct reflection of the current recession.
  • Entry that makes a connection to research purpose:  For the purposes of my project, focusing on organics and Dean Foods’ decision highlights the need to foster sustainable agriculture. Practicing organic farming contributes not only to the health and well-being of consumers, but also contributes to cleaner, healthier products.
  • Grading Criteria:  I will grade your e-journals based on the total number of entries and the quality of your responses. The chart below describes specific grading criteria.
Percentage/Grade Description of Expectations
90-100% = A Completed at least 90% of in-class responses; writing is superior with minimal mechanical and stylistic issues.
80-89% = B Completed at least 80% of in-class responses; writing is strong, but is slightly undermined by minor mechanical and stylistic issues
70-79% = C Completed at least 70% of in-class responses; writing lacks clarity and organization, and is strongly undermined by an accumulation of mechanical and stylistic issues
60-69% = D Completed at least 60% of in-class responses; writing is weak with poor organization and lack of development of ideas; mechanical and stylistic issues are numerous further contributing to lack of clarity
50-59% = F Completed at least 50% of in-class responses; responses do not meet the assignment’s requirements and responses consist of numerous mechanical and stylistic errors, grossly undermining the quality of writing.
Below 50 = F Does not attempt to  meet assignment’s requirements

Note: remember to document your source materials in either MLA or APA. Include signal phrases, quotation marks (when needed for direct quotations), parenthetical citations, and Works Cited (MLA) or References (APA) lists.

Work Cited

Prior, Paul. “Tracing Process: How Texts Come into Being.” What Writing Does and How It Does It: An Introduction to Analyzing Texts and Textual Practices. Eds. Charles Bazerman and Paul Prior. New York: Routledge, 2004. 167-200. Print.

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