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As we've worked on Composing Inquiry we often found ourselves with
additional material we simply couldn't include in the text. This section
provides resources provided by
authors of readings,
supplements for Practice
Activities, examples of student writing,
and additional internet sites.
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a spreadsheet
of the results from Michael Frisch's historical knowledge survey given after
his article was published in 1989. The spreadsheet includes results up to
2000
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supplemental graph for the data presented in tables 5.5 and 5.6 and
used in Practice Activity 5.2 on numerical data analysis. It can be useful
to display this graphic as you discuss the data tables and/or the activity.
Using the graphic helps illustrate the usefulness of different forms of
graphic representation of numbers.
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Kimberly St. Onge
"Composing Inquirer Guide: Surveys" is an example of a student writing
about a survey that wasn't designed well and thus didn't produce data that
could be easily analyzed. In this case, Kimberly repositions the work as a
supplemental guide to students that explains the difference between surveys
of knowledge and perception. We admire this work because it demonstrates
that Kimberly understands the elements of surveying, can turn a critical eye
to her own work, and can develop a form for presenting her work that matches
her imagined audience and purpose, all elements that we expect to see in
end-of-term portfolios.
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Jorlyann Marinas "The View
from Mount Rushmore" is an example of a student extending
Edwards and
Winkler's work on political cartoons as ideographs to different examples. We
admire this work because it demonstrates a good understanding of McGee's use
of the term ideograph and Edwards and Winkler's critique of McGee. We also
think Jorlyann did a nice job of incorporating both the theoretical lens and
other secondary sources -- in this case, historical information about the
creation of Mount Rushmore. Finally, we think Jorlyann has managed to keep
this complicated analysis well organized and has been careful to cite the
sources for both the written and visual sources.
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Joelle Mendal "Writing. It's a
Process" is an example of a self-reflective essay that introduces an
end-of-term portfolio. To see the directions Joelle was using as she
constructed her portfolio, see
Teaching Writing -- Putting Together a Portfolio. We admire Joelle's
essay because it was organized around the "habits of mind" that she saw
herself using as she went back through her writing. She used specific
aspects of her own work to substantiate her view, demonstrating her
understanding of textual analysis, and she made good use of secondary
sources by quoting from the textbook.
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Marice Mariano
"Some Examples of Comments Used For Revisions" is another example of
self-reflection in the end-of-term portfolio. In this case, Marice provides
the original passage, the comment she received from her instructor or a
peer, and the revision that she made to respond to the concern. We admire
this approach to efficiently pointing to specific revisions that demonstrate
attention to comments and we think Marice demonstrates her ability to make
appropriate selections to represent her work (i.e. she didn't just include
every revision or every comment).
see also the
class
activity Teaching Common Writing Issues -- Incorporating Sources that makes
use of student-written paragraphs.
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http://www.slate.com/?id=2098846& "Reversing Vandalism"
is an example of a visual essay. In this case, a library
commissioned artists to save pages from controversial books that had been
vandalized; the site tells the story and shows the art pieces. It might be
useful as well in sequences working with art and visuals or in those using
the NEA reading on literacy practices -- what makes some books controversial
enough that people are willing to destroy them?
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http://www.bls.gov/opub/mlr/2003/10/ressum3.pdf "Women at Work" (Monthly
Labor Review 2003) is a report that uses graphs and charts of
statistical data from the Bureau of Labor. This is another kind of visual
essay and should be useful in the Gender sequence as well as when working
with numbers;
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http://www.fs.fed.us/npnht/slides/ "Nez Perce National Historic Trail"
includes a photo gallery, explanations of Nez Perce culture and art,
historical information. It should be useful in sequences working with
artifacts, visuals or history and might be particularly useful as another
example of Dilworth's essay on Indian souvenirs.
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