From top left to right: James Baldwin, Peter Elbow, & Carol S. Dweck
Bottom Right: Mary Pipher (Was not able to locate a picture of Sandra Gildersleeve Freeman) |
Low/Mid-stakes artifacts These are five of the readings that we've worked on throughout the semester. The class was assigned to annotate these texts as we read through them and respond to prompts or discussion on Canvas, if any. The one thing I learned while working on these readings was how much more I am able to understand any text when I annotate while I read. I never realized how helpful annotating can be. It's so much more than just underlining and high-lighting words or phrases. When I write notes or definitions of words I don't know on the side, it help me understand and learn more. It shows me all the different themes are incorporated, and send the message that the author is trying to state a little more clearer.
|
high-stakes/major text artifactsSegregation Research Presentation Project
The class was separated into groups, and each group was to research about a specific topic. My group's topic was Segregation Practices in Los Angeles. We were all required to find up to twenty sources per group that regarded our topic, then summarize it, site it, and incorporate all the information that we've gathered into a presentation where we shared what we learned and influence why it's important until this very day. The reason as to why I decide to use this project or both my high-stake and major text artifacts is due to the fact that this project and Southland both regard segregation practices.
I've had quite a different experience while working on this group project compared to all the projects that I've done in the past. Throughout working on this project, we've had many difficulties. My group didn't meet as much as we should have and nearly everything was done almost at last-minute. I was working with completely different people who obtains all different personalities. None of us knew what we were all like when it comes down to working together. This group project taught me the importance of communication and team-work. |
Erin Gruwell and her class
|
Artifacts for major textsIn-Class Text Mapping Scroll Reflection - Freedom Writers
Freedom Writers shares
stories diary entries of students who attended Wilson High School in 1992,
which was the time where gang-violence and racial tensions have reached its all
time high. For a period of time during the semester, we have read and had some
class discussions regarding a few topics that related to this book. We even had
an in-class activity where the class was separated into groups of three to four
students. All the groups were assigned different diary entries to analyze,
summarize, and annotate onto a scroll where the diary entries were posted. Then
had to reflect on what we noticed throughout the activity that we didn’t notice
on our own while reading to ourselves.
What I noticed about the scroll as a whole rather than reading each diary entry on my own was how it's analyzed and broken down. I saw all the different themes that were used in each of the diary entries, and how the situations are viewed and compared to the different readings that we've done for this course. This analyzing technique helped me understand the readings and the book a lot more because we started to really look into the texts and what meanings are behind it and what it's trying to state. The reading technique that helped me understand most is when I'm having a discussion about the passage with one or more persons. To communicate and hear the different point of views on a specific topic helps me think more. |