- This question refers to the structural/grammatical progress a student will generally make throughout the writing process. This question is straight-forward so I categorized it under LO1.
- As a writer, you will research multiple sources, so for this question i categorized it under LO3. "Two or more methodologies" is tricky wording, but I felt that the use of multiple sources, and therefore multiple source format, fit well enough in this category.
- This question is nearly a word-for-word copy of the fifth learning outcome. It is also straight-forward, so I categorized this in LO5.
- Textual analysis is being able to examine a text and pick out the main points, so I categorized this question under LO2.
- This question refers to the understanding of a paper that develops during revision. Many papers start out in an unsure direction and become clearer and more precise with editing. Because of this, I categorized this under LO1.
- Discourse analysis is also very contextual. The use of language can determine the entire meaning of a sentence, paragraph or an entire piece. Because of this, I categorized this question under LO2.
- Because people all begin writing in different ways. A paper can start with an outline, a Venn DIagram, or a web diagram. BEcause of this diversity and different ways of unlocking creativity, I categorized this with LO3.
- I categorized this with LO3 because discussion and differnt opinions are also good ways to get a paper started. It is another method.
- This I categorized under LO5 because what you learn in other classes does not stay in other classes. Lessons learned in on eplace are applicable everywhere in life.
- This obviously goes with LO4, becuase LO4 exclusively deals with presentations. A negative aspect to this question (information not provided) is why doesnt the student like to give presentations? This is an imporant factor and shouldnt be ignored in surveys.
- LO2, becuase it is basically a word-for-word copy. They both refer to identifying central ideas through a source.
- LO1, becuase, again, it is marking the progress a student will make due to revisions. This question marks grammatical progress.
- This also refers to LO4, as it pertains exclusevly to presenting.
- Also refers to LO1 as it marks more revision progression. This refers to organiational progress.
- LO3 becuase it referes to creative ways to jump start an essay.
16--19 I found hard to categrize as they are based solely on opinion and, therefore, do not really mark a learning outcome. (At least none of the ones listen, in my opinion)
Analyzing the Survey
The audience: when analyzing the survey the audience seems to be English writing majors. Most of the statements gear towards the writing process a student experiences in their course.
The person giving the survey is collecting information on students and their writing process and/or classroom experience.
The Statements:
The statements about feelings I would take out or change because for example statement #10, someone might be able to give exceptional presentations but they may not feel confident. (Statement 2 & 8 as well)
The ranking I believe is useful because it tells the person, giving the survey, where the students’ strengths and weaknesses are and they can compare it from one class to another.
Statement 12- during the revising process, when if we also look for other writing issues and not just grammatical.
Answers:
When looking at the different answers that are available in the survey, I noticed that they didn’t add a “N/A” as an option. The reason I feel is to get an actual answer, they don’t want the student to have the ability/ option to put N/A instead.
If there was an N/A option, the professors may feel the students will not answer truthfully or take the survey seriously. Although this may not stop them from giving false answers, it may lessen the possibility of them doing so.
The students who are taking the survey must have experienced each of the statements in order to answer it accordingly.
I feel like the options that the students have to answer for each statement does not give enough information to the one giving the survey
Analyzing the Survey
The audience: when analyzing the survey the audience seems to be English writing majors. Most of the statements gear towards the writing process a student experiences in their course.
The person giving the survey is collecting information on students and their writing process and/or classroom experience.
The Statements:
The statements about feelings I would take out or change because for example statement #10, someone might be able to give exceptional presentations but they may not feel confident. (Statement 2 & 8 as well)
The ranking I believe is useful because it tells the person, giving the survey, where the students’ strengths and weaknesses are and they can compare it from one class to another.
Statement 12- during the revising process, when if we also look for other writing issues and not just grammatical.
Answers:
When looking at the different answers that are available in the survey, I noticed that they didn’t add a “N/A” as an option. The reason I feel is to get an actual answer, they don’t want the student to have the ability/ option to put N/A instead.
If there was an N/A option, the professors may feel the students will not answer truthfully or take the survey seriously. Although this may not stop them from giving false answers, it may lessen the possibility of them doing so.
The students who are taking the survey must have experienced each of the statements in order to answer it accordingly.
I feel like the options that the students have to answer for each statement does not give enough information to the one giving the survey
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